We are pleased to bring you this final EVENTS issue of school year 2025 - 2026.
Enjoy the featured article, highlighted programmes, courses and events from our delivery partners to support your professional development and enhance the work of your school. 

SWIFT CPD and Membership 2026 – 2027
Registration is open for Schools, Federations, Trusts and other organisations to join SWIFT Membership for 2026 - 2027 (click here to register and find out more here).
 
Highlighted Courses/Support:

• Space4Thinking: Child-Led Coaching to Boost Pupil Wellbeing and Resilience
• KS1 Securing Foundational Skills for Writing (Torbay)
• Inclusion By Design
• Professional Communities
• Primary and Secondary Subject Briefing
• EYFS & Primary Courses
• Secondary & Sixth Form Courses
• Other events for your diary

With the end of term in sight, we thought we would squeeze in a final July UPDATE for you - and it is a newsy one to end this school year. 

Musing on our recent Summer Conference (and you can read the A Master Class in being a Good Egg! write-up), Executive Director Martin Smith reflects on the overarching themes of inclusion and belonging: "at the heart of what we are as schools and at the heart of how we train and develop ourselves through professional development."  

Martin ends by encouraging all teachers, leaders and colleagues to take a moment to reflect on the huge contribution everyone makes to the lives of children and young people. "We know our profession has challenges ahead of us and some will move on and some will persist. But what is an ever constant is the commitment of everyone in education to do the very best job."
 
Looking to the Autumn Term and being super organised, the Whole School SEND (WSS) Conference is on Thursday 19 November 2026 at Sandy Park in Exeter on the theme of “A Sense of Belonging still Matters.” 
You can help now as the WSS Team are inviting schools across the South West region to share what “Belonging and Mattering” looks and feels like. 

With the appropriate consent, send the Team examples of pupil voice on how they feel valued and included in your School / Trust community. For example, photos, artwork, displays, projects, short video clips, participation in clubs, enrichment activities, pupil testimonials. Keeping you informed, there are SEND updates and guidance later in the newsletter. 

A week and a day before the early bird offer closes on Friday 17 July 2026, remember to register your School / Trust / Federation for SWIFT CPD and Membership for 2026 - 2027. If you do the sums, it makes sense. Find out more and register here 

This month we take a nostalgic view of ALL the UPDATE interviews - starting in April 2022 with Martin Lewis, our launch interviewee and still a SWIFT stalwart. It is worth a look back!

Devon Research School (DRS) shares a post by Hannah Claydon, Deputy Director of Devon Research School, Raising Standards Lead for Year 7 and Teacher of Science at Kingsbridge Community College on embedding Maths skills in the Science classroom.

HOT OFF THE PRESS - you can read the South-West Social Mobility Commission Annual Report on Place Matters . Published yesterday, rather than the North - South divide, the startling headline shows London outperforming every other region on many key measures for pupils eligible for free school meals, whilst the South West remains one of England's weakest-performing regions.

Thinking hot, with soaring temperatures now a constant our sponsor, SchoolPro Safety provides some excellent cooling practical guidance on managing overheating classrooms. Contact the Team here

We join our sponsor Exeter Supply Partnership in celebrating their 10th birthday of providing nursery and primary supply needs and wish them another successful decade! Contact the ESP Team here

Ending the school year with a celebratory look back in pictures, our school catering sponsor Educatering shares some pictures from Christmas to Easter, Chinese New Year and Eid. You can contact the Team to discuss catering for your School and Trust here 
 
That's all folks! When you have a moment to stop, we hope that you will find something of interest in this issue that will add value to your day.

A week tomorrow I will be signing-off from my role as Editor of UPDATE and I would like to extend my very best thoughts to you all for the end of term (and the onwards). I know from my own experience of working in a school for many years the meaning of “being busy” in ending one year and preparing for the next. Such is the cycle of education.

By Jude Baylis, SWIFT Executive Assistant 

Like all things SWIFT the UPDATE interview has evolved into what it is today.

A simple formula. Five questions that reap rich reflections to showcase our work as Teaching School Hubs, and that of our ​Partners and Associates. 

​Looking back, the first iteration of the UPDATE interview appeared in Issue 4 in April 2022 with Martin Lewis - who was then the Appropriate Body Induction Tutor at Kingsbridge Community College (and Martin continues to be a SWIFT stalwart).  After a few evolutions, by Issue 7 the interview had become the defined interview we know today with Esther Best, NPQs Facilitator (the then Headteacher of Oreston Community Academy in Plymstock).
 
With our rooted in partnership mantra, the UPDATE interview has been a way to showcase the dedicated delivery support of valued colleagues across our Golden Thread work – of which there are many to choose from!

Aimee Mills, the then Acting Deputy Headteacher (for Quality of Education) at The Park Community School in Issue 10 (December 2022), Andy Ogden, then Director for CPD and Devon Training School Partnership at Tarka Learning Partnership in Issue 19 (November 2023), Jayne Miners, Primary ECTP Mentor at Halwill Primary School (The Carey Federation) in Issue 38 (October 2025) and Lindsay Cooper Smith, Director of Inclusion for St Christopher’s Academy Trust in Issue 44 (April 2026):
 
“I would wish all children to be educated locally with their peers and to get the support they need at the earliest possible opportunity to make sure there is a genuine holistic approach to inclusion with the family, school and professionals involved.”
 
Still going strong with us harking back to Issue 28 (November 2024) was Tania Cox, Director of Blackdown Education Partnership Training School – one of our valued Partners: “Personally, the thing I enjoy the most of working for a Teaching School Hub is the diverse range of schools and colleagues I get the opportunity to work with and their absolute wealth of expertise and experience shared with me.”  

Already a few worthy examples of note here, finding a fitting quotation has been a definite delight for me to set the tone for the whole interview. More to follow as we press on now. 
​
Always curious, I like learning more about colleagues, as in Issue 32 (March 2025) with Robin Scott, CPD & Marketing Coordinator with Exeter Consortium Schools’ Alliance: “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." Also, Faye Steele, SWIFT Senior Administrator for the Appropriate Body Service in Issue 40 (December 2025) clearly enjoys her work with her memorable words: “With this essential relationship with our schools in place I believe in a relentless unwavering determination to procure the information we need on time and to meet our deadlines and tracking.” How brightly their commitment shone.
 
We always strive to stand tall with our Partners and I have been grateful to interview CEOs, Headteachers, Senior Leadership Team and Teacher colleagues. Starting with Stewart Biddles, CEO of Riviera Education Trust in Issue 15 (June 2023): “There is always more to be gained by working in partnership than by forging ahead alone.” Tom Parkin, Headteacher of South Molton Community Primary School in Issue 17 (September 2023): “Our hope for our children this year is to get back into school and in a positive way.” Fiona Harvey, Deputy Head (Scholarship) at Colyton Grammar School (one half of SWIFT’s Colyton Teaching School Hub) in Issue 22 (February 2024) provided another standout quotation: “I believe as school leaders, we must challenge and be positive in promoting teaching as a career that is brilliant, rewarding and a worthwhile choice.”​

It has been a privilege to hear original insights from respected leaders. The Issue 33 (April 2025) interview with Gary Chown was on the eve of officially becoming CEO of The Harbour Schools Partnership Multi Academy Trust (merging Ventrus and Tarka Trusts): “I would like to see improvements in how the system connects. I think some MATs are doing well and working in effective partnerships and I am hopeful that we could deepen this partnership and build a more architecturally responsible legacy.” And the interview with Mr T – A.K.A. Christopher Tribble, Headteacher at Honiton Primary School and Author in Issue 36 this time last year demonstrated the noblest intentions for his pupils.
 
I have relished learning more about colleagues, as in Issue 32 (March 2025) with Robin Scott, CPD & Marketing Coordinator with Exeter Consortium Schools’ Alliance: “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." Also, Faye Steele, SWIFT Senior Administrator for the Appropriate Body Service in Issue 40 (December 2025) clearly enjoys her work with her memorable words: “With this essential relationship with our schools in place I believe in a relentless unwavering determination to procure the information we need on time and to meet our deadlines and tracking.” How brightly their commitment shone.

​We take pride in our responsibilities to champion the work of our many Associates – all of whom boost our offer to Schools and Trusts. Issue 12 (February 2023) interview with Emma Sheppard, The MaternityTeacher PaternityTeacher Project (MTPT) Founder and Lead, testified to her passionate staunchness in this important area of the workforce. Supporting the local Department of Education Subject Hubs is integral to our work and Joint CODE Maths Hub Leads, Laura Clitheroe and David Hick were the double act for Issue 23 (March 2024) and it was the turn for lsham English Hub with Hub Lead, Danni Cooke in Issue 29 (December 2024) sharing her infectious love of reading and all things booky.

​Many (most!) of the interviews have spoken to the longevity of our partnerships. Issue 27 (October 2024) with Jon Eaton, Director of Kingsbridge Research School highlighted our ongoing valued partnership, as did Issue 18 (October 2023) with Jenny Sutton, Regional Principal, South and West – National Institute of Teaching (NIoT) speaking volumes then and now of our close working together as NIoT Associates Colleges: “I genuinely love working with our Associate Colleges because [THEY] all want to build a really strong partnership with us, that genuinely ensures the programmes we develop and deliver together are of maximum benefit for teachers and leaders.” Followed by fellow NIoT colleague Katy Micklewright, Head of the Early Careers Programme Faculty in Issue 37 two years later.
 
Many of interviews provide professional insights into the cogs central to our educational landscape. In May 2024 issue 24 we met Emma Vyvyan, Regional Lead for the South West for Whole School SEND: “Children teach us new things every day and walking in their shoes ensures that we get to know them as individuals, which requires our fresh and creative thinking in order to ensure that we have the best inclusive approach possible.” January 2025 Issue 30 with Justin Coombs, Executive Director of Assessment Technology at Exam Board, AQA and Amy Lingfield, the then Director of Partnerships at Teach First in Issue 31 February 2025.
Diversity, Equity, Inclusion and Belonging is at the heart of our work in safeguarding members of our community to feel psychologically safe and their authentic selves so that children in schools are led, taught, supported and governed by people who embody the values and model the behaviours of a modern inclusive society. I was pleased therefore to interview for Issue 25 (June 2024) the then Co-Chairs of our SWIFT DEIB Partnership Group, the then Krisha Gandhi of Cranbrook Education Campus and Tom Pether of East Allington Primary School and earlier for Issue 14 (May 2023) Louise Jaunbocus-Cooper, Co-Founder of MixEd.

The interview can be an opportunity to celebrate new ventures as in Issue 41 (January 2026) with Nick Wakeling, Director of the Colyton Foundation: “I hope the sense of a regional movement to support under-resourced pupils will have gathered further momentum, and that the Colyton Foundation will have become a ‘go-to’ hub for all schools and other organisations looking to support higher attainers & HE progression within the region.” Along with Jess Easton, Director of The Engagement Platform (TEP) in Issue 42 the following month: “If people could really understand engagement, where it comes from and what drives it, I think we would see significant improvements in areas we traditionally measure, such as attendance, persistent absence and outcomes.”
 
CPD is integral to our SWIFT work. With an eye on the relevant and interesting, Caroline Sherwood, Deputy Headteacher at Pilton Community College was the interviewee for issue 11 (January 2023) as Programme Lead for the How to Teach Boys to Succeed in School session. Ed Pawson, our SWIFT Religious Education Professional Community Lead and RE Consultant opened my eyes with humble thinking about this core subject in Issue 43 (March 2026): “When I look at my primary colleagues, my fundamental purpose in being an advisor is to help those who do not have RE as their number one subject and have never really studied it and do not feel confident. I would love to be able to feel that I have supported people to enjoy teaching RE and to gain satisfaction.”

​Enthusiasm is part of my DNA, and I respond to enthusiastic interviewees, which especially oozed in the interview with Sam Eyre, Head of CREATE Creative Arts Academy at Coombeshead Academy in Issue 34 (May 2025): “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."

​Thinking arty, a particularly fond interview was with Olivia, the artist behind our unique quirky SWIFT artwork in Issue 13 (March 2023). At the time Olivia was a student at Colyton Grammar School and if you are still curious about the history of the artwork you might like to read more here
 
I always like to learn and the Issue 45 (May 2026) interview with Anthony Lees, Deputy Head of School for Marpool Primary School & EdTech Lead for the Cornerstone Academy Trust was mind-bending on the thorny topic of AI: “I believe the power of technology is about bringing equity of opportunity to learners - to all pupils and students - by raising universal provision, and not simply through the accessibility tools, which are the obvious quick wins, (i.e. text to speech, speech to text etc), all of which is hugely important and makes a big difference to teaching and learning.”
 
