In this final issue for 2023, Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE considers the advances of technology for education since he started teaching in 1978:

"So, one of the emerging CPD themes for all school leaders has to be to gain an insight into how AI works and its potential in schools. The fear means that we have a lot of leading to do: we need to be proactive in how we construct a narrative for our staff about how we will tackle AI, and be positive in exploring its potential impact."

We interview Tina Graham, Principal of Kingsbridge Community College (KCC) and as the lead school for the Kingsbridge Teaching School Hub. Perfect timing, as last week, KCC was awarded the South West Secondary School of the Year 2024 Award for The Sunday Times Parent Power Guide.

Catch-up on the Autumn Leadership Forum keynote by University of Exeter’s Professor of Social Mobility, Lee Elliot Major OBE who presented on Equity in Education and read how our sponsor, Lyfta’s Schools Partnerships Manager, Leah Stewart has her own hands-on insights into social mobility.

Find out how we are advancing the Quality Assurance process in our SWIFT Appropriate Body Service and Kingsbridge Research School share ten reasons why we should be evidence-informed and how this can help decision-making.

Our sponsor, SchoolPro TLC explains more about embracing green careers in Data Protection and if you are wondering what it is like to be a supply teacher, Katie shares her experiences of working for Exeter Supply Partnership.

Sponsor, Volt Entrepreneurs remind us of the benefits of entrepreneurship for young people with their Short Circuit course and the newsletter ends on a festive foodie feel from Educatering.

We wish you a happy Christmastime and a restful holiday.

It was Lee’s experience of manual work on the streets of London that prompted him to re-evaluate and seek to improve his life. In fact, it has informed his varied career to build a better and fairer education system and to nurture aspiration as living proof that background should not matter.
 
Further to the recent publication of his new book, “Equity in Education” (Lee Elliot Major and Emily Briant 2023) we welcomed Lee as keynote speaker for the SWIFT Autumn Term Leadership Forum in which Lee prompted us to think again (and again) about how education should be “the level playing field of learning.”

Lee is familiar to SWIFT audiences presenting on social mobility in the South West and is dedicated to improving the prospects of young people from under-resourced backgrounds and co-founded the South West Social Mobility Commission.

Back to Lee's former job as a bin man, are you aware of your (unconscious) biases and assumptions?
Lee cautioned about falling into these traps - especially through the media in our increasingly unequal society.

Education needs and can challenge the deficit mindsets.
It is important to focus on what pupils can do rather than what they cannot do.

“In the world of deficit thinking, education efforts feel like a very one-sided negotiation – we want you to come into our world, change who you are, fit into our culture, and play by our (unwritten) rules. Instead, we need to meet children (and people) halfway and find out what every person can offer, what we need to change, and how we can work together.”

A good starting point is considered use of language:

Equity not equality.
Under-resourced not disadvantaged (the reality is a continuum).
Partner with parents (rather than engage).
Focus on pupils’ current achievement (rather than ability).
 
Today’s society faces unprecedented barriers and inequalities and sees the first downward mobility rate since the war – not even accounting for the post-pandemic generation. Child poverty, based on free school meals across primary and secondary, has increased by 10% over the past five years to a stark 23.8% and too many pupils are failing GCSE English and Maths.

“Life chances are shaped by cultural as well as material divides.”

Research into millennium children has found that if children are underrated early, they perform worse later in their education. 

“Teachers can act differently towards working-class children, exuding less warmth, giving less eye contact and providing lower quality feedback.”
 
It is essential to celebrate working class achievements in the classroom from all different backgrounds.
 
Pupils are more likely to flourish in a middle class environment.
Lareau (2002) described the ‘concerted cultivation’ as the sharp elbow behaviour of parents for children to advocate for themselves in the classroom.

Parents actively foster and assess their child’s talents, opinions, and skills and provide multiple child leisure activities orchestrated by adults.
Parents support reasoning/directives and child contestation of adult statements and extended negotiations between parents and child.
Parents are more likely to criticise and intervene on behalf of their child that serves as training for the child to take on this role.

“The secrets are in the system. The challenge is finding what schools are doing and replicating these consistently.”
 
Clearly, schools can play a significant equity role in the face of increasing societal divides and benefit from acknowledging, considering and addressing biases and barriers to learning by committing to approaches with the potential to help those pupils from under-resourced backgrounds. 

Schools can address unconscious cultural biases and barriers through classroom discussions and materials to connect better with the lives of all pupils and a consistent system for providing positive feedback to pupils and parents and diversifying their staff.

Diversity is needed in influential positions.
Did you know that every British Prime Minister since World War II attended one university?
(Oxford in case you needed to check). 

Schools can help to improve pupils' home learning environment and improved engagement with parents, building on parent partnerships already in the system and working together to develop more authentic parent relationships so that they do not feel alienated. 

Yet schools can only do so much and some factors that drive outcomes are beyond teachers’ control. 
Even if the changes can be transformative.

Looking beyond schools to the bigger educational picture, Lee is in discussion with national policymakers to consider accountability and progress. For example, how to change Ofsted to be more realistic for schools and some pupils studying fewer GCSEs.

Thank you to our questioners at the end of the talk who asked Lee about the highest leverage angle of approach to gain the best results in school; about potentially reducing the number of GCSEs from eight to five to improve equity for pupils and advice on building a community outreach programme to engage and support parents.
 
Lee recognised that schools can be unfairly treated and often try to find a magic bullet and yet too often, the social class question in education is taboo and an added pressure for busy classroom teachers. Teachers might inadvertently be giving less individualised feedback to those pupils who need it the most and could think about how they interact with children in the classroom.
 
Lee believes the current one size fits all exams system is not working and puts increasingly impossible pressure on schools and often hinders teacher recruitment and retention, as well as pupil attendance. A revised system needs to be looked at in different ways without compromising standards.
 
Lee reiterated the importance of positioning the community activity and to understand the values parents will bring with them.  Consider activities in a neutral space, rather than always in the School Hall, which might bring back uncomfortable past memories of their own schooling for some parents. Middle-class parents tend to sit at the front of the hall, whereas Pupil Premium (PP) families sit at the back as schools can be alienating and intimidating places.

We thank Lee for his presentation and for guiding us to consider equity in education. 

Report by Jude Owens, SWIFT Executive Assistant

​“It is most professionally rewarding for me when I see success for staff and students visible in so many ways. Of course, exam outcomes are critical; but the participation and enjoyment that comes from engaging in available opportunities.” 
 
Serendipity can be a wonderful thing.
 
When this interview with planned, we did not know that Kingsbridge Community College (KCC) was set to be awarded the South West Secondary School of the Year 2024 Award for The Sunday Times Parent Power Guide, which looks at academic outcomes and character education, extra-curricular opportunities and student experience, as well as improvements made in schools year-on-year. 
 
We are therefore all the more delighted to celebrate and honour Principal Tina Graham and KCC. The College is ambitious for all students and are grateful to staff, parents and students for sharing their values. Staff are committed to ensuring that students benefit from the best life chances with an impressive dedication to extra-curricular opportunities supported by an enthusiastic group of volunteers, which contributes significantly to the success of the College. 
 
Kingsbridge Community College in one of four secondary schools within Education South West Multi Academy Trust and is the Lead School for the Department for Education’s Kingsbridge Teaching School Hub (TSH) – one of the halves of South West Institute for Teaching (SWIFT), working with Colyton TSH.
 
Tina has been in post at KCC as Principal for four years and was previously Principal at Dartmouth Academy from 2015 - 2019, before which she was at KCC in a variety of roles including Head of Geography and then Director of Sixth Form.
 
We invited Tina to reflect on her role as Principal of KCC as the Lead School for Kingsbridge Teaching School Hub.
 
1. Looking back three years ago, what were your expectations as Principal of Kingsbridge Community College, the Lead School for the new Kingsbridge Teaching School Hub?
My expectations were of a growing committed team of colleagues with shared values who would promote and build on the excellent education for all children in the South West.
 
We would also continue to grow the collaborative links with all schools in the region and would collectively address issues of teacher recruitment and retention, and the issues of raising standards and in particular, advocate for our children to work towards removing significant barriers to learning.
 
2. How do you see schools and colleagues across our region benefitting from the work of the Teaching School Hubs?
I believe the work of Teaching School Hubs enables us to share good practice and by building on the networks across Schools and Trusts we have potential to ensure a shared agenda in the South West, which can be powerful.

This combined working has enabled support for Early Career Teachers (ECTs) through the Early Career Framework (ECF) to be of a higher quality than previously and this translates into effective practitioners much earlier in their career and is good practice for schools.
 
Teaching School Hubs offer multiple professional development opportunities for members of staff across schools working with SWIFT – whether as Delivery Leads, National Professional Qualifications (NPQs) Facilitators, ECF Mentors and professional development leads; all of which in turn, benefits one’s own school.
 
3. What have you found to be most challenging and how has this informed your practice?
I understand with any collaboration at this scale, individual Schools and Trusts have their own agenda, and the positive and complex challenge is sometimes being able to find the capacity and clarity to ensure that this has a direct impact on all aspects that we are trying to undertake in our individual schools.

I appreciate that the SWIFT Team work relentlessly to be sympathetic and supportive to the starting points of different partners and to provide genuine support so that they can gain as much as possible from the collaboration for the benefit of their staff and students.
 
4. What is most rewarding for you professionally and personally working with SWIFT?
It is most professionally rewarding for me when I see success for staff and students and this is visible in so many ways. Of course, exam outcomes are critical; but the participation and enjoyment that comes from engaging in available opportunities is also vital.  Notably, our staff have had so many opportunities to be involved in facilitating NPQs, being part of the curriculum development for initial teacher training, and interviewing candidates - and more besides.

Personally, being part of the community for many years now means that I get to see people that I have taught or worked with in previous years who now have their children at KCC and are enjoying their experience. It keeps me focused on the core business that is about our Community College serving the community to the best of our ability. 

5. Looking to the future, how would you wish Teaching School Hubs to evolve?
For me, the vision is more for the outcome rather than the mechanism. As I believe the outcome of any collaboration, and particularly in our regional context with lower than national outcomes must be in ensuring that our work has an impact on the outcomes for all young people; particularly those with SEND and those who are disadvantaged and who deserve to have the same life chances to everyone else across the country.
 
Another outcome for me would be to tackle the diversity agenda and to have an impact on acknowledging that we cannot change the lived experience of the majority of our children where there are schools with dominant white British populations. But we can think carefully about how we address the curriculum and extracurricular activities and our untaught curriculum and try to expose children to the diverse world that they are going to face beyond the South West and foster a wider sense of belonging.

Interview by Jude Owens, SWIFT Executive Assistant

This issue includes a featured article and some highlighted programmes, courses and events from our partners to support your professional development and enhance the work of your school. Simply click on the booking link to the course or event you are interested in to get more details or book straight on!
 

Featured in this issue we have:
 
SWIFT Leadership Forum
We are inviting SWIFT members to attend this term’s SWIFT Leadership Forum on Thursday 30 November 1530-1700, online. We have great line up of speakers attending. The event can be booked HERE.
 

Highlighted Programmes:

• Masterclasses and Longer Programmes
• Professional Communities
• Primary Subject Leader Briefings
• #DiverseEd Events
• NPQ Spring Cohort Applications Open
• Parental Leave Group Coaching
• Events for your diary

This issue includes a featured article and some highlighted programmes, courses and events from our partners to support your professional development and enhance the work of your school. Simply click on the booking link to the course or event you are interested in to get more details or book straight on!
 
Featured in this issue we have:
 

​SWIFT Leadership Forum
We are inviting SWIFT members to attend this term’s SWIFT Leadership Forum on Thursday 30 November 1530-1700, online. We have great line up of speakers attending. The event can be booked HERE.
 

Highlighted Programmes:
·        Masterclasses and Longer Programmes
·        Professional Communities
·        Primary Subject Leader Briefings
·        #DiverseEd Events
·        NPQ Spring Cohort Applications Open
·        Parental Leave Group Coaching
·        Events for your diary

In this next issue, Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE considers the role of being a teacher and his inspiration in the shape of his own teacher, Derek Lucas:

"Sometimes we can see the instant impact we have on a child. Occasionally we are privileged with a glimpse of the much larger and longer-term impact of our influence. Here’s a simple story giving one answer to remind us of the great and noble job of teaching..."

Valued delivery partner Andy Ogden of Director for CPD and Devon Training School Partnership at Tarka Learning Partnership is our November interviewee and shares his insights into working in North Devon and working with SWIFT.

Be inspired by the AQA feedback sessions on the 2023 summer exams to feel exam-ready for this year and find out about the 2023 - 2024 Leadership Forums - and the Autumn Term date is coming soon on Thursday 30 November 2023.

Primary schools might like to take up the offer of social mobility charity CoachBright to be part of a pilot to help develop their new primary Peer-to-Peer coaching programme. 

If Diversity, Equity and Inclusion is one of your passions, and you have yet to put yourself forward; please feel able to apply for our SWIFT Reference Group. See more information here

Kingsbridge Research School thinks about how teachers can explicitly motivate their students in the light of the EEF’s Metacognition and Self-Regulated Learning guidance report. 

Our sponsor, SchoolPro TLC shares a case study on cyber-security (is your school fully protected?) and you can also benefit from the services and opportunities of our other sponsors: Educatering, Exeter Supply Partnership, Lyfta, and Volt Entrepreneurs.

“Working with SWIFT, I enjoy collaborating and creating high-quality CPD provision that fulfils our desire to do the best for our schools and our children that comes through our programmes.”

Proving the benefits of our SWIFT partnership model in motion, Andy Ogden is one of our valued Delivery Partners.
 
Developing people so that they can confidently and expertly carry out their classroom and office roles and benefit from professional and personal fulfilment and ultimately, provide the best education for children is a lifelong passion for Andy.
 
Based at Devon Training School Partnership at Tarka Learning Partnership, Andy has gained nearly 30 years’ expertise and experience in education through a variety of roles, not least - Headteacher, School Improvement Advisor and National Strategy Consultant. He has designed the Subject Leader Apprenticeship for the Tarka Learning Partnership, led the Devon Teaching School Partnership and was previously Director of Devon Primary SCITT.
 
Continuing Professional Development (CPD) at Tarka Learning Partnership is described as providing “inspiration leadership that models and secures outstanding personalised training, professional development and pastoral support.”
 
Working with SWIFT, Andy is hands-on in delivering high-impact CPD training opportunities as a Lead Facilitator for the National Professional Qualifications (NPQs), delivering the Teach First ECT programme and is a key player in the SWIFT Membership Services Team.
We asked him to reflect on this positive working relationship.

1. What do you believe to be most important in supporting schools?
Fundamentally, I think it is starting from where schools are and empowering them to do the job that they need to do.

Clearly for schools this is making sure that the right environment, the right people, and the right training are in place so that children receive the best education.

I believe the role of SWIFT is in supporting schools to do their job in the way that is right for them and their children and communities as a service relationship in understanding the needs of schools, and how best to support them. Schools will then have choices available to them about the way in which they operate and this goes beyond professional development and includes the benefits of collaborative networks.

I would also hope that by listening to schools they feel the SWIFT offer is more bespoke to their needs, rather than simply generic training, and they are genuinely supported in their school improvement work.

2. What do you perceive to be the current challenges for schools in North Devon?
I think one of the biggest challenges that is probably true of all schools nationally, but particularly for Devon, is our provision for special needs children, and the training of colleagues who work with our most vulnerable children and the need to access services for alternative provision.

In North Devon, there is a shortage of specialist provision available exacerbated by funding restrictions and falling roles in some rural areas. Hence, we are having to source a lot of support from within our own schools and settings and make the best of what we have available to us and the importance of working collaboratively.

Given our North Devon location, we can feel isolated and sometimes because we are not near some of the major urban centres we need to look and reach outwards to ensure that we are abreast of the best that there is nationally in terms of education.

I think we recognise that for a long period of time there has not always been the infrastructure to support North Devon and therefore we have to do a lot of this work ourselves. Therefore, the challenge is how to form partnerships and to create an infrastructure that is sustainable in North Devon and meets our local needs; whilst still recognising that we have a lot to learn beyond North Devon.

Linked to this challenge is the recruitment of teachers, Teaching Assistants and support staff to the area; which is clearly another nationwide challenge.

But we like to think that North Devon is a lovely place to live and come and work; and although housing is expensive, we have a lot of new housing and would hope that this will bring more children to our schools. In fact, I am sitting in a brand-new school as we speak that has an intake of 60 children a year. So, there are reasons to be hopeful!

But in some of the surrounding areas outside Barnstable in particular, the pupil projections are of rolls beginning to fall off. Although I am not quite sure of the reasons. Possibly the increase in second homes common to the Devon area as a whole.