Sometimes I like to think of the interview as a good omen.  As a lovely precursor to her joining the SWIFT Team a year later as Director of Teaching School Hubs, Jen Knowles, the then Director of West Country Training School Alliance (WCTSA) was in the spotlight for Issue 8 in October 2022 (and we have never looked back). With unforeseen symmetry Jen’s predecessor Chris Harris, SWIFT Deputy Director (Colyton Teaching School Hub) was the following interviewee in Issue 9 (November 2022).
 
With more serendipitous timing, for Issue 20 (December 2023) Tina Graham, Principal of Kingsbridge Community College (KCC) did not know that KCC was set to be awarded the South West Secondary School of the Year 2024 Award for The Sunday Times Parent Power Guide - for academic outcomes and character education, extra-curricular opportunities and student experience, as well as year-on-year improvements. It made the interview all the more glorious.  

The interview can be a way to say thank you and to enhance the sense of occasion.
Issue 26 two years ago at this time of year was with Paul Brooks, retiring Chair of Kingsbridge Community College Governing Body and the SWIFT Trust Board who shared his experienced words of wisdom: “When I was Deputy Principal, I used to say that every child in our school needs to enjoy our school and to come out at the end of each day and know that they have enjoyed something in their lessons. I believe now, as I believed then, that it is possible.”
 
Everyone counts for me in a school. Prior to SWIFT, I worked as PA to a Headteacher in Somerset (plus I’m a foodie); so I particularly enjoyed the interview in Issue 35 (June 2025) with Sarah Plowman, School Catering Manager, and Helen Vincent, School Business Manager at Whipton Barton Infant and Nursery School: “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.”
 
Demonstrating the positivity within our educational partnership, for Issue 39 (November 2025), I enjoyed interviewing SWIFT Teacher Training graduate, Harriet Sleath, in her first term as Teacher of Modern Foreign Languages at Teign School, part of Education South West (the other half of SWIFT).
 
From time to time I like to open a window into our Central Team and Fiona McNeile, our SWIFT Programme Manager (and now Director of Business Development) was a lovely interviewee in Issue 16 (July 2023): “I am very fortunate to have a role that is fulfilling in many ways.” As was Martin Smith, Executive Director of SWIFT in Issue 21 (January 2024): “I enjoy nurturing partnerships and I am continuously reminded of their importance in every we do.”
 
Bringing us up to date, the most recent interview last month was with Steve Margetts, Principal of Torquay Academy and Author: “I would describe my leadership style as highly focused on clarity, culture, and people. I believe leaders have to create a clear sense of direction, whilst building an environment where staff and students can thrive.” If you heard Steve speak at the Summer Conference you will already have an insight into the impact of his leadership experience that you can benefit from in the “Everyone Succeeds: Practical leadership behaviours that improve schools” practical professional development sessions next year.

Exeter Supply Partnership (ESP) are celebrating a significant birthday this month. 

Created by local schools as a Community Interest Company (CIC), their focus has always been on relationships, reliability, and supporting education — and NOT profit.
 
Why This Matters Now
ESP recognise the pressures school leaders and staff continue to face - particularly around recruitment, retention, and securing high-quality cover at short notice. At the same time, expectations on schools and support staff continue to grow.

Built for Schools, Rooted in the Community
As a CIC, everything ESP do is about strengthening the local education community.

It is very telling that many of the schools they work with have partnered with them for years — but they are always keen to connect with others who may benefit from a more relationship-led approach to supply. 

As a valued SWIFT Sponsor we are proud to work with ESP.​

What ESP Offer
ESP works closely with schools to provide supply staff who are:
​

• Familiar with local settings and expectations
• Able to integrate quickly and maintain continuity for pupils
• Supported by a team that understands the realities of school life

 
The ESP approach goes beyond filling vacancies.
They take time to understand your school’s context so they can match the right people to your setting.​

How to Contact the Team 

Registration is now open for SWIFT Membership for 2026  - 2027.

Be part of our community of schools!  
Discover how SWIFT CPD and Membership provides good value, high-quality professional development to enhance your classroom practice, in order to foster the best possible outcomes for children and young people.   

The Offer:
In response to your feedback, SWIFT CPD Team are pleased to present a professional development that tackles issues of the day with instructive and constructive learning opportunities:

• Space4Thinking: Child-Led Coaching to Boost Pupil Wellbeing and Resilience with Leonie Hurrell.
• Inclusion By Design with Rachel Higginson.
• Primary Subject Briefings with Josh Lury (Maths), Danni Cooke (English), Carla Bennett (Science) and Phil Armstrong (Early Years).
• Secondary Subject Briefings with Craig Barton (Maths), Amjad Ali (SEND), Jennifer Webb (English), Jo Castelino (Science) and Rachel Hawkes (Languages).
• Whole School SEND and Nasen Updates.
• South West Art Teachers Annual Conference.
• Leadership Forum.  
• Annual SWIFT Summer Conference.

 
Session bookings on Eventbrite are quick and easy saving time for you and your colleagues.

Benefits:
Membership gives you access to the following:

• 30% discount on a wide range of courses and conferences. 
• FREE + unlimited access to Primary and Secondary Subject Briefings.
• FREE + unlimited access to termly Professional Communities.
• FREE + unlimited access to the Leadership Forum.
• 50% subsidy for an initial year with The Engagement Platform (TEP).

Extra Benefits:  
You can find supportive benefits from the following:

• Not-for-profit CPD sourced directly from trainers and delivered locally. 
• Sector leading programmes providing high-impact, evidence-informed CPD. 
• School-led approaches, connecting directly to teacher and leader priorities. 
• Courses that offer blended in-person and online models to suit your working schedules. 
• Connectively across the school system, bringing together teachers and leaders committed to the same values, from diverse schools and contexts. 
• Safe, supportive and no-risk environments for teachers and leaders to be honest, open and generous.  

Last Thursday 18 June 2026, Executive Director, Martin Smith and Director of Teaching School Hubs, Jen Knowles welcomed delegates to the seventh Summer Conference held this year at Exeter Racecourse (and destined to be a galloping success!).  

Fiona Harvey, Deputy Headteacher for Scholarships at Colyton Grammar School started off the proceedings.
Often ranked as the highest-performing State School in the South West, Colyton Grammar School is the Lead Trust for the Colyton Teaching School Hub – one of the halves of SWIFT, along with Education South West. Colyton is also home to the Colyton Foundation (due to feature later in the conference). 
 
True to her roots as a Teacher of English, Fiona referenced the nature book, “The Tale of Tommy Nobody” (by Ruth Thomson), who became Tommy Somebody. It is a reminder that classrooms are full of Tommies trying to work out who they are, because everybody is a somebody. As educators, we need to foster and encourage positive relationships for everyone in our care because belonging is shaped intentionally. By widening success, every child can enjoy the moment of realising, “This I something I can do… and I am somebody here… and I truly matter.” Educating is not only about raising attainment, but about building positive environments.
 
Being somebody counts for staff AND children and young people.
Identity and belonging were to be key themes during the conference and aptly prefaced the keynote speaker up next.

Education Leader and Director of Teaching School at Chiltern Learning Trust, Sufian Sadiq lured us in with his presentation title, “If You Can Be Anything in Life, Be a Good Egg.” With the potential for lots of memorable egg metaphors.
 
In a societal context where the national mood is changing and narratives that once were fringe voices are becoming increasingly normal and even acceptable, Sufian asked, “If we expected better from everyone what does better look like?” What does it mean?”
 
Schools are challenged to place character, relationships and culture at the centre of educational success. Like an egg Sufian explained how people thrive when they are supported by the right environment and valued for their unique strengths. He explored the characteristics associated with effective teachers, leaders and pupils - highlighting qualities, including passion, resilience, empathy, integrity, ambition, collaboration and a commitment to growth. The strongest schools create “perfect harmony” by developing these attributes across the entire school community, rather than focusing solely on academic outcomes.

Note the distinction between professional expertise and leadership. Excellence in a particular subject or role does not automatically translate into leadership capability, suggesting leadership requires a separate set of interpersonal qualities, including communication, accountability, adaptability and the ability to inspire others. Character develops during a teacher’s career, and personal growth is shaped by experiences, setbacks and the working environments.
 
Sufian cautioned against “deficit ideology” – the tendency to focus on people’s shortcomings rather than their potential. When organisations stop believing in individuals, or fail to provide supportive conditions, motivation and performance suffer. Think of the strength of an egg, showing how people are often more resilient than they appear when placed in the right conditions. Excessive workload is not solely what breaks people; rather, it is poor treatment, lack of recognition and weak relationships. Celebrate differences, noting how diverse communities are strengthened by varied talents and perspectives.​

With themes that were to echo throughout the whole conference, Sufian reminded us how successful schools are built on trust, care and human connection.
 
Create environments where people feel valued, supported and able to flourish – and above all, “be a good egg.”
 
Cracking good advice and a pertinent premise for this year's conference. ​

Educator and author, Lewis Wedlock in his presentation “Masculinities in Schools: Preparing for “Newniversal” Work,” encouraged rethinking a more nuanced and responsive approach to engagement with boys and young men. Amidst an increasingly complex social landscape, Lewis highlighted research suggesting that many boys are uncertain about their identity and place in society:
 
79% of boys are unclear about what masculinity means.
54% believe boys have it harder than girls today.
AND 86% of parents express worries about the challenges facing boys.

Ending on an upbeat note, Lewis urged schools to treat students as experts in their own experiences and advocated “attunement,” rather than immediate agreement, encouraging educators to understand how young people arrive at their beliefs before attempting to influence them. Through listening, reflection and continuous feedback, Lewis believes schools can create more meaningful conversations about masculinity and better support the development of boys and young men. ​

Using vivid images of seedlings and growth, Sally Apps, Deputy CEO of the Cabot Learning Federation presented the earthy presentation, “The Power of Voice: Oracy, Equity and Our Shared Social Soil.” 
 
Most importantly, developing pupils’ speaking and listening skills is essential to improving educational equity and tackling disadvantage.
 
Evidence shows that three-quarters of children experiencing persistent poverty start school without the language skills needed for learning, placing them at a significant disadvantage from the outset.

Drawing on the United Nations Convention on the Rights of the Child, Sally explained that oracy is not simply an educational tool, but a matter of social justice. All children have the right to express their views, be heard and participate fully in society and schools may represent the final opportunity for some young people to develop the communication skills needed to thrive in employment, relationships and community life. 

​Language, confidence and social capital are closely connected and confidence in speaking can shape access to opportunities, influence educational experiences and affect whether young people feel they belong. Pupils from disadvantaged backgrounds can possess the same intellectual ability as their peers, but may lack the confidence, vocabulary or experience needed to express themselves in academic and professional settings.
 
It is important to listen to pupils lived experiences and ensure that disadvantaged students have a meaningful voice within schools. Sally exemplified a Trust-wide strategy focused on developing understanding of disadvantage, gathering regular student voice, investing in staff training and ensuring that support for disadvantaged learners is embedded across all school improvement strategies - rather than treated as a separate initiative.
 
Research and educational theory show that learning is fundamentally social and strong communication skills help young people to develop confidence, resilience and a sense of identity. Sally maintained that schools must create environments where every child feels known, valued and able to contribute.
 
Negative stereotypes associated with disadvantaged communities need to be challenged, and education should enable children to understand their place in the world, to develop a strong sense of self and to gain the confidence to shape their own futures. 

​In conclusion, oracy is a powerful lever for social mobility and inclusion. By giving every child the confidence and opportunity to be heard, schools can strengthen belonging, improve outcomes and help young people overcome barriers created by disadvantage.

​Leadership and wellbeing specialist, Shaheen Myers brought some practical wellness to the conference with her presentation on “Taking Care of Hearts and Minds.” Strong relationships, psychological safety and human connection are fundamental to creating healthy, high-performing school cultures.
 
Shaheen encouraged school leaders to focus not only on systems and outcomes, but also on the emotional and relational conditions that enable people to thrive. Top of the list are meaningful dialogue, reflective questioning and opportunities for staff to connect with one another through structured conversations - rather than relying solely on informal interactions. 

At the heart is connectedness. Too often stress leads to disconnection, which in turn can negatively affect wellbeing, engagement and performance. Relationships are the “hidden infrastructure” of organisations, and schools function most effectively when staff feel connected, valued and supported.
 
Effective leadership is as much about winning hearts as convincing minds, echoing Simon Sinek’s view that people are motivated by connection and purpose rather than instruction alone.
 
Drawing on wellbeing research, leadership theory and cultural traditions, Shaheen explored how belonging influences both individual and collective success. Referencing the work of performance coach, Owen Eastwood, she highlighted the importance of creating environments where people feel a genuine sense of belonging and shared purpose.  Leaders can use questions that promote deeper thinking and self-reflection, asking individuals about their strengths, purpose and identity beyond their professional roles, building trust, understanding and stronger relationships across organisations.
 
Psychologically safe workplaces are essential with leadership approaches that prioritise wellbeing, care and openness, enabling staff to contribute ideas, discuss challenges and seek support without fear of judgement. Care-centred school cultures built around leadership support, relational practice, sustainable performance, staff development, recruitment and retention. 

Shaheen concluded that connection should be viewed as a strategic priority in education. When people feel connected, they think more clearly, make better decisions and contribute more positively to their communities leading to personal and organisational success. 

Director of the Colyton Foundation, Nick Wakeling and Agnes Fitzpatrick, Regional Director of The Engagement Platform (TEP) were well-appointed to present on “Engagement, Belonging, and High Attainment - from Hidden Need to Building Opportunity in the South West.”
 
Pupil engagement should be treated as a leading indicator of educational success, particularly for disadvantaged pupils in the South West. Understanding pupils’ experiences can help schools to identify barriers to achievement before they appear in attainment data. 

​Drawing on research from TEP, engagement is closely linked to attendance, attainment and reading progress.

Pupils who feel a greater sense of agency and control over their learning make stronger academic progress and are more likely to achieve expected standards. Measuring engagement provides schools with valuable early warning signs that can inform targeted interventions.
 
National concerns around pupil engagement include a significant decline during the transition from primary to secondary education, described as the “Year 7 engagement cliff.” Whilst engagement levels vary between different groups of pupils, schools need to understand these differences, rather than relying solely on broad demographic labels.
 
It is important to move from “assumption to assessment” when addressing disadvantage. Disadvantaged pupils are not a homogeneous group, and the traditional indicators such as free school meal eligibility or deprivation measures often fail to capture the complexity of pupils’ needs. This is particularly true in the South West, where “pretty poverty,” dispersed deprivation and educational isolation can mask significant disadvantage. 

​In conclusion engagement and attainment should not be seen as competing priorities. But schools should use engagement data to identify hidden needs, understand barriers, design supportive conditions, build strong support networks and create sustainable pathways that enable disadvantaged pupils to succeed. 

​"EVERYONE is a leader at every level" - leader guru Steve Margetts told us in his presentation, “If Leadership Is So Important, Why Don’t We Deliberately Improve It?”  Unbelievably, knowing the depths of a school leader’s in-tray, Steve found the time over the past six years whilst doing his day job as Principal of Torquay Academy to muse and then write and publish a book with the empowering title, “Everyone Succeeds,” divulging his leadership wisdom. 

It was time for lunch! As glorious as a summer's day.

A big thank you to our sponsor, Educatering for providing us with the delicious lunch showcasing their nutritious and exciting food.

​​In her presentation, “Outsourced to Outstanding,” Assistant Head of Educatering, Lucy Painter highlighted the benefits of bringing school catering services in-house. Schools can gain greater budget control, eliminate third-party mark-ups, retain profits, and create bespoke menus tailored to pupils’ needs.

To the afternoon speakers.
It appears to have crept up on us surreptitiously. At one not too distant point Artificial Intelligence seemed like a half reality, but it is clearly here to stay and is rapidly part of (and driving) our lives.
 
In the next presentation Daisy Christodoulou called for a major rethink of AI and Assessment, ably positioned as Director of Education at No More Marking in her presentation, “AI and Assessment: What Needs to Change.” 

Daisy referenced three key points:
 

1. Students should not use AI in assessments.
2. Teachers should use AI as an assessment tool to support marking and evaluation.
3. Schools should develop systems that combine human and AI expertise.

 
Daisy cautioned that AI-generated work is becoming increasingly difficult to distinguish from genuine student work. Drawing on both No More Marking's research and wider academic studies, she reported that teachers cannot reliably identify AI-generated writing and frequently misclassify authentic student work as AI-produced.  Revealingly, in a 2024 university study in which fully AI-written submissions were secretly entered into undergraduate assessments, researchers found that 94% of AI submissions went undetected; whilst the AI essays achieved grades averaging half a grade boundary higher than those earned by real students.
 
All of which challenges the purpose of assessment itself; which is valuable, not because of the final mark awarded, but because of the inferences educators can make about a student's knowledge and capabilities. If AI completes the work, those inferences become unreliable.
 
In the context of increasing teacher workloads, speed matters. AI can process large volumes of student work quickly, potentially reducing teacher workload and enabling more frequent assessment cycles. BUT there is a big caveat. Human oversight remains essential to validate AI decisions and prevent gaming of assessment systems. Daisy cautioned about fully automated assessment systems with insights into the history of automated essay scoring, including the Project Essay Grade (PEG) system developed in 1968, which often matched or exceeded human marker reliability, yet was easily manipulated.

No More Marking has already trialled a combined approach using AI and human comparative judgement, with approximately 400,000 pieces of student writing assessed. AI agreed with human judgment 80 – 85% of the time, a level close to typical agreement rates between different human markers.
 
Looking ahead, Daisy proposed various models for integrating AI into assessment across different age groups: including AI-assisted redrafting in primary schools, AI undertaking most judging at Key Stage 3 with teacher oversight, and increased moderation and practice assessments at GCSE level plus new forms of feedback powered by AI.
 
By integrating the strengths of both AI and teachers, the foreseeable future with AI should be harnessed to improve the efficiency, consistency and quality of professional assessment. 

Our final speaker was Kamila Sidiqi, with quite the CV: Afghan educator, entrepreneur, and lead character in the novel, "The Dressmaker of Khair Khana" that tells the story of her women-led tailoring business, as well as founder of the Kamila Sidiqi Foundation. In her presentation, “Every Girl Deserves a Classroom” Kamila shared her personal journey and highlighted the transformative power of education for women and girls. 

From her own heartfelt experiences as a teacher, business leader and former Deputy Minister of Commerce, Kamila believes that education, supremely creates opportunities, builds confidence and drives economic and social progress. There is a personal pertinence as Kamila was in Afghanistan in September 2021 when girls above Grade 6 were barred from attending school by the Taliban (later extended to universities). Afghanistan is now the only country in the world where girls and women are formally prohibited from accessing secondary and higher education. More than 2.2 million girls have been excluded from secondary education, resulting in billions of lost learning hours.
 
“For many Afghan girls, the ban did not only close a school gate — it paused their childhood, their friendships, their confidence, and their future plans.”

Girls lose much more than their own education. Educated women are more likely to earn incomes, improve family health outcomes, invest in their children’s education and contribute to wider economic growth.

​Director of Education at Education South West, Suzannah Wharf summed up the conference and commended bringing together the collective wisdom to inspire and deepen thinking in our educational worlds.

She encouraged delegates to follow up on:

✅ One idea to act on intentionality.
✅ One conversation with a colleague.
✅ One reminder to look after yourself and your teams for sustainable improvement.

Keen to provide a wide delegate experience, we also thank our other attending sponsors:
Exeter Supply Partnership who connect exceptional primary teachers, Teaching Assistants, and nursery practitioners with schools across Exeter, Devon and Torbay and SchoolPro TLC who provide a wide range of education support for Schools and Multi Academy Trusts.
 
Thank you to our other exhibitors for showcasing their products and services:
 
Healthy Bs for all things relating to Bladders, Bowels & Bathrooms!
PHP Law LLP who provide complete support for Trusts and Schools
Rhino Play (SW) Ltd for sustainable playground design for every age.
Tute Education DfE-accredited online education partner for students in Key Stages 1 to 5
YPO leading education supplier of stationery, furniture and equipment. 

Today's the day!
You can see here the programme for our 2026 SWIFT Summer Conference at Exeter Racecourse:

We want this year's conference to be memorably meaningful presenting on issues that matter to YOU and bring the best of regional and national:

AI | Assessment | Equity | Wellbeing | Leadership | Care | Culture | Oracy | Disadvantaged | High Attainers | Masculinities

Every year we strive to build on the success of the previous Conference and the feedback speakers from last year's conference speaks for itself:

“Excellent presentation and super relevant to improving the quality of education in our schools”
“Challenging and engaging.”
“Powerful and passionate speaker.”

TWO THIRDS of delegates Strong Agreed the conference made a positive impact on their understanding of educational practices.
​A THIRD OF delegates Strongly Agreed the conference provided a high-quality experience.
OVER HALF of delegates rated the conference as Very Good.

Do look out for our sponsors and exhibitors who will be with us in person and find out more about their educational products and services: 

Exeter Supply Partnership
Educatering
Healthy Bs
PHP Law LLP
RHINO PLAY (SW) LTD
SchoolPro TLC
Tute Education
YPO

We are pleased to bring you the next EVENTS issue with a featured article, highlighted programmes, courses and events from our delivery partners to support your professional development and enhance the work of your school. 

SWIFT Summer Conference 2026
FINAL CALL for tickets for the SWIFT Summer Conference 2026 on Thursday 18 June 2026 at Exeter Racecourse. View the full line-up of speakers and book here.
 
Highlighted Courses/Support:

• Safeguarding Level 3 Refresher
• Understanding Sensory Processing Difficulties
• Embracing AI with Mr P ICT: Working Smarter Not Harder
• SWIFT NPQ Programme Update
• Early Career Teacher Programme | September 2026 Registration Update
• Personal Development CPD Morning
• Professional Communities
• Primary and Secondary Subject Briefing
• EYFS & Primary Courses
• Secondary & Sixth Form Courses
• Other events for your diary​​

Applications are now open for the 2026 - 2027 cohort of Leading High Attainment – a year-long leadership development programme for secondary school leaders across the South West and the Colyton Foundation is pleased to be working in partnership with SWIFT and Devon Research School
 
Participants will benefit from:

• Expert-led webinars.
• Peer networking opportunities.
• Study visits to leading universities and some of England’s highest-performing schools.
• A strategic school improvement project, guided by the EEF Implementation Framework.

 
This year’s programme has brought together leaders from 36 secondary schools across the region and feedback from the inaugural cohort has been exceptionally positive:
 
100% of respondents rated the study visits as excellent.
88% reported they were very likely to apply their learning in school.
 
“Hugely impactful.”
“An excellent opportunity to build a South West network focused on excellence and aspiration.”
“A privilege to experience this insight and academic discussion.”
“I’ve learnt so much from these experiences and conversations, and I’m excited about what the future holds.”

The first week of June and the final half term of school year 2025 - 2026 and we hope this latest UPDATE newsletter will bring value to you.

Executive Director Martin Smith reports on a new chapter afoot for SWIFT with neighbouring Teaching School Hub partner, OneCornwall: 

"The proposal is straightforward. By aligning more closely, we can move beyond operating as parallel Hubs and instead create a single, coherent partnership that is better placed to deliver high-quality professional development at scale. This is about combining capacity, expertise and infrastructure to strengthen what is already working well." 

We want to hear your views. Find out more about the proposals here and you can watch a short animation here . Please feel able to complete the feedback form here by Wednesday 1 July 2026.

Sharing good practice comes naturally in education and we are pleased to showcase the outcomes of a recent peer review with fellow Teaching School Hubs’ of our Appropriate Body Services - one of our Golden Thread responsibilities. You can read how the team thrived in this collaborative and challenging exercise.  

Tes has recently published its Global Wellbeing Report (a topic close to all our hearts) - and we thought it was worth highlighting for you. Wellbeing will be a keynote at our forthcoming Summer Conference on Thursday 18 June 2026 at Exeter Racecourse led by Shaheen Myers, founder and CEO of Balance:ed. The final tickets are available here 

Hot off the press - Colyton Foundation has announced that applications are now open for the 2026 - 2027 cohort of Leading High Attainment. A year-long leadership development programme for secondary school leaders across the South West delivered by the Colyton Foundation in partnership with SWIFT and Devon Research School. You can apply here and register for the information webinar on Thursday 2 July 2026 here  

This month's interview is with Steve Margetts, Principal of Torquay Academy and recently published author of “Everyone Succeeds,” a leadership framework built around 54 codified leadership behaviours. Steve will be leading some professional development sessions for us next academic year. One to watch!