3. How does Tarka Learning Partnership benefit from working with SWIFT?
I am pleased to talk about this partnership and I would go back to the history of working with SWIFT when there were previously around ten of the original Teaching Schools across Devon and Torbay and Plymouth. I remember some of these first meetings where it was clear that the educational landscape was going to change.
 
The fundamental wish was that we all needed to work together for the benefit of all schools and children and this became our guiding vision. What we also gained from those meetings was that colleagues had developed their own capacity and specialisms and expertise in certain areas, and together, we were greater than the sum of our parts (the SWIFT symbol!).

I think the biggest gain as a Trust is the fact that we have other colleagues who are very willing to collaborate with us and to think through challenges and opportunities, to design training and support that will help us all. For example, we have not all got the capacity to run our own subject networks. But by collaborating with other SWIFT partners, we can deliver this work. We, at Devon Training School Partnership, are now facilitating across most of the primary phase, but our secondary colleagues are leading other work, which becomes more viable because all schools can participate.  It also gives us access to the Golden Thread programmes with the Appropriate Body Service, the Early Career Framework, and National Professional Qualifications, which again, we support, but we could not deliver on our own.

The other benefit is bringing opportunities for our staff. For example, we have two safeguarding leads who were funded by SWIFT to attend the NSPCC six-day programme to train other staff and are now running those programmes which are very highly evaluated and have brought their own experience and expertise to the NSPCC training and are leading meaningful safeguarding training as trainers in their own right.

Similarly, we have another member of staff who is running the Writing Moderations training in North Devon and we are able to link with fellow SWIFT partners, Exeter Consortium Schools’ Alliance and Riviera Training School Alliance who run these sessions in their localities as well; so that every primary school teacher has got access to a moderation group.

I think also for our staff, they benefit from a very comprehensive professional development offer, which they would not otherwise enjoy because we are able to tap into and fill the gaps through the entire SWIFT programme, combined with some of our own internal training, and we can additionally signpost to other opportunities.
 
As an employer, we believe that we our staff have a wide ranging CPD offer, and one that we could not necessarily do on our own in magnifying on the biggest scale.

4. What are your hopes for future working between Tarka and SWIFT?
Essentially, it is probably doing more of what we have been doing to date so that we are working towards a comprehensive and cohesive offer of training.

in addition, considering the educational landscape has become quite fragmented for different reasons - different sorts of schools and approaches, SWIFT can become a democratic voice, in drawing schools together in what we can do together and our commonalities and help to provide a forum that is shaping the landscape. Increasingly, the partnership that is SWIFT is becoming a voice for leaders, staff, and children to have their say in how the education landscape should evolve.

5. What do you find to be most rewarding from working with SWIFT?
Above all, I think it gets me outside my own echo chamber by being involved with other people beyond my own Trust, School, and locality, which is always an enriching experience.

It obviously increases my knowledge, skills and understanding by being in contact with a wider network of educational professionals and conferences, which I really enjoy. SWIFT procures some excellent national speakers who provide relevant and up-to-date training and thinking as well.

Personally, I think that it has given me training and professional development opportunities in the same way as I mentioned previously for our staff. I enjoy being a Facilitator for the NPQs and I have always loved working with the Early Career Teachers and having my own cohorts.

Also, there is the enjoyment of working with other colleagues to shape and design programmes that will benefit schools and to play my part in shaping the SWIFT vision. There is a true feeling of togetherness; that we are all responsible for developing our school staff. For instance, I could feel this last term at the Early Careers Teachers induction conference and with the NPQs Facilitation Team. It did not matter which school the Early Career Teachers or NPQ Leaders attended, or their locality; we were all helping to grow the next generation of teachers  and leaders and doing it together.

It is this common goal in what we are trying to do for all of our schools, children and leaders.

I am very proud to be part of SWIFT and I believe that it is a good way forward and we should celebrate what SWIFT has achieved to date in quite a short space of time to support schools.

Interview by Jude Owens, PA to the Executive Team and Governance  

This issue includes a featured article and some highlighted programmes, courses and events from our partners to support your professional development and enhance the work of your school. Simply click on the booking link to the course or event you are interested in to get more details or book straight on!
 
Featured in this issue we have:
 

SWIFT Membership 2023 – 2024
Welcome to SWIFT Membership for 2023 – 2024. We are delighted at the number of schools, federations, trusts and other bodies that have already signed up which entitles you to a range of benefits. Find all of the benefits highlighted here to ensure you get the most out of your membership.
 

Highlighted Programmes:

• Masterclasses and Longer Programmes
• Professional Communities
• Primary Subject Leader Briefings
• #DiverseEd Events
• Primary Assessment Masterclass Series
• Support for Parent-Teachers in the South West
• Events for your diary

In this next issue, Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE reflects on a trip to the opera:

"It is what school leaders do every day – and I do not only mean the Senior Leadership Team. Leaders at every level do it. Every single class teacher does it with his or her class. Leadership is horizontal, as well as vertical in a school. If you ever doubt that you lead your peers, think about how your mood affects those around you in the office or staffroom, how your attitude to your work, your values, your aspiration for the children affects others."

We interview Jenny Sutton from the National Institute of Teaching and share some numbers from our programmes this year to date and if you have yet to attend a Subject Leader briefing, you can find out more about the recent English session led by Ilsham English Hub.

Kingsbridge Research School explain the role of implementation climate in tackling disadvantage and  The MTPT introduce free return to work workshops and parental leave group coaching for parents currently on maternity /paternity leave. You can also find more information about our proposed SWIFT Reference Group in line with our Diversity, Equity and Inclusion commitment. 

Our sponsor, SchoolPro TLC shares a case study on attendance and find out some of the latest services and opportunities from our other sponsors, Educatering, Exeter Supply Partnership, Lyfta, and Volt Entrepreneurs.

1. How do you anticipate the work of the Associate Colleges/Teaching School Hubs in working with the National Institute of Teaching will benefit their schools?
The National Institute of Teaching offers genuinely schools-led programmes.  We are led by the School Led Development Trust, an organisation set up by four leading School Multi Academy Trusts: the Harris Federation, Star Academies, Oasis Community Learning and Outwood Grange Academies Trust. They are responsible for 188 primary, secondary and Post-16 schools and colleges and educate 100,000+ children in communities ranging from Southampton to Middlesbrough and from Blackpool to Battersea.
 
This provides a very rich national network for the National Institute of Teaching to tap into when it comes to the delivery and design of our programmes. For example, our suite of National Professional Qualifications (NPQs) all provide national Masterclasses led by the best experts from that national network. This provides new insights for schools in Associate Colleges to tap into, alongside the regionally-run aspects of the programme, which are grounded in local context e.g. termly in-person conferences.  We also host Virtual School Visits for our NPQ programme members in schools in our founding MATs, which similarly provide a window into areas of good practice nationally.
 
The focus of these is driven by our research and feedback from our programme members about their needs. For example, for the NPQ in Leading Teacher Development, if schools were struggling in getting early teachers to buy into practice-based learning, the National Institute of Teaching could share a virtual visit of a school that has successfully embedded this into their school and look at some of the key factors and principles underpinning successful implementation.  It is vital for us that all our delivery is facilitated by those working in schools and leading this work day in, day out.
 
We also have a rich network of national experts outside of our four founding Trusts; providing speakers that more isolated schools and communities might not necessarily be able to hear from or might have to travel to London to hear from.  For example, programme members on our ECF programme are able to attend a series of Masterclasses with experts, such as Tom Bennett leading sessions on behaviour. We provide these national webinars free of charge for colleagues who are on a National Institute of Teaching programme.
 
Thirdly, we have a strong research arm to our work and are continually being commissioned to deliver research in key areas of development for the educational sector.  For example, we are working in partnership on a piece of research in how artificial intelligence (AI) could be used in education and we are interested in how AI could be used in professional development to increase efficiency and teacher well-being, recognising the potential challenges of achieving a good work-life balance in education. 
 
We are also keen to look at research in areas of particular interest for our Associate Colleges. For example, we are currently working on a piece of research with SWIFT about how the Early Career Framework (ECF) is running in small schools, particularly small primary schools.  We also include the experience and feedback from our Associate Colleges when considering future policy developments.
 
Finally, we are working towards becoming a university that is dedicated to the professional development of teachers and leaders and this will hopefully provide exciting opportunities for our Associate Colleges.

2. What do you believe is the greatest challenge for the National Institute of Teaching?
I think the greatest challenge for the National Institute of Teaching is the pace of the work - going from the design, to implementation to delivery stage in a short space of time in a relatively small organisation across several programmes. 
 