Devon Research School (DRS) shares a post by Adam Wray, Associate Leader at ACE Tiverton School on predictive processing. Living in a neurodiverse household, with family members who experience autism, ADHD and dyslexia, Adam became deeply curious about what happens beneath the surface of thought and perception. It is worth a read to consider your own processing and in the classroom. 

It is that time of year – poised between the end of one school year and starting to think about the next on the not-so-distant horizon and our sponsor, SchoolPro TLC considers the merits of one week or two week timetables in Secondary schools.  Contact the Team here

Educatering our school catering sponsor have been showcasing the importance of local sourcing. Parents have enjoyed a taste at recent parents' evenings and at Pupil Premium Night with more info about support for low-income families. The food pics say it all. If you want to find out how Educatering can support your School/Trust Catering Team contact the Team here 

You will know that Exeter Supply Partnership are committed to supporting you for your nursery and primary supply needs. But they go a step beyond. As well as a full-service approach supporting not only staffing and recruitment needs at no additional cost, they foster a highly skilled, confident and well-supported pool of educators through a dedication to ongoing professional development. Contact the ESP Team here

A few extras this issue.
If you are starting to plan your summer reading, you might like to add Mr T's life thinky collection of books to your list. A wide offering of thoughts, ideas and insights to help you, to help yourself! By Day, Mr T is Christopher Tribble, Headteacher of Honiton Primary School and you can find out more here

Introducing ERA, the Educational Recording Agency: a licensing organisation enabling schools, colleges and universities to access and use FREE high-quality broadcast video and audio for teaching and learning (from UK broadcasters like BBC, C4, C5, ITV etc), whilst also supporting the creators of the content. 
 
Finally - if you are interested in the pithy topic of climate change and find yourself in the Totnes area on Monday 15 June 2026 - you might like to attend a free film night of "Future Council" plus panel discussion with various experts, including George Monbiot. Doors open at KEIVCC (King Edward VI Community College, Ashburton Road, Totnes TQ9 5JX) from 1800 for a 1900 start. Book your place here

We hope you find something to interest you in this issue and we wish you a happy, fulfilling, productive and (sunny!) Summer Half Term. 

Since 2024, SWIFT has been working alongside fellow Hubs including Harris Federation, Star Teaching School Hub Network, Cambridgeshire and Peterborough Teaching School Hub, Northamptonshire Teaching School Hub, and L.E.A.D. Teaching School Hub in a structured programme of self-evaluation and peer scrutiny. The aim is to improve continually the quality, consistency and impact of AB services offered to schools.
 
The process is deliberately rigorous. Participation is voluntary but increasingly considered to be essential to maintain high standards. Each Hub begins with an in-depth self-review before sharing evidence: from systems and paperwork to improvement plans and performance data, with the other participating TSHs. Over the course of a month, peers examine the material before coming together for a full day of presentations, questioning and professional challenge.
 
“We act as evaluation partners to each other…” one leader explained, highlighting the emphasis on constructive critique. “Colleagues ask probing questions so that we can move our learning forwards.”
 
A Framework for Quality
The peer review is underpinned by a Department for Education (DfE) framework structured around five key areas: 1. service quality, 2. rigour of support and challenge, 3. communication, 4. improvement processes and 5. governance.
 
We are delighted to report that for the most recent review at the end of last term, SWIFT Appropriate Body Service (AB) achieved strong outcomes and was judged to have “exceeded” expectations in four of the five areas, and “fully met” the fifth.
 
At the heart of this success is a focus on responsive, accessible service. Leaders point to consistent availability for schools, clear signposting and alignment with current policy as defining characteristics of a high-quality offer:
 
“SWIFT have shared strong evidence through a comprehensive presentation and peer review, continuing to demonstrate an incredibly high-quality AB service which complies with the statutory requirements, but also ensures high levels of commitment to communication, robust challenge and support, as well as quality assurance mechanisms and governance. They have continued to reflect on next steps, considering the growth and development of the Teaching School Hub in the next academic year. SWIFT has an incredibly self-reflective approach with clear next steps identified in relation to improvement.
Thank you for your professional generosity, it is a real privilege to work with you in relation to this Peer Review.”
 
Translating into positive practice, feedback suggests this is making a tangible difference. Nearly 97% of the Induction Tutors our team work with rated the service as Good or Very Good; whilst more than two-thirds reported feeling “really well supported”. ECT feedback echoed this, with comments praising clear guidance, timely feedback and approachable communication.

​Here are a few of the glowing responses from Induction Tutors and Headteachers:

• The AB team provided excellent support and guidance for an ECT who was consistently not meeting the standards in their second year.
• Brilliant response times and support given.
• Excellent communication - very supportive when seeking advice about R’s part-time timetable and reduction.
• Always supportive and always respond immediately - great team!
• Very helpful. Great to know all important information will be shared and is in one place.
• We have felt really supported throughout the year. 
• They were highly responsive, providing practical suggestions through online meetings and consistently following up to ensure progress. Their approach struck a good balance between support and challenge, and they arranged one-on-one check-ins with the teacher to check the support outlined was in place.
• When we have ever had ECTs that have needed support plans, or employed ECTs in more complicated circumstances, we have received excellent guidance on what we need to do and follow up support.
• I would have said Excellent if there was a box.

 
Balancing Support and Challenge
Another key issue highlighted by the peer review is the importance of maintaining both support and accountability. Effective AB Services must not only guide schools but also challenge them to meet national standards.
 
Our approach includes clear expectations aligned with DfE policy, external moderation processes and escalation procedures to address concerns early. Every school-based Support Plan is reviewed, and targeted Quality Assurance visits are conducted annually across at least 10% of schools – and often exceed this benchmark.
 
Innovations such as exit interviews for departing ECTs and “entitlement checks” at key Assessment Points are helping to build a fuller picture of the ECT experience, enabling earlier intervention where needed.
 
Communication as a Cornerstone
Effective communication emerged as another critical theme. Peer reviewers found evidence of “strong communication methods with highly tailored and bespoke approaches”, supported by tools, such as joint calendars, detailed communication logs and regular team briefings.
 
This infrastructure ensures that schools receive consistent messaging and timely updates, whilst internal systems allow multiple team members to work seamlessly with the same institutions. Weekly meetings and structured dissemination of policy updates help maintain coherence across large teams.
 
Crucially, communication is not one-way. Evaluation data is collected from 100% of schools through embedded feedback mechanisms, ensuring that stakeholder voice informs ongoing development.
 
Continuous Improvement in Practice
A defining strength of the peer review model is its emphasis on continuous improvement. Rather than a one-off judgement, it creates a cycle of reflection, target-setting and reassessment.
 
For us, this has resulted in a growing list of “marginal gains” with around 20 improvement targets for the coming year. These range from refining how ECTs record feedback on assessments to strengthening training for new AB Associates and enhancing collaboration with Unions.
 
Leaders also stress the value of outward-facing learning. Exposure to different Hub practices allows ideas to be shared and adapted across the system. As one participant said, the process enables Hubs to “magpie” effective approaches from one another while validating their own work.
 
Governance and Future Challenges
The only area identified as “fully met” rather than exceeding expectations was governance, a reflection not of weakness, but of transition. Plans are underway to establish a new, larger Advisory Board bringing together local Leaders, Headteachers and specialists, particularly in SEND. Building on our new One-Cornwall Partnership, the Advisory Board will be joint with SWIFT.
 
This evolution highlights a broader challenge facing AB Services: maintaining clarity, accountability and local relevance as systems grow in scale and complexity. Ensuring robust governance structures, clear roles and effective training will be essential as partnerships expand.
 
A Model for System-Wide Improvement
The AB peer review programme illustrates how structured collaboration can drive improvement across the education system. By combining shared standards with local innovation and mutual challenge, Teaching School Hubs are building a more consistent and effective offer for ECTs and schools.
 
Perhaps most importantly, the process reinforces a shared commitment to learning. Even among high-performing Hubs, the message is clear: improvement is ongoing, and excellence requires both scrutiny and openness.
 
As one TSH leader reflected, being challenged by some of the strongest Hubs nationally is not only demanding – it is essential to ensuring that every ECT receives the support they need to thrive.
 
As part of our Golden Thread delivery, we remain committed to providing the most robust and effective Appropriate Body Service for our schools so that we are confident we are supporting Early Career Teachers at this crucial induction stage of their teaching career.
 
With big thanks to our dynamic and diligent team led by SWIFT Director of Teaching School Hubs and Appropriate Body Service Lead, Jen Knowles: thank you Senior Administrator, Faye Steele, and Associates Tania Cox and Chris Barnett for always going the extra mile and making a difference, along with our dedicated Team of Assessors and our super schools for their ongoing support of ECTs.

​It makes it all an effective joined-up collaborative system.

Report by Jude Baylis, SWIFT Executive Assistant

"I would describe my leadership style as highly focused on clarity, culture, and people. I believe leaders have to create a clear sense of direction, whilst building an environment where staff and students can thrive.”

Steve Margetts is Principal of Torquay Academy and has spent over a decade leading its transformation. When he took up Headship in 2014, GCSE outcomes in English and Maths stood at 28%, and the school had narrowly avoided Special Measures. Today, the school is heavily oversubscribed, with English, Maths and Science pass rates consistently above 75%.

Steve recently completed an MBA and is the author of Everyone Succeeds, a leadership framework built around 54 codified leadership behaviours designed to make school leadership more practical, visible and coachable.
 
Leadership is always a pithy topic, and we were pleased to speak with Steve about his sustained work both as Principal, and professional development lead and a recently published author. 

1. What have been the greatest learning lessons for you as a school leader?
One of the biggest lessons I have learned is that leadership is far more about behaviour than position. Early in my Headship, I thought leadership was largely about having the right strategy or making the right decisions. Over time, I realised that people watch what leaders do much more closely than what they say. Your consistency, your reactions under pressure, the standards you hold, and the behaviours you model shape culture every day.

Another lesson has been the importance of surrounding yourself with exceptional people. Schools improve because of teams, not individuals. I have been fortunate to work alongside outstanding colleagues at Torquay Academy who have challenged my thinking and made the school better.

I have also learned that improvement rarely comes from dramatic breakthroughs. We often look for a silver bullet, but sustainable change usually comes through small actions repeated consistently over time. Culture is built through thousands of moments and decisions, not one big initiative.

2. What examples can you share of how your leadership style benefits the work of Torquay Academy?
I would describe my leadership style as highly focused on clarity, culture, and people. I believe leaders have to create a clear sense of direction, whilst building an environment where staff and students can thrive.

When I arrived at Torquay Academy in 2014, the school had narrowly avoided Special Measures and outcomes in English and Maths were at 28%. There was a lot of uncertainty and many challenges ahead. One of the most important things we tried to do was create collective belief that we could improve outcomes for the children in our community. Improvement starts when people genuinely believe things can get better.

Over time, we worked hard to establish high expectations, strong routines, and a culture where staff felt supported and valued. We invested heavily in leadership development and staff wellbeing because schools improve when the adults improve too.

Today the school is heavily oversubscribed, and English, Maths and Science outcomes are consistently above 75%. Those outcomes matter, but what I am most proud of is the culture and community we have built together, and parents want to send their children to Torquay Academy.

3. What do you believe is most important about effective leadership?
For me, the most important thing is creating clarity and shared purpose.

Schools are busy places and there are always competing priorities. Effective leaders help people understand what matters most and why it matters. If people understand the purpose behind decisions, they are much more likely to commit rather than simply comply.

I also believe leadership is about service. It is not about status or hierarchy. Leadership is about creating the conditions for other people to succeed. Some of the best leaders I have worked with spend their time removing barriers, developing people, and helping others perform at their best.

Ultimately, leadership is measured by impact. The question is not whether people enjoyed working with you, but whether your leadership improved outcomes and opportunities for children.
 
4. What are your intentions for the training you will be leading for the SWIFT CPD Programme?
My aim is for people to leave with ideas they can apply immediately, rather than simply hearing interesting theory.

Too often leadership development focuses on broad concepts without helping people understand what leadership actually looks like in practice. Through the Everyone Succeeds framework; we have tried to identify and codify the behaviours that highly effective leaders demonstrate every day.

The training will focus on practical leadership behaviours, real school scenarios, and opportunities for reflection and application. I want leaders to leave with specific actions they can take back into their schools the very next day.

If leadership can become more visible, deliberate, and coachable, then I think we can support more leaders to thrive.

​5. Congratulations on the publication of your book! What is next for your writing ambitions?
Thank you. The book has been around eight years in the making, so seeing it finally published has been incredibly exciting.

In many ways, though, the publication of Everyone Succeeds feels like the beginning rather than the end. A significant influence on my thinking was Doug Lemov and Teach Like a Champion. Doug’s work helped codify effective teaching by identifying specific techniques that great teachers use every day and making them visible, learnable and coachable. That prompted a question which stayed with me for years: if we can codify teaching, why can’t we codify leadership?

That question eventually became Everyone Succeeds and the 54 leadership behaviours. My ambition now is to continue developing that work beyond the book itself and create practical tools that help leaders apply these ideas in their daily work.

We are continuing to build the website resources around the framework, including toolkits, diagnostics, coaching materials and leadership scenarios. There are already more than 50 realistic school leadership scenarios on the platform, each linked to relevant behaviours, and I want to continue expanding these with even more examples of the challenges leaders actually face. The aim is to create resources that help bridge the gap between leadership theory and day-to-day practice.

Ultimately, I would love to build something that supports leaders in the same way Teach Like a Champion has supported teachers, making effective leadership behaviours clearer, more practical and easier to develop over time.

Thank you to Steve for his very uplifting and engaging interview and we wish every success with his book.
We are already looking forward to his training sessions.

We are pleased to bring you the next EVENTS issue with a featured article, highlighted programmes, courses and events from our delivery partners to support your professional development and enhance the work of your school. 
 
SWIFT 2026 Summer Conference 
A reminder if you have yet to register your place at the ​SWIFT 2026 ​Summer Conference on Thursday 18 June 2026 at Exeter Racecourse. Find the full line-up of speakers and book here
 
Highlighted Courses/Support:

• Moderation Sessions
• Advanced Coaching Programme for School Leaders
• Safer Recruitment
• SWIFT NPQ Programme Update
• Early Career Teacher Programme | September 2026 Registration Update
• National Institute School-Level Professional Development Research Project
• Professional Communities 
• Primary and Secondary Subject Briefing
• EYFS & Primary Courses
• Secondary and Sixth Form Courses
• Other events for your diary

May Day has passed and we hope that you enjoyed the Bank Holiday, but today is UPDATE May Day and we are pleased to bring you the latest news.

As Executive Director Martin Smith reflects in his introduction: 
"This May issue brilliantly exemplifies what a mature school-led system looks like...The many high-quality articles bring together expertise from individual schools, Multi Academy Trusts, education partners and the National Institute of Teaching." 

With partnership at the heart of our SWIFT work, Martin will soon be engaging with stakeholders on the partnership with our Teaching School Hub colleagues, OneCornwall to develop and widen the scope across the region. 

Read up on the recent National Institute of Teaching (NIoT) Teacher Educator Development Day led by Kyle Bailey, NPQ Lead for the South and West at NIoT and Birmingham South Teaching School Hub. The aims of the day were to strengthen the professional skills and expertise of teacher educators, engage critically with research and apply it to inform and enhance practice and build, sustain and deepen relationships between local colleagues. 

You can also catch up on some important Golden Thread programme updates to keep you informed.

If you are contemplating a smartphone-free environment in your School or Trust, Kingsbridge Community College's Principal, Tina Graham shares their journey and tips that developed as part of their wider commitment to student wellbeing, focus, and positive development. 

This month's interview is with Anthony Lees, Deputy Head of School for Marpool Primary School & EdTech Lead for the Cornerstone Academy Trust. A self-confessed tech nerd, Ant is well-placed to provide an insight into this rapidly growing area within our professional and personal lives. You read it here in UPDATE!

Devon Research School (DRS) shares a post on being one step ahead when it comes to Adaptive Teaching from fellow Cornwall Research School. As you would expect this is insightful, intentional and evidence-based and will add meaning to your practice. 

On that note, the Region's RISE Team invites you to attend the Boolean and London South West Maths Hubs’ Mainstream Inclusion Conference on Primary Maths coming up on Thursday 4 June 2026. Book here

From September, schools across England will be expected to take a more structured approach to allergy management and our sponsor SchoolPro TLC provides guidance on how to prepare.  As former school leaders, teachers and incumbent Governors, they are caring and knowledgeable. Contact the Team here

Nursery and Primary school cover service Exeter Supply Partnership are celebrating their tenth anniversary - and we commend their first decade dedicated to providing "reliable, experienced supply staff, and above all, offering an ethical, not‑for‑profit alternative that puts schools, educators and pupils first."  Contact here
 
As we have come to expect , Educatering our school catering sponsor are showcasing yet more of their delicious and nutritious food. See more pictures to feast on! If you are not yet part of the Educatering Schools Revolution contact the Team here 

Remember to book your place at the 2026 Summer Conference on Thursday 18 June 2026 at Exeter Racecourse. Five school weeks today! Designed to be relevant and memorable with presentations on: AI and Assessment, Equity, Wellbeing and Leadership, Care and Culture, Disadvantaged High Attainers, Masculinities in Schools and more. Network with like-minded colleagues and enjoy some lovely food from Goosemoor Educatering.

In the spirit of true and lasting partnership, we hope you relish a dip in this issue.
With all best wishes from the SWIFT Central Team - and a happy and rewarding onwards. 

“Piloting a smartphone-free environment at KCC has already shown the difference it can make, helping our students to engage more fully in their lessons, interact with one another, and build resilience.”

At Kingsbridge Community College (part of Education South West), the move towards a smartphone-free environment has developed as part of our wider commitment to student wellbeing, focus, and positive development. The decision has been informed by listening carefully to students, parents, and staff, alongside growing national discussion about the impact of smartphones, social media, and constant connectivity on young people. We began by piloting the approach earlier this academic year, allowing us to test and refine the policy in a structured and supportive way.
 
Our intended outcomes were to create a calmer, more focused school environment where students could engage fully in learning and social interaction without the distraction and pressure of smartphones. We also wanted to reduce stress, improve concentration, and support students in developing stronger face-to-face relationships and resilience in everyday social situations.
 
Preparation involved extensive engagement with students, parents, and staff to gather views and ensure clarity of purpose. We also implemented a pilot phase, which allowed us to test systems, gather feedback, and identify practical considerations before the rollout. This helped ensure that expectations were clear and that routines were well established.
 
As with any change, there were initial questions around routines and practical implementation. Some concerns were raised about consistency and how the policy would work in practice across the school day. There was also the need to ensure clarity for all stakeholders during the early stages of the pilot. 
​
We addressed challenges through clear communication, consistent expectations, and a phased introduction via the pilot. This allowed us to respond to feedback in real time and refine systems. Working closely with staff, students, and families helped ensure any concerns were quickly resolved and understanding was strengthened across the community.
 
The most rewarding aspect has been seeing the overwhelmingly positive impact on the school environment. Teachers have reported improved concentration in lessons, students are interacting more positively with one another, and the overall atmosphere is noticeably calmer and more focused. It has also been encouraging to see strong support from the majority of parents and students.
 
Following the success of the pilot, we are moving forward with the full launch of the smartphone-free approach. We will continue to refine systems where needed and share clear information with families ahead of implementation. We are also exploring practical solutions, such as working with local bus companies to support safe and effective communication around travel arrangements.
 
My tips for other schools and MATs looking to introduce similar measures would be:

• Start with a clear purpose focused on wellbeing, learning, and student development
• Engage early with students, parents, and staff to build understanding and support
• Pilot the approach to test systems and gather feedback before full rollout
• Communicate clearly and consistently at every stage of implementation
• Maintain calm, consistent routines and respond quickly and constructively to feedback

 
Report by Tina Graham, Principal at Kingsbridge Community College 

“I feel energised as a Teacher Educator at a time when I was beginning to feel demotivated. I now want to push beyond my current remit to action system level change within my organisation and feel that the work today has helped empower me with tools and starting points for those conversations.”

The National Institute of Teaching (NIoT) Teacher Educator Development Day took place at the end of last month at the Birmingham Campus originally conceptualised around the themes of the NIoT rubric, with an opportunity to network and share, and learn from the dedicated research team at the NIoT.
 
Led by Kyle Bailey, NPQ Lead for the South and West at NIoT since 2024, Kyle’s other day job is Birmingham South Teaching School Hub Lead. In his NIoT role, Kyle benefits from working with great people, including members of our SWIFT TSH Team, Jen Knowles and Fiona McNeile, and OneCornwall partners; as well as other Associate Colleges, with whom Kyle has been working closely to better understand the needs of their regions.

Kyle is privileged to visit Campus Facilitators, many of whom are serving school leaders, which prompted his thinking for the day in recognising the need for colleagues across to country to meet in-person. He also wanted to give back and to amplify the work of Facilitators and to enable them to bring and share concrete resources to their NPQ delivery sessions. ​

​The audience of 80 colleagues spun the spectrum of the Golden Thread, including those currently leading the Early Career Teacher Programme, Teaching School Hub Directors, Heads of Professional Development at Multi Academy Trusts – plus representation from the Local Authority, and colleagues who currently work / do not work with the NIoT. Kyle is keen that colleagues are aware that the NIoT is more than its programmes and offers huge research opportunities.

Keynotes included Dr Chris Baker, who leads professional development at the Cabot Learning Federation (partner with Ambition Institute), on Why Teacher Educators are Essential for Sector Improvement - focusing on the role and challenges as a Mentor, Facilitator, and Head of Professional Development in school. NIoT Executive Director for Programmes, Reuben Moore led on Horizon Scanning and Implications for the Sector and Input on the Curriculum Assessment Review changes. Too often, information can be provided piecemeal and Reuben gave an overview on what is currently in place and what colleagues might need to consider and change. Finally, Margaret Mulholland from ASCL led the keynote on Supporting Other Teachers in an Educational Landscape with Greater Need, building on Reuben’s overarching themes, as well as inclusion – always a relevant focus for Schools and Trusts and a current big priority for the Government following the recent White Paper.
 
Delegates could choose to attend a variety of workshops. All of which shared the purpose of thinking through how to design and conceptualise teacher education. 

Dr Rob Nash, Head of Psychological Research at the NIoT led on Feedback Literacy and How to Make Receiving Feedback Less Awful, which was well received (not surprising perhaps with its engaging title!). Aretha Banton from Mindful Equity led the session on recruiting career changers from more ethnically diverse backgrounds and cultural competence. Leyla Palmer and Hayley Bissell from NIoT Associate College, Windsor Academy Trust, led the session on Adaptive Facilitation in Practice: Balancing Structure, Responsiveness and Instruction Synopsis. Whilst Oasis Community Learning, the founding NIoT MAT here in the South West, and One World Education, led a session together on Leading Learning: Rigour and Joy in Every Classroom. NIoT Tutors, Balli Dalli, Pete Gandon and Faye Murphy invited delegates to a session on Squeezing the Sponge: how can we provoke hard thinking and make effective application more likely in teacher education to get the most out of your practice. Finally, Chris Baker led on Making Change Stick: the Systematic ‘transfer of training.’
 
The Teacher Educator Day was a momentous day: impactful conversations and uplifting feedback on all the sessions. Feedback from attendees about the day was very positive with strong engagement in the sessions and colleagues attending from the North West and London will be hosting Facilitators at their own sessions later in the year.
 
“The best, most thought-provoking day of professional learning I have had in many years. I have made many notes and been inspired to reflect on my practices and our organisation as a whole.”
 
Looking beyond the conference, the intention is for colleagues to reference what they have learned and heard in the sessions and to mention in their NPQ facilitation training and to adjust the way they give feedback.
Equally, it has been an invaluable outreach exercise to some of the colder spots around the country and those Schools and Trusts who have yet to work closely with the NIoT - several of whom have already been in contact to request speaker details to ask them to lead on training sessions for their Trust.
 
Commenting on the day Kyle Bailey said:
“Above all, the Teacher Educator Development Day was pivotal in supporting the work of the NIoT in bringing together, connecting people, and supporting Schools and Multi Academy Trusts.
The NIoT is making a big effort here in the South West to push outwards and for members of our NIOT Team to run sessions to help boost the system overall and we are delighted to be leading on this support work.”
 