In year one, we are delivering initial teacher training for 500+ trainees and delivering the ECF to thousands of programme members and delivering the full suite of NPQs, so there's lots of piloting and learning in a short space of time.  We have also recently been successful in our bid to be accredited to deliver the new NPQ in Leading Primary Maths.

3. What do you hope to achieve personally from working with Associate Colleges?
I genuinely love working with our Associate Colleges because all our Associate Colleges 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.

So, if colleagues from SWIFT schools take part in these programmes, they have to feel like it was a good use of their time...that is fundamental - we both understand that time is precious for teachers and school leaders, so are both motivated by impact and efficiency. 

We thank Jenny for her insights into the work of the National Institute of Teaching and SWIFT is pleased to be supporting their work as two of the Associate Colleges. 

Interview by Jude Owens, PA to the Executive Team and Governance 

When we start attendance work with our schools we always talk about the ‘journey’ that we are about to embark on. There a few quick wins when it comes to attendance improvements and it is the robustness of policy and the rigour in which the policy is carried out that makes the lasting impact.
 
The Starting Point
When I first met the Attendance Lead at this particular Infant School in Gloucestershire, it was great to see the drive they had in improving the attendance of the children.
 
Our starting position was comparable with the national picture, with whole school attendance sitting at slightly over 94% for the 2021 - 2022 academic year.
 
However, rates of persistent absenteeism and vulnerable group attendance, specifically Free School Meal (FSM) and Pupil Premium children (PP), had been below the national average over the previous years and both of these aspects were raised in the schools IDSR.
 
So where did we start…?
The initial attendance audit focused on key areas:

• Policy
• Attendance monitoring
• Interventions
• Communication
• Safeguarding

Following this, an Attendance Action Plan was produced that was to be monitored by the Attendance Lead and other members of the leadership team, along with the Governors.

Putting the Actions in Place
A new policy was launched in line with the Department for Education (DfE) guidance for September 2022, with staff undertaking training to understand their roles and responsibilities in achieving good attendance for all children. The children were spoken to in assemblies and SAM (School Attendance Mascot) was launched, where the best attending class each week got to look after SAM for the following week.
 
Parents and carers were sent an attendance letter signposting them to the new policy and class attendance was reported on each week in the school newsletter. Communicating with all stakeholders in this manner set the benchmark for the expectations of all.
 
The monitoring of attendance was moved from fortnightly to weekly with a key focus on persistent absenteeism and FSM/PP children. The leadership team added this to their weekly agenda and each child was ‘banded’ with specific interventions implemented at each stage. For example, if a child dropped below 95% attendance, a letter was sent home informing parents that their child was now below the national average for attendance and informing them how the school could support them in ensuring their child’s attendance improved. The word ‘support’ changed the thinking of parents as previously, parents looked upon attendance communication as a negative (much like behaviour…but that is a different discussion!).

With those systems in place, this led to ‘early intervention’, and positive, supportive attendance discussions took place far earlier and prevented that downward trend continuing.
 
Attendance was now a daily discussion with positive connotations. This enabled the ‘profile’ of attendance to be raised and developed a culture of good attendance, which in turn led to better outcomes for the children.
 
I visited the school termly to meet with the Attendance Lead, to view attendance data, discuss progress and improvements in-line the Action Plan. 

Impact
Due to the comprehensive policy and the robustness that sat behind it, with all stakeholders playing their part, attendance in ALL areas showed an improvement.

• Whole school attendance sat at 1.1% above the national average (week 26 national data from the DfE – July 2023).
• Year-on-year attendance data looked very good: Year R 2021 - 2022 93.05% – Year 1 2022 - 2023 95.27%, whilst Year 1 2021 - 2022 94.51% increased to Year 2 2022 - 2023 95.65%.
• Persistent absenteeism sat at only 4.8%, down nearly 8% from the previous year and slightly over 12% below the national average at 17.2%.
• FSM/PP attendance came in at 93.4%; which was a marginal gain of 0.5%, but still sat above the national average.

So, What Next?
You often see the phrase “eat, sleep, repeat.” But when it comes to attendance, it’s “policy, procedure, repeat!” Yes, there will have to be some modifications for certain individuals; but, for the majority of the children under your stewardship, you need to get the basics right when it comes to attendance.

How Can SchoolPro TLC Help You?
Our Attendance Consultancy Team can help to build capacity in your setting by taking both a strategic and a hands-on approach to attendance. This can include supporting attendance reviews, analysing your data and advising on practices to help identify the best use of your resources and we can also support these plans where necessary.

Our main objective is to ensure young people achieve the best outcomes and we offer the assurance that detailed and accurate evidence and logs are maintained at all times, should they be required for the future.

By Richard Morley, Director at SchoolPro TLC​

The Reference Group will be founded on inclusion and collaboration and we welcome expressions of interest from all colleagues of all backgrounds and positions within all organisations across our Teaching School Hub region. 
 
Participation will not be limited by any of the Protected Characteristics (Equality Act 2010): Age, Disability, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity, Race, Religion and Belief, Sex, and Sexual Orientation.  

Principles
Membership of the Reference Group is voluntary and staff-led and any member of staff across our schools and partners is eligible to apply to be part of the group.

The Group is intended to be a safe space that will build high-trust relationships within a diverse and inclusive setting that will:

• promote new ways of considering diversity, openness, understanding and inclusiveness
• promote a sense of belonging
• share other cultural values and experiences
• inspire conversation and drive innovation
• facilitate networking amongst colleagues
• strengthen communication
• promote information sharing
• contribute towards a more open and human world of work
• give back to the local community
• support professional and personal growth

 
Importance
We believe that Reference Groups are important because they can:
 
1. Foster an Inclusive Workplace and a Sense of Belonging and Acceptance 
2. Enhance Employee Experience
3. Promote Cultural Awareness
4. Improve Innovation
 
Timeline for the Reference Group
We are seeking to launch the Reference Group in November 2023, with the first meeting in January 2024 and it is our intention that the meetings will be half termly.

More Information and How to Express your Interest 
You can read more about the SWIFT Reference Group by clicking on the link below.

If you wish to express your interest to be part of the group, we invite you to complete a short form on the link below by Monday 6 November 2023 at 12 noon.
 
Thank you for your interest in our proposed SWIFT Reference Group as part of our work to promote Diversity, Equality and Inclusion. 

​This issue includes a featured article and some highlighted programmes, courses and events. from our partners to support your professional development and enhance the work of your school. Simply click on the booking link, to the course or event you are interested in, to get more details or book straight on!
 
 
 
Featured in this issue we have:
 
SWIFT Membership 2023 – 2024
Welcome to SWIFT Membership for 2023 – 2024. We are delighted at the number of schools, federations, trusts and other bodies that have already signed up. Membership entitles you to a range of benefits. Final all of the benefits highlighted here to ensure you get the most out of your membership.
 
Highlighted Programmes:

• Masterclasses and Longer Programmes
• Professional Communities
• Primary Subject Leader Briefings
• #DiverseEd Events
• Whole School Approach to LGBTQ+
• Impact of Menopause in the Workplace
• Events for your diary

Our sponsor SchoolPro TLC provide some helpful and current advice about confidential references and subject access requests.   

When it comes to subject access requests and exemptions, it is important to understand the various exceptions that apply to certain types of personal data.

One specific exemption relates to confidential references. According to the Information Commissioner’s Office (ICO) and the Data Protection Act 2018, personal data included in a confidential reference is exempt from the right of access in specific circumstances.

The exemption applies to references given or received for the purpose of prospective or actual education, training, employment, volunteer placement, appointment to office, or provision of services by an individual. It is important to note that this exemption only applies to references that are provided in confidence.

To ensure clarity in your documentation, especially for educational references, it is advisable to state explicitly that all references will be treated as confidential. This should be communicated to both the individuals providing the referees and those providing the reference itself.

For example, instead of a simple instruction like “Please provide details of two referees.”
You can modify it to convey that all references will be treated as confidential.
A revised statement could be: “Please provide details of two referees. All references will be treated as confidential.”

If your references are considered confidential, you will need to ensure staff dealing with subject access requests are aware of, and have adequate guidance to follow in order to prevent accidental release of your confidential references.

Understanding these exemptions and clearly communicating the confidentiality of references will help ensure compliance with Data Protection regulations and maintain the privacy and trust of individuals involved in the process.

By Ben Craig for the SchoolPro TLC Team 

If you are interested in this topic and wish to find out more about working in this area, you can find out more about how you could Make a Difference with SchoolPro TLC.   