The South West region is central to supporting future NPQs and the delivery of the NIoT role by bringing people together and connecting Facilitators with Schools and Trusts. NIoT’s strong focus is on serving school leaders and it is gratifying that this aligns well with our SWIFT ethos of working with Schools and Trusts.

Teaching School Hubs will continue to play a vital, place‑based role, recognising that schools’ needs vary by geography and system context. Local knowledge in linking Schools, MATs, Research Schools and Hubs will strengthen collaboration and working alongside, listening, learning and feeding back is essential, and here at SWIFT as Teaching School Hubs, we will always be proud to exemplify this schools‑led, collaborative approach.

We are proud to partner with the NIoT for the Early Career Teacher Programme (ECTP) and National Professional Qualifications (NPQs).

Report by Jude Baylis, SWIFT Executive Assistant

"I believe the power of technology is about bringing equity of opportunity to learners - to all pupils and students - by raising universal provision, and not simply through the accessibility tools, which are the obvious quick wins, (i.e. text to speech, speech to text etc), all of which is hugely important and makes a big difference to teaching and learning.”
 
Deputy Head of School for Marpool Primary School in Devon, Anthony is also the EdTech Lead for the Cornerstone Academy Trust.

Previously Ant was the Primary Lead for The National Centre for Computing Education (NCCE) Computing Hub for Devon and Dorset and for the Cornerstone EdTech Demonstrator School. Other roles include a Specialist Leader of Education (SLE) and SSAT Lead Practitioner Facilitator and Ant is currently supporting the RISE Digital Skills and AI Hub.

For 15 years, Ant has led the Trust's EdTech strategy and approach to online safety, driving the one-to-one device programme within the project-based curriculum, and also maintains the Trust’s Microsoft Showcase School Status. 

The SWIFT Team are grateful to Ant who has trained us over the years on various aspects of digital learning, and we are always grateful to learn from his expertise.

As AI moves apace for us all and is part of the SWIFT professional development programme this year, it seemed a timely juncture to find out more about Ant’s journey and work in the world of digital learning. 

1. What has been your personal journey into digital learning and AI?
Reflecting for this interview, it has been a very interesting journey!
 
I was a class teacher for about ten years, then spent some time in different schools teaching Music. After a short time in Broadclyst Primary School doing various music-related teaching my role gradually moved into EdTech, as I was a bit of a nerd, as well as into Music and choirs. Gradually my role became more about the EdTech and staff development and training and suddenly, I had found a niche for something that I loved.

Broadclyst had already academized at the first opportunity and within a few years of being in post, it became apparent that this area was growing and it needed to become a Multi Academy Trust, and it was by building some Free Schools and taking other schools into the Trust my role evolved into leading EdTech for the Trust, but also staff development and CPD, as we have a lot of Early Career Teachers within the Trust and my role included supporting them.
 
During this time, Cornerstone got further involved in running the Science Hub for the area and gradually, I became a Senior Professional Development Lead for STEM, taking on the running of the primary arm of The National Centre for Computing Education (NCCE) for Devon and Dorset in partnership with Exeter Maths School. My role evolved from leaving the classroom to becoming heavily involved in CPD and the development of colleagues and eventually into leadership and I have been Deputy Head of a few of our Trust schools over that period too.

Because of the heavy lean on EdTech, we have been very involved in the Microsoft Showcase School Network and my roles necessitated ensuring, for example that our schools maintain the Showcase Status, training up our staff to be Microsoft Innovative Educator Experts, and securing Microsoft Certified Educator (MCE) accreditation. That has been a fun part of the journey as we have always been at the forefront of trying to push what is innovative in education and how technology can leverage the best support for learners and teachers and as AI has moved to the forefront, it has become our new horizon.

As I said earlier, I am a bit of a nerd and a tinkerer, as far as technology goes, and I have always been aspirationally looking for what is the next best app, the next best tool for myself, but also for technology; which I would call “a hopeful unsettledness.”

2. What do you find to be most rewarding in your role as EdTech Lead for the Cornerstone Academy Trust?
For me at the core, I think it is about supporting and developing colleagues, because I find that very rewarding and I also know that it is the best way to have an impact at scale to improve the opportunities for learners. Now that I am not in the classroom myself, that is my best vehicle and is very rewarding.
 
3. What do you believe to be the main benefits of digital learning and AI in education today?
Building on the second question, I believe the power of technology is about bringing equity of opportunity to learners - to all pupils and students - by raising universal provision, and not simply through the accessibility tools, which are the obvious quick wins, (i.e. text to speech, speech to text etc), all of which is hugely important and makes a big difference to teaching and learning.
 
At Cornerstone, we are very embedded in the Microsoft Platform in Teams, and that ability for learners to collaborate at whatever scale is appropriate for the project cannot be undervalued and I genuinely believe that we are preparing our learners for a future job market that has yet to exist; which you might say, is the ultimate goal for education. We are not looking to be the matrix, to plug learners in and turn-out brilliant form fillers. We are looking to develop young people that have the skills they need, and which we would beratingly call soft skills, the reasoning part of the three R's, and which are so valuable.

On the AI front, the more I listen to some clever people talk about this topic, I think the benefits for students is the speed of feedback that AI can provide learners and the consistency. We are now at a stage where we have proven that consistency of feedback is much better from AI than it is from a teacher, however well-meaning and able. On the staff side, the obvious benefits that are hugely powerful include time-saving, quality, and the ability of AI to draw links between large amounts of information, which as an individual, I do not have the cognitive bandwidth to hold and the ability to draw ideas together and to spot links that maybe an individual practitioner would not be able to do.
 
4. What do you consider to be the main challenges and what steps do you take to overcome them?
Reference EdTech, I think the current main problem is that we are at a point where there is a confusion about what is the place of technology in the lives of young people, both at home and in the classroom.

There is some great work going on here. Mobile phone awareness is perhaps the biggest. For example, Smartphone Free Childhood, who are undertaking absolutely incredible work that I completely endorse in helping parents to see what is the right time and boundaries for smartphone use. However, there can be a lot of confusion about mobile phones in general and devices and there is a huge screen time debate underway that is probably more prevalent than it has ever been. It is important, and very powerful and positive that discussion and debate is going on, of which more and more people, including parents, play a part.
 
The downside is that it leads to a confusion about the place of technology in education and one can sometimes become a stick to beat the other if we are not careful. For us at Cornerstone, what we have learned over the last few years is to simplify our message about how technology contributes to our project-based curriculum and to the opportunities and provision that we are putting in place for learners. For screen time, we try to be very, very clear about the difference between using a device to access resources and to check the information, which is very different to bingeing on Netflix or sitting on your Xbox in the evening.

For AI, there is a danger in avoiding the cognitive heavy lifting that comes from work and the exercise of learning, recalling what you have learned, applying it in situations and creating something new. If we are not careful, there is an opportunity for AI to be seen as a mechanism to skirt around that very important process and not to flex those mind muscles. In a time of increased social media usage, declining attention spans, and an inability to single task - that I see in myself as much as in other people – herein lies the danger for me. I think the solution is for us to be clear with families and all our stakeholders and pupils.
 
5. What are your hopes (ideally) for the future of digital learning and AI in education?
Cornerstone is one of the founding organisations of the Digital Skills and AI Hub, which is a RISE-funded project currently giving us opportunities to test and learn, which we are doing at scale with two other Trusts, and with ten different working parties who are trying out how AI can be used in all sorts of different contexts, classroom, student feedback, back office processes, business, finance, workload, and for leadership and governance.

With the test and learn, we are looking at what can we learn? What is the right way forward?
My real aspiration is that as AI evolves into a more mature technology for education, and we develop those safe and ethical tools for education, as we are at a place where sometimes we have to compromise on the facility in order to use it safely. As an example, I would say that as an organisation, we are in the Microsoft world, hence our tenancy is on Teams, including SharePoint etc and CoPilot is very safe within that world. However, there are incredible things that can also be done with Claude, ChatGPT and Gemini and all sorts of other tools. But they are not safely in our tenancy, and we are not using them and will be missing opportunities at the moment. Yet, it is more important that our learners' data is safe and ring-fenced than we explore those opportunities.

But over time, as the tech matures, it is my hope that safe and ethical facility becomes more available and there will be lots of tools that we can use. If I were to name-drop a few, I would say through Magma and Olex.ai who are developing tools that not only mark and return grades to pupils (because that has been around for a while); but now tools that take the input submitted by the pupil and develop new challenges and tasks for the learner based on what the students submitted. That is exciting because we are into a time of bespoke use of technology for each individual, rather than pushing them through a conveyor-belt of experiences.
 
From the work of the Digital Skills and AI Hub it has been clear to us that the biggest impact for schools is those who are experimenting and testing. I would encourage other Schools and Trusts to join the Hub and get involved. This is an exciting time in education and to be involved in the process of shaping the future impact of AI in education.

5. What would be your five Top Tips for using AI?
TIP 1: Start with the problem, not the tool.
What is it that is limiting learning? What is challenging teachers?

TIP 2: Use AI to amplify teacher thinking, not replace it.
AI can draft a good lesson, but it does not know your pupils. It is about doing something to enhance the learners. The power comes from the teacher's ability to refine and adapt, not from the ability of the AI to produce something quickly.

TIP 3:  Turn one thing into many.
AI gives you the ability to take smart wins from a single text or lesson and allows you to create multiple things for different age ability readers, and cognitive levels and response expectations.

You could add more challenging questions, more inference and deduction, and not simply recall and to generate discussion prompts.

TIP 4: Model great learning, not simply great answers.
You can get pupils to use AI to get answers instantly.
As we are a primary MAT, we do not give our pupils direct access to chat-based AI as that is clearly legally inappropriate and not the goal.

We are however, looking at how we can use AI to help teach pupils how to think. To spot the question, mistakes, how to improve and refine responses over time. That is where I think the power is in using AI as a thinking partner, and critical friend, rather than your first draught buddy.

Let the tool get to know you because the more your AI tool understands your context, role and drivers and your objectives, the better quality the response. Rubbish in, rubbish out.

TIP 5: Start small - but start now.
A whole AI strategy for your school might be down the road.
In the first instance pick a single problem. For example, planning feedback.  Trial it and get it up and running because the AI and digital technology is not yet mature, but is evolving all the time and the only way to be on board is to start dipping in your toe.

We thank Ant for his thought-provoking interview and his thoughtful leadership on the increasingly compelling topic of digital learning and AI.
​
Interview by Jude Baylis, SWIFT Executive Assistant  

The last day of term and in the midst of activities and celebrations, we are pleased to bring you the latest UPDATE.

Executive Director Martin Smith reflects on the connectedness of education: 
"'Uplifting' was the feeling I had when reviewing this issue of the UPDATE. What a rich and connected profession has been developed in education." 

From Initial Teacher Training to NPQs, we are more connected to high-quality research than ever before, which is enriching the teaching profession and thank you to all our school and Trust partners for working with us. 

Talking of which, you will be enriched at the 2026 Summer Conference on Thursday 18 June 2026 at Exeter Racecourse. Gain fresh perspectives, sharpen your skills, and connect with professionals who share your drive. Experience expert-led sessions and resources on a range of relevant topics designed to support your practice in school and the classroom: AI and Assessment, Equity, Wellbeing and Leadership, Care and Culture, Disadvantaged High Attainers, Masculinities in Schools and more. Network with like-minded colleagues and enjoy some lovely food from Goosemoor Educatering.

Deputy Headteacher and Induction Tutor, Jo Llewellyn at Widey Court Primary School shares their journey to effective mentoring: “At Widey Court Primary School, supporting Early Career Teachers (ECTs) is more than a statutory requirement - it is a deeply embedded part of our school’s culture.” With the most positive “shout-outs” for more than one Mentor, Jo shares their journey and top tips.

This month's interview is with Lindsay Cooper Smith, Director of Inclusion for St Christopher’s Academy Trust.
Lindsay loves her role as a Facilitator for SWIFT for both the Early Career Teacher Programme SEN Group and the NPQSENCo and reflects on supporting Special Educational Needs and inclusion in schools today. 

Devon Research School (DRS) signposts us to the Education Endowment Foundation’s (EEF) new adaptive teaching resource: Check.Adapt.resource that presents a simple, but actionable model to check understanding of all learners and adapt teaching to move learning forward.