In this first issue for this academic year, Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE promises a good year:

"But maybe you like change? You cannot predict the future, but you can prepare for likely scenarios, or even try and shape them. A feeling of empowerment is a great thing. So, take advantage of the national policy vacuum to change what you want to do in your own sphere of influence."

Our new Director of Teaching School Hubs, Jen Knowles looks ahead to the new school year and programme delivery of the Appropriate Body Service, Early Career Framework and National Professional Qualifications. Whilst Headteacher of South Molton Community Primary School, Tom Parkin, shares his priorities for the new year.

We introduce our SWIFT Reference Group as part of our Diversity, Equity and Inclusion commitment. So, if you think you might like to be part of this initiative, ,keep a watch for more details to follow. 

You can read some of the feedback from our 2023 Summer Conference and as you plan this year's diary, save the date for our 2024 event on Thursday 13 June 2024. 

Our sponsor, SchoolPro TLC provides cautionary guidance on using WhatsApp for your group communications and find out some of the latest from Educatering and Lyfta and our new sponsor, Volt Entrepreneurs.

"Whatever the curriculum says, YOU have the power to change what happens in the classroom.”

We were pleased to welcome historian, author, raconteuse, Dr Miranda Kaufmann at the end of term to conclude our 2022 – 2023 SWIFT History Masterclass series with her talk on Diversity in the History Curriculum: Black Tudors and Other Untold Stories with inspiration from her book, “Black Tudors: The Untold Story.” 

 "[It is too easy] by emphasis and omission to make children believe…that every great thought was a white man’s thought and every great deed…a white man’s deed.”
(W.E.B. DuBois, American sociologist, historian, civil rights activist and author).
 
The impactful inclusion of Black British History is clearly and increasingly a vital priority in diversifying the curriculum. Yet, curriculum observers will know that it is not new. 

Teaching Black History dates back to the introduction of the National Curriculum 30 years ago with guidance to teach “the essential knowledge that they [children and young people] need to be educated citizens.”

The important starting point is to acknowledge that Black History is British History. It is not and should not be a hidden truth.  Even if some school History textbook covers have conventionally (and painfully) mispresented Black History with clichéd images of enslaved people.

In a highly engaging talk, it was a refreshing revelation for me, and the Subject Leaders and Teachers of History in the audience to know and understand that over 200 Africans were living freely in Tudor England as Miranda drew on examples from her book featuring the stories of ten Black Tudors.

Wonderfully intriguing and individual roles, such as John Blanke, the Trumpeter, Jacques Francis, the Salvage Diver and Mary Fillis, the Moroccan Convert. All of which intensely and intelligently refuted two common assumptions about Black British History. Firstly, there were Africans in Tudor England over 400 years before the first Windrush immigrants disembarked in Tilbury, Essex. Secondly, they were not enslaved. A clear and compelling case to refute those stereotypical textbook covers.

Next, by teaching Black British History, those students with African ancestry can feel a sense of belonging, in that they are part of British History too.

Clearly, an important piece of diversity, equality and inclusion work; which will hopefully encourage Black students to pursue history to GCSE, A Level and beyond; eventually impacting the way History is studied and presented by academics and popular historians, enhancing the discipline with a broader range of perspectives.

Teaching Black British History can help to support the struggle against racism in challenging racist assumptions that immigration is a 20th Century phenomenon – and can be reversed. As Miranda shows in her book, focusing on the stories of African figures from the past can encourage empathy. 

By extension, this helpfully supports a timeline of understanding the ‘before’ the period of slave trading and colonisation and the after; and powerfully demonstrates the role of questioning assumptions in the study of History. The “interruption of the psyche” (Whitburn and Mohamed, Justice 2 History).

​As in any curriculum change, there needs to be a long-term commitment and schools and teachers can play their part and we thank Miranda for sharing the following helpful suggestions to upskill and up-knowledge teaching of Black British History in the classroom:

• Consider available new module options. For example, Migration GCSE; African Kingdoms at A Level.
• Share similar cross-curricular conversations. For example, in English, Geography.
• Ask new questions of existing topics.
• Take a Local history study over time.
• Enhance subject knowledge and boost your confidence in teaching Black British History.
• Links to available resources below.

Your gateway to a LIMITLESS future.

We are pleased to welcome our new sponsor, Volt Entrepreneurs who join us this September.

Volt powers entrepreneurship in young people, starting with the mindset, that crucial piece of positive thinking that underpins all success and continues on to enable young people with the professional skill set of today.
 
Using tried and tested experiential learning methods and with a proven track record, Volt offers the Short Circuit, a short online programme, and the Volt Circuit, an in-person enrichment programme during term time or as an intensive few days during school breaks.

Students learn about effective communication, time management, and leadership, and gain the confidence of acting on ideas, recognising opportunities, and how to start their own business.

Entrepreneurship can change your life.
The earlier you start the better!

The five key benefits of entrepreneurship ensure that “you can”:

1. Use your ideas to improve the world.
2. Be resilient and comfortable outside your comfort zone.
3. Choose your own life-style.
4. Surround yourself with like-minded, creative, dynamic people.
5. Become financially free.

The 5As framework supports and mentors young people to achieve their aspirations as entrepreneurs, intrapreneurs and successful professionals, of any description.

Volt cohorts say that they “feel more confident about everything…[and] know where to start with making my idea come true” and how Volt has “changed the way I look at my future career.”
 
Teachers who work with Volt report on the dramatic change in their young people.
“Your workshops are inspirational and I know they will benefit from your wealth of experience as [they practise] the skills they desperately need.”

At the start of this new academic year, Tom Parkin, Headteacher at South Molton Community Primary School shares some of his thoughts. 

In post for the past ten years, Tom finds the school a happy and rewarding place to work that fits well with his ideals as a leader.  

With the school’s mantra of Excellence Through Outdoor Learning, there is a clear and intentional focus on nature, which happily spells out the school’s values of Nurturing, Aspiring, Together, Understanding, Resilience and Equal.
 
Demonstrating this commitment, the pupils and staff are especially proud of their recent award of the Eco-Schools Green Flag, in which they achieved the highest level of distinction.
 
1. As Headteacher, what are your hopes for the new academic year at South Molton Community Primary School?
At the start of this brand-new academic year, it obviously brings lots of aspirations and enthusiasm for us at South Molton Community Primary School and builds on our continuing progress.

The personal development side of our school is something that we really want to continue developing as well this year, and that we would like to embed into our curriculum; rather than as an extra. A vital part of this development includes outdoor learning, the extra-curricular trips and all that side of learning that we feel could be embedded further into our curriculum.

This is a target for us this year, as well as developing our well-rounded curriculum and giving subject integrity and quality across the curriculum.

2. How would your pupils describe their school?
Obviously, we talk to children a lot; which I hope gives a good flavour of what they actually think about their school.
 
I think the number one thing is that they think we are a caring school who takes their personal development seriously and that we want them to experience a wide-ranging curriculum that is not only focused on the core subjects, but considers the whole child. We have been engaging in our outdoor work over the last five or six years, and developing that connection to nature and outdoor learning and how this connection is important for positive mental well-being for children and staff.

I know our children would also talk enthusiastically about our environmental learning and improving the sustainability of our school. They would tell you about the sustainable journey we have been on and how we have improved our school over time.

So, I would say a caring school that takes sustainability seriously and has a connection to nature.
 
3. What three things (or people!) would make a significant difference for your school improvement journey?
Firstly, and I am very aware that this is something we need to improve as a school and looking to the future, is to think about joining a Multi Academy Trust, which we could take into our own hands and evolve to the next stage.
 
Whilst we have some collaboration with other schools, this year, we would like to enhance and encourage this collaboration so that it has a positive impact on what we deliver to the children and is an action that we can control.
 
Secondly, and perhaps less within our control to help us our school, is money. Extra resources and extra money would help the school to deliver more; especially with the current SEN agenda, and meeting the needs of increasing numbers of SEN children.

And thirdly, which I suppose is an age-old problem for the teaching profession, is having more time.

As a profession, I think we are always trying to do our best and aspiring to do better for the children - sometimes to our fault.
I know that we might not be able to solve this one very easily, but we could certainly do with more time so that we can do better for the children.

4. What is the biggest challenge for you as a school leader?
I think the biggest challenge for the last few years is trying to be as inclusive as possible as a school, whilst still achieving high standards for children. The needs of children have changed over the past years, especially since Covid and the lockdown.