The South-West Social Mobility Commission (SWSMC) have published The Equity Scorecard: Strengthening Educational Equity in Schools, bringing together findings from their pilot work across schools in the South West Peninsula. There is also an invitation to attend the FREE event 'In Conversation with Sir Martyn Oliver, HMCI’ on Wednesday 22 April 2026 from 1730 – 2000 at the University of Exeter. If you are interested in digging deeper into equity, the Commission are offering a professional learning qualification in ‘Leading Educational Equity: From Principles to Practice.’   

Further to previous issues, our sponsor SchoolPro TLC continues the theme of wellbeing and supervision for school leaders and considers the sometimes loneliness of leadership and how the Safeguarding Team can provide support. Contact here

Once again, Educatering our school catering sponsor have been busy in schools celebrating out-of-this-world food to enliven and enrich school catering. Enjoy the pictures! Contact the Team here to find out how they can support your Catering Teams.

Sponsor Exeter Supply Partnership are hosting an introductory session to primary ECT supply recruitment in Devon and Torbay on Wednesday 22 April 2026 from 1600 – 1700. You can also find out about the FREE South West Education Jobs - it's worth a look. Contact them here for support. 

We hope you find something to enjoy and enrich in this issue.
Thank you for this Spring Term and we wish you a happy and restful (and sunny!) springtime Easter break.

“I would wish all children to be educated locally with their peers and to get the support they need at the earliest possible opportunity to make sure there is a genuine holistic approach to inclusion with the family, school and professionals involved.”

Lindsay has been teaching in primary education for 20 years in various settings working with children from Nursery to Year 6. Her passion for inclusion has led Lindsay to achieving the SENqual and becoming a SENCo. Previously, Lindsay worked with other agencies across Plymouth to develop person-centred practice and in 2018 she developed a nurture provision for primary school children at risk of exclusion, which was highly successful in supporting children and was partially funded by the Local Authority. 
 
Lindsay now works as the Director of Inclusion at St Christopher's Academy Trust and is a Specialist Member of the SEND Tribunal and a Trustee at Ted Wragg Multi Academy Trust. She enjoys working with schools across the South West and is proud of the inclusive practice which is in the heart of every one of the St Christopher's Schools. 
 
Lindsay loves her role as a Facilitator for SWIFT of both the Early Career Teacher Programme SEN Group and for the NPQSENCo. Last year she co-authored, “The A-Z of SEN” - something she never thought she would achieve and is incredibly proud of this accomplishment. 
 
We were pleased to ask Lindsay more about her thoughts on Special Educational Needs and inclusion practice. 

1. What do you consider to be most personally rewarding for you as a Facilitator for the SWIFT ECTP and NPQs programmes?
Firstly, it was lovely to be asked because even though I have been doing this job for 20 years now, when I am asked to do something, my first response is always, there must be someone better than me who can do it! But it is a rewarding and proud feeling to be asked (thank you Team SWIFT).
 
I have always been concerned about the Initial Teacher Training programme for teachers and the level of SEN content. When SWIFT explained they wanted their new Early Career Teacher (ECT) to have a SEN cohort and that they would like me to facilitate it I was thrilled. It is great to bring all those new teachers with passion and drive together to share ideas, best practice, and help and support each other, rather than SEN teachers feeling side-lined. This collaborative spirit is very important.
 
With the NPQ for SENCOs, it is encouraging to work with new SENCOs who have got a real determination to make a strategic difference to children with Special Needs in their settings.
 
I love being a SENCO and I often think we can get a bad rap for being miserable or overworked. Yet I do not find this to be the case with the SENCOs in my team and certainly not with the SENCOs who are on the NPQ for SENCOs. I have appreciated listening to them, hearing the peer support they give each other. The coaching element of the NPQ for SENCOs has been valuable to all the SENCOs and very rewarding to me. Each term when we meet up and I ask about their previous actions, they tell me their successes.... this child is now no longer at risk of permanent exclusion, or a child has got a placement at a Special School. Priceless!

2. What has been your greatest professional learning curve in inclusion in SEND and how did you overcome it?
I had to think about this one for quite a while!
 
I think the thing that I still find quite challenging is to understand that people have a different view of inclusion. Challenges when you might hear someone say:
 
“Well, you know, they're choosing this behaviour, or this child shouldn't be in this setting, or it's the parents' fault.”
This kind of dismissive behaviour towards children with Special Educational Needs was a big learning curve for me because at first I would get angry or walk away and stewed on such words. But now in the moment, I have had to learn to offer alternatives:
 
“Okay, so you think it could be to do with parenting at home, but why are the parents struggling with this child? Do you think the parent wanted to impact the child's wellbeing?”
“Or where do you think this behaviour is coming from?”
“Or you think this child should be PExed, but what is going to be the trajectory for that child if that is what we do?”
 
Posing challenging questions, picking it up in the moment and being brave is important because this is what the children deserve. This was a big challenge for me because I was shocked that people do not all think the same about inclusion or hold the same value of our children with SEN within our schools.

3. What do you consider to be the biggest current challenges for supporting children and young people with SEND in Schools and Trusts?
I think the biggest challenge for us has been the SEND sufficiency in the South West.
In Plymouth, Devon and Torbay, there are limited spaces in Special Schools available, which means the complexity of children we now have in our mainstream settings is much higher than we have seen previously.
 
It means that we have had to start to think differently. Ten of our Trust Schools at St Christopher’s have now got either an intervention base or an inclusion classroom, so there is space for children with Special Educational Needs to go and access either targeted intervention, regulation breaks or support. Or an inclusion classroom where children can work alongside their peers on a bespoke curriculum to meet their needs with trained and qualified staff.

That is not where we were 20 years ago, and probably not even five years ago, but it is developing and I am very proud of my schools and always impressed when the leadership teams think differently and come to me with ideas. Recently in our West Devon schools isolated on the Moors, the leadership teams are working as a group of schools in recognising the need to explore how they can work together to see what they can do for the greater good in a collaborative way.

4. What would be your top three tips for effective inclusion?
Number 1 is collaboration and that is with parents, children and professionals, the multi-agency team around your children to make sure that everybody is on board, and you are getting the very best advice. Ensuring people are being open and honest with each other and not missing anything. Collaboration here is key and as with our Inclusion classrooms, we require collaboration either with stakeholders within the Trust or externally. You cannot do anything by yourself.
 
Number 2, I think, links back to what I previously said about relationships and my passion for inclusion. I do not think you can be a good SENCO and have an inclusive school unless you are using relational approaches. Building those positive relationships with all stakeholders, including professionals and families, to make sure voices are heard and everybody feels psychologically safe to challenge to get the best for the children within that school environment.
 
Number 3 is impact. Everything we do within SEN can be costly: either of time, adult support or financially and we need always to be thinking about how we are going to measure the impact. With Inclusion classrooms, we need to make sure that there is progress happening:
 
Is the child's attendance improving? Are there reduced behaviour incidents?
Can they now do their times tables?
 
There are many different ways to measure impact.
Is the pupil voice positive? Is the staff voice positive?
 
In doing that, we can ensure that the provision that children are getting is appropriate, suits their needs and is pushing them forwards to continue to make progress. When we see a lull or a stagnation in that progress, that is when we know we have to think differently or to look elsewhere for answers or support for these children.

5. What are your hopes for inclusion and send in the future educational landscape?
I really liked what was written in the recent SEND Reform White Paper.
 
I would wish all children to be educated locally with their peers and all children to get the support they need at the earliest possible opportunity to make sure there is a genuine holistic approach to inclusion with the family, school and professionals involved.
 
My hope for the future is that what is stated in the SEND Reform has the impact, I hope it is successfully embedded and implemented so that children feel part of their communities.

We thank Lindsay for her upbeat and positive reflections on her work on Special Educational Needs and inclusion and for being one of our valued Facilitators.

​Interview by Jude Baylis, SWIFT Executive Assistant

A new, national resource to equip teacher educators with research evidence and practical insights to inform professional learning is the hot topic on educator’s lips across the country.
 
Built by a dedicated team at the National Institute of Teaching (NIoT), the recently published Evidence Portal brings together rigorous, high-quality research and expert perspectives from Schools and Trusts to empower teacher educators to be able to make evidence-informed decisions when designing and delivering professional learning and support. 

So why does it exist?
One of the NIoT’s core missions is to improve the quality of teacher and leader development at a system level by generating and interpreting research, applying the insights to the design and delivery of high-quality teacher development programmes to be shared across the sector.
 
We have seen this in practice with our published work with the NIoT on the delivery of the Early Career Teacher Programme (ECTP) in coastal and rural communities and more recently a research study into school level professional development. A number of SWIFT schools are also currently involved in an exciting AI and mentoring research project. 
 
£1.4 billion and nearly 2 million working days are spent on professional development each year. 
As teacher educators, we are surrounded by vast amounts of research but finding the time to make sense of it and knowing what really works in our own Schools and Trusts can be difficult. 
 
The NIoT Evidence Portal aims to solve this problem by bringing coherence to a crowded landscape and strengthens professional development by supporting teacher educators in accessing, interpreting and using research thoughtfully in their own context.
 
The Evidence Portal currently comprises two major features: 

The NIoT Evidence Toolkit
The toolkit brings together bite-sized, trustworthy summaries of professional learning approaches drawn from systematic reviews of international research on initial teacher education and professional development.
 
It is organised into a number of different strands, including inclusive professional learning, coaching and leading professional development in schools. Each of these strands summarises what the evidence shows about the approach’s effectiveness, its impact on teachers and pupils and the key factors that support successful implementation. Importantly, each strand also includes an ‘In Practice’ section which features insights from experienced teachers and leaders who share how they have applied the approaches, allowing contextualisation of the research making the evidence usable, relevant and ready to apply.
 
Your Questions Page
The team at the NIoT are aware that not every professional learning question can be answered by the Toolkit alone and often there is not enough systematic research evidence to create a strand within the Toolkit for emerging or under-researched topics. In this section, therefore in order to address this gap, they share rigorous evidence-informed responses to the questions that matter most to teachers, Mentors and leaders.
 
How can Professional Development be designed to support workload?
What motivates teachers to engage in Professional Development?
Is it most effective when it is specific to the setting, phase or subject?
 
This collection will be expertly curated over time, responsive to your questions and needs. 

Your Voice Matters 
As the Portal develops, new strands and more resources will be added so that it continues to evolve and to ensure that the evidence remains practical, relevant and responsive to the priorities of Schools, Trusts, leaders of professional development and teachers.  
 
The NIoT Team are keen to feature professional learning experiences from across the sector, so please do get in contact if you would like to share (see the links below).
 
We increasingly value our SWIFT NIoT Partnership. Alongside their wide range of high-quality programmes, the Portal is another dynamic and exciting initiative that we hope our Schools and Trusts will embrace.
 
If you have yet to discover the Evidence Portal, we encourage you to do so and we will keep you informed of other innovative NIoT opportunities to benefit you and your teams.

By Jen Knowles, SWIFT Director of Teaching School Hubs 

With the most positive “shout-outs” for more than one Mentor, Widey Court Primary School’s Deputy Headteacher and Induction Tutor, Jo Llewellyn shares their journey and top tips to effective mentoring.
 
I have been an Early Career Teacher (ECT) Induction Tutor at Widey Court since starting here as Deputy Headteacher in September 2022. My mentoring journey has been both rewarding and developmental for me. Whilst I have had many years’ experience of mentoring students and Newly Qualified Teachers, to lead the process myself, has necessitated knowing and understanding the expectations of my role and content and progression through the Early Career Teacher Programme.  
 
When I started in my role, ECTs at Widey Court were about to start their second year and were fully embedded into the programme, which was helpful as their journey was already underway. 
 
Now that I am in my fourth year, I reflect on how important it is to value the amount of time and effort Mentors and ECTs have to invest in the success of the programme and how building trusting relationships is vital between the three parts of the process: Tutor, Mentor and ECT. Tailoring our approach to individual needs and having open, honest and reflective conversations are essential to our mentoring journey. Careful thought is given to our ECTs, ensuring that they feel supported - not only in developing their classroom practice, but also in becoming part of the wider life of the school. This holistic approach helps ECTs to build confidence quickly and to develop a strong sense of belonging. 

I believe that being an Induction Tutor is as a collaborative process where both Mentor and mentee learn and grow together. We are very fortunate to have the most experienced, nurturing, supportive mentors at Widey Court and are equally proud of the ECTs that we have recruited over the last four years. All of whom are engaged, eager to reflect, improve and enhance their teaching toolkit as they begin their teaching careers.
 