We have seen a massive change in the level of need and the number of children with high level SEN needs, which we are still dealing with and are expected to deal with in a maintained school. This brings lots of challenges for other children, and for those specific SEN children and staff supporting them.
 
I think this issue has become more pronounced in our school and the impact on the wider school.
I have found it to be particularly challenging when seeking to deliver excellence across the curriculum and whilst still trying to be an inclusive school that gives every child what they need. Unfortunately, I envisage this to continue to be a challenge over the coming years.

5. How does working with SWIFT support your work?
There are a variety of ways.
 
Obviously, meetings and conferences are probably where I liaise mostly with colleagues, and this provides me with opportunity for collaboration.

I enjoy and value this opportunity and I find the meetings and talks with specific people useful. For example, we have been using the Walkthru coaching training for the last few years, which has had a positive impact on our school and teaching across the school and professional development of our teachers.

Also, as a leader, the training and networking opportunities help me to think about how I am as a leader and what I do.

It was thought-provoking for me to be part of the leadership visit to London in the Summer Term and this gave me an insight into other schools and gave me a lot to think about and to bring back to my own school.
 
I am looking forward to this new year and the opportunities for myself and our staff with SWIFT.
  
We thank Tom for sharing his reflections and wish him and his staff and pupils at South Molton Community Primary School a happy and fulfilling year.

Interview by Jude Owens, PA to the Executive Team and Governance 

Lyndsey Bolton of the Alumnis Multi Academy Trust led the final session of the SWIFT Character Education Professional Community looking at how to develop a co curriculum that explicitly develops character, enhanced by enrichment and developed by curriculum offers and opportunities for children as part of Character 'sought'.
 
A class teacher and Character Education Lead across the Trust, Lyndsey has always been passionate about providing children with opportunities to build themselves as strong, courageous, resilient and creative individuals and uses the term “characterful” explicitly and clearly. She started her own character journey building on research work with the Jubilee Centre that provides a useful resource bank for teachers to take the tools back into school and provide creative and innovative ways to teach character through the curriculum.

Character needs to be taught.
Do not take it for granted that children will soak it up. Or leave it to chance. But provide environments and a culture where they can catch it and seek it.
 
Think about how to message to children and connect it with the curriculum.
 
Why?
How?
What does it do?
 
Character is an essential part of Personal Development within the Ofsted Framework.
Lyndsey reported on a recent Ofsted Outstanding judgement in one of the Trust schools. During Ofsted visits the children have “sung character” throughout the inspection in the way that they spoke, conducted themselves, and demonstrated behaviour for learning in action. 

Lyndsey is always keen to champion that schools do not work in isolation. But if something is going really well or is in a positive stage of development, to share it in their communities and to learn from one another. Hence the work of this Professional Community. 

Lyndsey has worked with children and staff to create characterful approaches rooted in the Trust vision of 'Inspiring Changemakers'.

Careful consideration is given to the language used in all classrooms and across all the Trust schools that is intentional, explicit and supports each practitioner to weave in impactful opportunities to develop personally and holistically; putting virtues in action. 

Planned and intentional opportunities to link teaching character through discussion, events, stories in the classroom and assemblies help children to internalise, process and reflect on how to recognise it and then live it.

For example, how did they feel when they spoke out? How can they learn for next time?
 
Consider what does it look like across all the year groups and think about the progression. The Alumnis approach is developed from Early Years and throughout the children's educational career.

Consider the challenges, but be creative and courageous in shaping your opportunities and enhance what is happening in curriculum time.
Map out where children can have multiple opportunities to develop their character throughout the academic year.
 
Confidence is a huge issue and can be difficult for some children. But ultimately, character education and developing a characterful culture within our schools for adults and children can guide them to see the opportunities as positive as they flourish as human beings.

As part of the session, there was discussion about the work of the participants and it was agreed that the legacy of Covid is still being felt in changes in character across schools with work to be done.

For instance, Nick Banwell shared the “11 by 11” work of ESW Multi Academy Trust in South Devon in creating opportunities for character development at primary by the time they reach age 11 and for secondary, by the time they reach Year 11.
 
Opportunities are created across key topics, including enrichment, community, careers, forest school, environment, culture, arts, leadership, and mental wellbeing. All the schools are encouraged to connect and learn from each other and to build on their experiences. Given limited funds and pressured curriculum time, ESW is developing a link with the local Rotary Clubs who go into the schools and work alongside the children and provide various support.

We thank Lyndsey for leading this session and adding an encouraging and enabling clarity about Character Education that can be bespoke for schools to make their own energy and to feel like they are part of a bigger picture of driving forward school improvement with character development as the foundation. 

Listening to these sessions always gives me hope.
Report by Jude Owens, PA to the SWIFT Executive Team

As educators, we strive to provide students with holistic education that goes beyond academic achievements. Personal development plays a crucial role in nurturing well-rounded individuals who are prepared for the challenges of the future. Ofsted recognises the significance of personal development and includes it as a key area in their inspections. ​

What is Personal Development?

Personal development is one of the four key judgements that Ofsted makes when inspecting schools under the education inspection framework (EIF). It evaluates how well schools provide for the personal development of all students, and the quality with which they implement this work.

Personal development is not only about academic achievement, but also about developing character, confidence, resilience, mental health, physical health and citizenship skills. Promoting equality of opportunity, an inclusive environment and readiness for the next phase of education, training or employment is also key.

What Ofsted is looking for?

According to the School Inspection Handbook, Ofsted’s judgements around personal development focus on the factors that research indicates contribute most strongly to students’ personal development. 

Lyfta can support schools in meeting Ofsted’s expectations as set out in the framework for personal development across many areas: 

Develop responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults. 
​
Lyfta exposes pupils to different perspectives, cultures and values through the array of immersive human stories, and encourages them to reflect on their own identity and role in society. 
​Lyfta also inspires students to take action on local and global issues that matter to them.

Promote equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique. 
​
Lyfta celebrates diversity and inclusion through its human stories, which showcase people from different backgrounds, abilities, genders, sexual orientations and religions. Lyfta also challenges stereotypes and prejudices, and fosters respect, understanding and empathy among students. 

Promote an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation. 

Lyfta is accessible and engaging for all students, regardless of their prior knowledge or experience. Lyfta also allows students to learn at their own pace and level of interest, and supports differentiation and personalisation of learning.

Develop pupils’ character, which Ofsted defines as a set of positive personal traits, dispositions and virtues that informs their motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. 

Lyfta inspires pupils to develop their character through its human stories, which demonstrate qualities such as courage, resilience, creativity, curiosity and kindness. Lyfta also provides opportunities for pupils to practise these qualities through collaborative tasks and projects. 

Develop pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy.

Lyfta supports pupils’ mental health and wellbeing by providing them with positive role models, inspiring stories and safe spaces to explore their emotions and feelings. Lyfta also helps pupils to cope with challenges and setbacks by showing them how others have overcome difficulties and achieved their goals. 

Develop pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities. 

Lyfta promotes physical health and fitness by featuring stories of people who lead healthy lifestyles, such as athletes and dancers and explores healthy eating and wellbeing. Lyfta also encourages pupils to participate in new activities and hobbies that can improve their physical wellbeing.
Primary schools can leverage their P.E. and Sport Premium in this area. 

Develop pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education (RSE).

Lyfta supports RSE by providing stories of people who have different types of relationships, such as friendships, family bonds, romantic partnerships and professional collaborations. 

Support readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully. 

Lyfta helps prepare students for the next phase of education, training or employment by exposing them to a variety of careers and pathways that they may not have considered before. Lyfta also helps pupils to develop the skills and competencies that they will need in the future, such as communication, collaboration, creativity and critical thinking. 

Success Stories

Djanogly Sherwood Academy started using Lyfta in September 2021.
Leaders at the school reported that Lyfta was used during an inspection and was noted in conversations with inspectors around personal development.

“In January 2023, we achieved an Outstanding rating in Personal Development from Ofsted. According to their assessment, our students displayed remarkable growth in character, fuelled by engaging discussions and debates. It was stated that our children demonstrated a profound understanding of the significance of diversity within both their local community and the global context. We believe that our success in this area can be largely attributed to Lyfta, as our Lyfta assemblies provide our students with invaluable opportunities to explore a diverse range of individuals, empowering them to actively contribute towards improving their community.”
Michael Brothwood,  Assistant Headteacher At Djanogly Sherwood Academy

Upton Court Grammar School has been using Lyfta as part of their personal development programme and to support their mission to ensure all students fulfil  their academic and personal aspirations and thrive on an intrapersonal, interpersonal, societal and global level. The school received an outstanding rating for personal development. 
​​
“School leaders are committed to supporting all pupils to thrive and succeed. Character education is a significant strength of the school. Pupils speak positively about the ways in which the school helps them to develop as individuals. They identify ways in which the school contributes to their confidence, resilience and initiative.”