What truly works at Widey Court is the culture of openness and collaboration. Staff at all levels are committed to sharing practice and to supporting one another, creating a team ethos that ECTs quickly become part of. Successes are celebrated, challenges are shared, and everyone works together with a common goal: providing the best possible education for pupils.
 
A key strength of the provision lies in the work of the Mentors, who play a pivotal role in guiding and supporting new teachers. Mentors meet regularly with ECTs, offering advice, constructive feedback, and encouragement. An effective Mentor combines strong interpersonal skills with clear pedagogical expertise. 

I like to think the key ingredients of an effective Mentor include:
 

• Trust and empathy – creating a safe, non-judgemental environment.
• Active listening and respect – understanding the mentee’s perspective before offering guidance.
• Clarity and structure – providing focused and actionable feedback.
• Adaptability – tailoring support to the ECT’s stage and needs.
• Challenge and support – balancing encouragement plus that professional stretch.
• Consistency and rigour – being reliable and maintaining regular communication.
• Time - prioritising time and structure for meaningful Mentor-Mentee / Induction Tutor-Mentee interactions.

Same Phase Mentors
We have four trained Mentors at Widey Court: one in each phase (EYFS, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2). This enables us to ensure that the Mentor assigned to the ECT, whatever their teaching year group, has experience of teaching in that phase, knows the planning, team, data and teaching/learning expectations to support the ECT.
 
Mentoring has significant benefits for both me and my mentoring colleagues.
For me, it has deepened my understanding of teaching and learning, as articulating best practice requires clarity and reflection and has strengthened my leadership skills, particularly in communication and professional development.
 
For my colleagues, mentoring fosters a culture of collaboration and shared responsibility and encourages open dialogue about teaching practice and creates opportunities for staff to learn from one another. Ultimately, it contributes to a more supportive and reflective school environment.

If I had to note a learning curve, it would be finding the balance between supporting ECTs and allowing them the space to develop their own teaching identity. They are qualified teachers, after all, which we fully appreciate and respect.
 
When I was new to the role, I sometimes felt the need to provide too many solutions that I would reflect on and advise. However now, our discussions/meetings are very much ECT-guided and reflective of their practice, with next steps guided by them. I ask questions but self-evaluation is the biggest driver for improving. Engaging with Induction Tutor training and reflecting on my own practice, has also helped me to refine this balance.
 
Feedback from ECTs reflects our endeavours. ECTs often highlight the value of feeling supported and listened to and appreciate having a consistent point of contact who provides both warm, positive reassurance and constructive challenge. Many have commented on the usefulness of regular, structured meetings and clear, actionable feedback that helps them to improve their practice. Others have noted that the mentoring process has helped to build their confidence and encouraged them to reflect more deeply on their teaching.
 
Strong relationships and maintaining a personalised approach are very important to us.

Looking ahead, I am hopeful that mentoring ECTs at Widey Court continues to be the success that it has come to be. Ultimately, my aim is for mentoring to remain a strength of our school in supporting, not only ECTs but contributing to a culture of continuous improvement for all staff.
 
I also hope that ECTs at Widey Court will develop into confident, reflective, and skilled practitioners who are well-equipped for the demands of the profession. Thanks to the dedication of their Mentors, they are given the strongest possible start to their teaching careers.
 
We thank Jo for her insight and upbeat report on effective mentoring at Widey Court Primary School.
 
By Jo Llewellyn, Deputy Headteacher and Induction Tutor, Widey Court Primary School

We are pleased to bring you the next EVENTS issue with a featured article, highlighted programmes, courses and events from our delivery partners to support your professional development and enhance the work of your school. 

SWIFT Summer Conference 2026
We are delighted to invite you to the SWIFT Summer Conference 2026, taking place on Thursday 18 June 2026 at Exeter Racecourse. View the full line-up of speakers and book here
 
Highlighted Courses/Support:

• Building an Oracy-Rich Classroom
• Primary Languages Professional Community
• Early Years Moderation
• SWIFT NPQ Update | Autumn 2026 Cohort
• Professional Communities

• Primary and Secondary Subject Briefing
• EYFS & Primary Courses
• Secondary & Sixth Form Courses
• Other events for your diary 

March marches on and we are pleased to bring you the latest UPDATE.

Following the publication of the White Paper last week Executive Director Martin Smith reflects on: "the renewed commitment to strengthening the education workforce, particularly the investment in recruiting 6,500 new teachers and the significant expansion of high‑quality professional development opportunities." 

We are here to play our part as Teaching School Hubs to support you in our delivery of the Early Career Framework, National Professional Qualifications, and evidence‑informed CPD across our region. 

Meanwhile, founder and Lead Coach of The Thinking Academy, Leonie Hurrell shares her thinking behind the "Leadership Skills" course designed to help leaders boost their self-awareness, build connections, and communicate clearly, including the importance of soft skills. Feedback from this week's course is heartening: 
"It was valuable to be reflective and a great opportunity to plan next steps for my leadership' (said one delegate).

With engagement referenced in the White Paper The Engagement Platform (TEP) engage us with their February 2026 findings, drawn from 165,000 pupils across 263 schools and articulate what engagement means. You can take advantage for your School/Trust with a special subsidy for Colyton Foundation partner schools, as well as all other schools.  

This month's interview is a thoughtful piece on Religious Education in schools with Ed Pawson, our SWIFT RE Professional Community Lead and Consultant. A natural enthusiast for the subject, Ed reminds us of the value in networking and building a community through the Professional Community. 

Always in tune with the latest teaching and learning research, Devon Research School (DRS) signposts us to some practical ways to help pupils build independence through explicit teaching and careful scaffolding in the recent Education Endowment Foundation (EEF) blog.

Our sponsor SchoolPro TLC continues the theme of wellbeing and supervision for school leaders and how stress is not just stress anymore - it is a safeguarding issue. The Safeguarding Team are there to provide support and you contact here

Educatering our school catering sponsor share some of their foodie in-school delights - including pizza and cookie making and an imaginative Taste, Touch, Smell – I am a Teacher, Get Me Out of Here session (the proof is in the pics). Contact the Team here to find out how they can support your Catering Teams.

If you have planned absence on the horizon, our sponsor Exeter Supply Partnership are ready to help you get organised and with their not-for-profit ethos you can feel doubly positive. Contact them here for support. 

This should keep us all focused and as spring edges ever nearer, we wish you a rewarding continuation of this Spring Term.

We were pleased to see the White Paper signal a material shift in the role of pupil engagement as a school improvement lever, with TEP highlighted as a case study:
 
"Schools are taking new approaches to measure pupil, employee and family engagement. One example is The Engagement Platform (TEP). TEP works with schools, local authorities and trusts nationwide to generate data insights on their performance, to target their practice and improve outcomes.
 
TEP data, now drawing from 300,000 children, indicates that low engagement is often linked to low attainment outcomes and poor attendance. Secondary school pupils with lower engagement scores are around three times more likely to be persistently absent than pupils with high engagement scores.
 
Equipping schools with data on pupil engagement enables them to target interventions and improve practice. Schools focusing on activities such as improving transition support, actively listening to pupil and employee groups, and using inclusive routines, have been able to achieve engagement scores that are better than the national average."

In response to the publication of the White Paper, Professor John Jerrim, Research Director at The Engagement Platform, has published the background literature and evidence-base underpinning TEP's engagement framework (see "Background and development of TEP measure of pupil engagement").

What the Research Tells Us
Engagement is what researchers call a "meta-construct": not a single trait, but an umbrella concept combining cognitive engagement (what pupils think about school), emotional engagement (what they feel about school and their relationships within it), and behavioural engagement (how they act). TEP's framework captures eleven distinct drivers across these three domains, including agency, peer relationships, safety and inclusion.
 
TEP’s latest February 2026 findings, drawn from 165,000 pupils across 263 schools, provides evidence that this framework maps onto measurable outcomes. Persistent absence rates differ substantially by engagement level: in primary schools, the gap between the lowest and highest engagement thirds is eleven percentage points; in secondary, nineteen. On attainment, schools in the top third for engagement average nearly ten Attainment 8 points higher than those in the bottom third - roughly a full GCSE grade per subject. At primary, schools in the highest quartile for the agency driver see 45% more pupils achieving the higher standard in RWM at KS2.-

​he data also points to staff engagement as an independent predictor of pupil outcomes, distinct from school intake or local deprivation levels. Within the higher-disadvantage half of the sample, schools in the top third for staff engagement had persistent absence rates 9.4 percentage points lower and Attainment 8 scores 6.5 points higher than the bottom third. This shows us that staff engagement is not a parallel concern to pupil engagement. It is a predictor of it, and one that schools can actively influence.  
 
Taken together, the findings suggest that engagement data, when measured rigorously and benchmarked with precision, functions as a lead indicator: pointing to where outcomes are heading before they arrive, and where the conditions for improvement might most usefully be examined.

We are pleased to announce that the Colyton Foundation has secured a 50% subsidy this academic year for all Colyton Foundation partner schools — with a 40% subsidy also available to all other schools.

Report by Agnes Fitzpatrick, Regional Director, The Engagement Platform 

The day before she will be leading the Leadership Skills Training Day, Founder and Lead Coach, Leonie Hurrell of The Thinking Academy reflects on the importance of soft skills to empower leaders. 

In today’s fast-paced educational world, being an effective leader is more important than ever. Many leaders know they need to handle tough conversations, motivate disengaged team members, and rebuild trust.
 
But figuring out how to do these things can be tricky.
 
As a coach for educational leaders and a former Headteacher, I have noticed that whilst we have plenty of knowledge and tangible skills, we often miss out on developing those essential soft skills. Most professional development courses focus on content, strategy, and evaluation — all valid areas. But without the necessary soft skills, our strategies may struggle to make meaningful impact.
 
That is why I created the "Leadership Skills" course that is all about helping leaders boost their self-awareness, build connections, and communicate clearly, so they can really thrive and create effective and energised teams.

​The Power of Soft Skills
Research shows that strong soft skills can make a huge difference for school leaders, especially Headteachers.
 
A study from the National College for Teaching and Leadership points out that effective leadership goes beyond technical skills; it includes emotional intelligence, trust-building, and communication (National College for Teaching and Leadership, 2015).
 
Leaders who develop these skills can better navigate interpersonal relationships and create a positive, safe and engaging environment in their schools.
 
Brené Brown, a well-known researcher on vulnerability and emotional intelligence, highlights that leaders who embrace vulnerability and build genuine connections create more resilient teams. When leaders connect with their teams, they foster collaboration and support, boosting morale and job satisfaction (Zins & Elias, 2006). Schools led by emotionally intelligent leaders often cultivate vibrant cultures.
 
Research shows that when Headteachers prioritise soft skills, it leads to improved teacher morale, student engagement, and overall school performance – demonstrated in the study by George Washington University that discovered schools with strong emotional intelligence practices saw better academic outcomes and lower dropout rates (Brackett et al., 2019).

As schools face  continued recruitment challenges, investing in leadership development is more critical than ever. By nurturing the soft skills of our current leaders, we are preparing tomorrow’s resilient leaders. This proactive approach not only helps keep talent, but also ensures our schools have visionary leaders capable of inspiring teams and building brighter futures for our children.

The Leadership Skills Course is designed to blend theory with practical application. Over one impactful day, participants will dive into emotional intelligence, learn effective communication, and gain strategies for navigating conflict. Our interactive workshop focus on enhancing presence, active listening, and powerful questioning techniques. Participants will explore various soft skill methodologies and develop personalised strategies to fit their unique leadership styles. There is also plenty of time for deep reflection and action planning, so leaders can create the clear steps they need to apply their new skills.

Feedback from participants on the course has been incredible, with an impressive rating of 9.9/10 last month.
I am looking forward to tomorrow's session that I know will highlight the transformative power of learning at SWIFT and the importance of investing in leadership development. 

Together, we can create environments where leaders thrive, teams collaborate effectively, and everyone feels valued nurturing a positive atmosphere for every child in our care.

Feedback from this week’s Leadership Skills Training Day:
"It was valuable to be reflective and a great opportunity to plan next steps for my leadership." 
"Just a fantastic day.  I know I can empower my team. It was so so good!"
'It was great to really think things through in relation to my role and school.  Such an informative and useful day." 
"An excellent course!" 
"So useful to takeaway learning that can be applied to our everyday role."
 ​
By Leonie Hurrell, Founder & Lead Coach, The Thinking Academy