The Challenge Academy Trust has implemented Lyfta across the Trust and seen a transformative impact on both their students and teachers. The Trust has been using Lyfta to broaden their students' global perspectives, nurture empathy, and provide a dynamic and engaging learning environment.
​
“The lesson plans and resources provided are of the highest quality making it an excellent resource in terms of planning a wider Personal Development Curriculum.

I highly recommend Lyfta to any school looking to create a more inclusive, immersive, and enriching learning experience for their students.”
Andy Roberts, Assistant Headteacher, Bridgwater High, The Challenge Academy Trust

Conclusion

Personal development is a key aspect of Ofsted’s inspection framework and reflects Ofsted’s guiding principle of being a force for improvement through intelligent, responsible and focused inspection and regulation.

School leaders should ensure that they provide a rich and varied personal development provision for all students, and that they can easily demonstrate how they do this to Ofsted.
​By doing so, they will not only meet Ofsted’s expectations, but also help their pupils to flourish in their community and in the wider world.

Book a short demo to find out more how Lyfta can support your school’s personal development provision. 

We thank Lyfta for sharing their blog with us. 

Picture source: Shanhaz from storyworld Summer village, Winter village

This issue includes a featured article and some highlighted programmes, courses and events. from our partners to support your professional development and enhance the work of your school. Simply click on the booking link, to the course or event you are interested in, to get more details or book straight on!



Featured in this issue we have:
 
SWIFT Membership 2023 – 2024
Registration for SWIFT Membership for 2023 – 2024 is now open and we are delighted at the number of schools, federations, trusts and other bodies that have already signed up. SWIFT Membership offers outstanding value on an extensive range of professional development courses and conferences.
 
Early Career Framework (ECF) and Appropriate Body (AB) September registration is open
Registrations are open for the SWIFT Teach First ECF training programme and Appropriate body induction service. 
 
National Professional Qualifications (NPQs) Application Window open
SWIFT is working with Leading Schools South West to deliver the latest reformed NPQs. 
 
Highlighted Programmes:
·        Safeguarding Level 3
·        Masterclasses and Longer Programmes
·        Teaching Assistant Training 2023 - 2024
·        Events for your diary

"Allow children to find their way with words through passion and poetry."

After an hour in the company of Joseph Coelho speaking on Reading for Pleasure at the Ilsham English Hub event last week, I was convinced that he was every inch the Waterstones Children's Laureate.

In the second year of his tenure as the twelfth Laureate and successor to “How to Train the Dragon” writer Cressida Cowell; poet and library enthusiast Joseph’s call to action was delivered with focused fervour and fizz in how encouraging children to read, you also encourage them to write (and vice versa).

Let them understand they are “part of this wonderful world of words and their words are wonderful.”

Words count and understanding that many children struggle with words, poetry reading can be the perfect medium as “you cut straight to the marrow.”

​Poetry can come with a certain scary “baggage,” but thinking beyond any imaginable barriers, poetry plays with words and can be very appealing to children and boost their reading. 

Poetry is often dipped into for a wedding or a funeral and then forgotten.
But “it translates into the soul” and puts into words the indescribable and can be relished in our minds.
It makes words live.
Think of the almost magical meaning of lyrics as the words performed to the lyre.

Sharing his own poet pen portrait story was inspiring.
Joseph did not grow up in a book-filled home. Yet it was a home of words in which poetry was prominent.

There were Argus and Littlewoods catalogues and whilst books were sparse, Joseph notably remembers reading a Ladybird edition of “Little Red Riding Hood” with the iconic watercolour cover and Dr Seuss’s “The Cat in the Hat.”

His Gran wonderfully furthered his literary leanings with a poster of 1950s Mabel Lucie Attwell‘s “Please remember - don't forget - never leave the bathroom wet!” in her toilet. Joseph read and read the catchy fun verse over again, learning and absorbing it as a boy and in later years, it was a happy revelation for him to discover that Gran wrote her own poems. 

As a child in his formative writing years, Joseph put his own poetry skills to the test when he wrote a poem for a competition. He had discovered that bears were not treated well, which upset him and he wrote a poem very cleverly called “Unbearable” (a young punster!). Whilst he did not win, Joseph enjoyed writing the poem and kept writing and reading.

Along the way in his own journey as a poet, Joseph was to work as a gym instructor, in adverting and sales, as a transport planner and even dare we say it, a tequila boy.
Joseph’s ideas do not come from starring at a computer screen, but from going out and thinking, confident in the act of composition by letting ideas evolve.

The schooling of his poetic soul evolved in attending a poetry performance course at Battersea where he discovered an ownership in reading and writing poetry and felt in his bones that he was already a writer, believing poetry to be innate in us all, belonging to everyone in non-judgemental ways.

Amongst many role models, Joseph was inspired by the work of Jamaican dub poet and storyteller Jean, "Binta" Breeze MBE; understanding personally the importance of diversity and representative characters in books and writers on the bookshelves.

But poetry is more than putting pen to paper or writing composition; it is about ideas and ownership of children’s words and opportunity to read each other’s words.
In leading activities with children, Joseph has used post-it notes for their wordy ideas whilst playing in the hall to describe what they are doing, for example, sliding down a dragon’s back.

Poetry allows children to build-up empathy by using each other’s poetic phrases and taking the words back into the classroom and in doing so, gently introducing the idea that they can all read and write poetry; which can have a huge impact on the reading and writing process and encourages them to be more open to reading the works of others. 

​Indeed, in his own work, Joseph has used poetry to work on a project supporting mental health.

Poetry tends to be short, so you can read it and keep in your head for longer than prose and is less overwhelming.

Let’s say it and celebrate it now: reading a poem is usually less of a challenge.

You can memorise it. It becomes part of you. 
The pleasure of reading poetry.


Poetry plays with language, for example the world of spoonerisms – switching around the front letters as in Joseph’s fun poem, “A Tip of the Slongue” and encourages pupils to be actively engaged in reading the poem.
​
Introduce simple devices and engage them in hunting out the different devices.

The wonderful thing about children is that they naturally use poetry and naturally come up with poetic devices. Encourage them to feel words are powerful and valid.

Think what the children are writing on.
Use giant pieces of sugar paper, jotting down words in felt-tip pens or in one activity Joseph even used disposable lab coats (taking Science to new heights!) that can be put on and taken off.
In his own crafting, Joseph uses a beautiful notebook and before he had a space of his own, he used to write in cafes in Soho.


Poetry makes literacy accessible to children. Give them their own poetry notebook to use in the classroom.
Let them know that the pen belongs to them and their words are powerful and valid in building a foundation where they feel welcomed by books.


Get children to write quickly and put their poems down from their heads.
Poetry-penning can certainly be easier with younger children who have yet to learn to edit and are not worried about the opinions of others.
As teachers, read aloud your poetry.
Children are always enthralled by listening to the poetic world. Join them on their poetic journey.

On visits to schools, Joseph has even been asked by the librarian if he has a book with him to take part in the stop: 15-minutes reading time for everyone.
Children mimic, so it is good for them to see everyone reading.
Make these reading routines a happy habit.

Let the children feel that they have a final product of their work. Be it a performance to which parents are invited to attend, a wall display, a book, a piece of art. Encourage children to share their own poems.

“Invite them into the world of the books.”
Cue libraries.
Joseph is a member of 177 libraries.
It must a be a record and a tribute to his passionate support.
Back to Joseph’s own childhood and his introduction to libraries.
It was his Gran who launched him on his library career and the beautiful, wood-panelled West Hill Library where she had wanted her ashes to be scattered on the parquet floor.
Although Joseph’s Gran outlived West Hill Library; recently sending him an article that the library was sadly closed and the building was up for sale.


Joseph used to spend the day at the library. He was part of the reading schemes, bought incomplete encyclopaedias in book sales (“a space to own books”), did his homework there, he even met a girl, laughed with the two Pauls, and played the book bag games of triggering the alarm.


Libraires are “a hub for the community.”
Warm and dry, a resource of information and support.
As well as a place to discover and read books and enjoy other experiences, libraries are spaces to play board games and Lego, for knit and natter, and support mental health services.


Not surprisingly, Joseph has created lots of poems about libraries.
For four years he performed a one-man stage of poetic storytelling, writing plays that toured libraries as spaces to experience live theatre and events and for him to test out new material.
Joseph works with children who are not taken to the library, working to break down barriers to get them into a library and making visual the opening of doors to new worlds.
“So that more children can discover books and see themselves in books and know that their own words are important and have power too.” 

With an eye on literacy, one of the teachers in the audience asked a question about balancing creative pupil writers with the a focus on spelling that can be an issue with some children avoiding big words that they cannot spell. Understanding this dilemma, Joseph encouraged teachers to develop “a passion and urgency” in the children’s writing, as once they wish to write, everything else is easier. Plus, as we all know, spelling mistakes are a part of life. Get them to the point where they want it to be their best work and to be inventive and imaginative and brave with their word choice.
 
In his privileged poetic position as Children's Laureate, it is clear that Joseph will continue to celebrate books and inspire children to read and write their own poetry through his delightful personality and poetry.

We thank him for his dazzling talk and to Ilsham English Hub for hosting such a wonderful event.
Afterwards, I was tempted to pen a poem in celebration myself.

Review by Jude, PA to the SWIFT Executive Team 

Ilsham English Hub are pleased to offer the following professional development opportunities for 2023 – 2024:
 
Teacher as Readers Group | Open University/UKLA Ilsham English Hub 2023 - 2024
1600 – 1730 | Zoom
 
Session 1 | Thursday 5 October 2023
Session 2 | Thursday 30 November 2023
Session 3 | Thursday 18 January 2024
Session 4 | Thursday 14 March 2024
Session 5 | Thursday 23 May 2024
Session 6 | Thursday 20 June 2024

This group provide free evidence–based CPD for teachers, Teaching Assistants, Early Years professionals, librarians, reading volunteers and others to enrich their understanding of Reading for Pleasure (RfP) and how to support it. It is the fourth year this group has been running and is led by Danni Cooke Ilsham English Hub Lead and the Ilsham Hub Team.  

The aims of the group are:

1. To foster children’s Reading for Pleasure through supporting teachers’ /members’ own RfP and research-informed practice. 
2. To support the profession by building a professional community around RfP locally and online. 
3. To share teachers’ resultant development work on the Open University RfP website.

You will receive a certificate at the end of the course when you have shared your example of practice on the Open University Reading for Pleasure website.

​We ask that you aim to attend all the sessions, and within this work you are aiming to make a difference initially to a small group of children.

Transforming your School Reading Culture (TSRC) | Ilsham National English Hub 2023 - 2024
Core Sessions | 1230 – 1500 | Zoom
Optional Workshops | 1600 – 1630 | Zoom
Sign up here   
 
The TSRC programme is underpinned by research; and throughout the programme there are articles/books for participants to read, as well as references to research built into the session plans.
This research is split into two strands: reading for pleasure and leadership development/change management theory, and  there will be gaps tasks in between the sessions.
You will need to attend all the sessions and will receive a certificate once the course is completed.
 
Core Sessions
Core Session 1 | Reading for Pleasure: a whole school culture | Wednesday 11 October 2023
Core Session 2 | Creating whole school change | Wednesday 22 November 2023
Core Session 3 | Creating a reading school: structural changes | Wednesday 17 January 2024
Core Session 4 | Creating a reading school: behavioural changes | Wednesday 13 March 2024
Core Session 5 | Celebrating impact and sustaining change | Wednesday 19 June 2024

Optional Workshops

• Setting up a staff book club
• Making the most of libraries
• Making World Book Day purposeful
• Creating social and inviting book corners
• Don’t ‘pay’ children to read: developing children’s intrinsic motivation to read
• Developing informal ‘book talk’
• Intervention for Reading for Pleasure
• Reading identities
• Successful author visits
• Engaging parents in your school’s reading culture

 
This group is for English Leaders and is looking at developing a whole school reading community and culture and is FREE to access and will be facilitated by Danni Cooke (Ilsham English Hub Lead) and Carly Watson (Hub Team).

You will need to sign up to attend all five core sessions to be part of this support group and you are also welcome to attend the optional after school workshops (further details to follow next academic year), which should also be valuable.

Contact 
For any enquires, you can contact Ilsham English Hub Lead, Danni Cooke.  

In this final issue for this academic year, ​ESW Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE considers in this continued post-pandemic aftermath, “Why is it that our leadership skills are being challenged to such lengths?”
 
"So, this is when we have to dig deep into our leadership reserves. It’s a time when we have to believe in ourselves, to let go of what we cannot change and focus on those things that we can influence in our own schools."

Building on SWIFT's commitment to Diversity, Equality and Inclusion (DEI), SWIFT's Professional Community lead, Ruhaina Alford, Executive Headteacher of The Carey Federation gives us an end of term report. 

At this point of end of term completeness, you can read about SWIFT's Director, Chris Harris's reflections as he ends his tenure with us and an interview with Programme Manager, Fiona McNeile who continues the good work of our programme delivery. And have your say in the Annual Teaching School Hub School Leader Satisfaction Survey.

Our sponsor, SchoolPro TLC provides guidance on taking subject access requests seriously and find out some of the latest from Educatering, Exeter Supply Partnership, Lyfta and Praestantia Technology.

“I am very fortunate to have a role that is fulfilling in many ways.”

The SWIFT Central Team also counts itself fortunate to have Fiona McNeile as a key team member.
 
Albeit modest sized, the team is highly functional and purposeful with Fiona as Programme Manager for our key Department for Education Golden Thread services from the Appropriate Body Service and Early Career Framework for Early Career Teachers, to National Professional Qualifications for aspiring school leaders.
 
Fiona transitioned seamlessly to her role in SWIFT having previously worked as Business Manager with the former Dartmoor Teaching School Alliance; which has helped to enhance and evolve her understanding of the emerging role of Teaching School Hubs. We value Fiona for her clarity, diligence, pragmatism, and powerful work ethic and drive.
 
As this second complete year of the Early Career Framework draws to a close, we thought that it would be fitting to invite Fiona to reflect on the programme. 

1. As SWIFT Programme Manager what are your number three priorities working closely with teachers and school leaders?
As SWIFT Programme Manager, a key priority is to work with our SWIFT Team to ensure consistent, high-quality programme delivery to all schools in our region.  The processes and requirements of the Golden Thread programmes are complex, and my aim is to support schools by providing access to the world class programmes with minimum workload for leaders and teachers.
 
Having worked in educational support roles for over six years, I have built an in-depth understanding of the pressures and demands on schools, Multi Academy Trusts (MATs), leaders and teachers.  We work hard as a team to keep informed through constant one-to-one communication with SWIFT schools and leaders to ensure our delivery models are aligned to the needs of the region.  This has been key to the continuous improvement and development of enhancements beyond the requirements of the Golden Thread programmes and services which are now in place.
 
2. What is most rewarding for you personally in your role as SWIFT Programme Manager?
I am very fortunate to have a role that is fulfilling in many ways.  From our Early Career Framework (ECF) programme, it is a privilege to be able to support Early Career Teachers (ECTs) to develop their craft and to progress in their careers. 
 
Already we have Year 2 ECTs who have completed their SWIFT ECF programme and statutory inductions, who will be Mentors to new Year 1 ECTs in September. Others are fulfilling Subject Lead roles or taking on School Leadership Team responsibilities, and many are progressing their training through the National Professional Qualifications (NPQs).  
 
To be part of this journey is very rewarding and from my Appropriate Body Service role, I learn how this translates in the classroom and affects whole school progress.  As NPQs Programme Manager, it is humbling to support future leaders and be part of their career journey too.
 
I also get to work with awesome and fascinating professionals!  MAT CEOs, Mentors, Facilitators and Delivery Leads, Subject Specialists, ECTs, the wonderful network of SWIFT partners and our super SWIFT Central Team mean that I learn something new every day.  Given the variation to my role, I am lucky that there is never a dull moment!
 
3. What has been the biggest challenge (if any) and how have you successfully overcome it?
Moving from a Teaching School Alliance Business Manager role to a regional Teaching School Hub Programme Manager role was a shift in gear and I have had to upskill my knowledge in national programme delivery requirements extremely quickly. 
 
As with any change to the education system, navigating the best path for delivery to schools which best meets local needs has also taken a lot of careful planning and I would not have been able to do this without the support of our Central Team, in particular, Chris Harris, SWIFT Deputy Director who has been my Line Manager for the past two years and a wonderful Mentor and also Natalie Markham and Elisabeth Wandl who are superb administration professionals.​