25/4/2024 0 Comments SWIFT Events Newsletter | Issue 12This 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 Summer Conference 2024 | Thursday 13 June | Future Skills Centre, Exeter Hear from a range of international, national and local speakers from across the educational landscape as they discuss the latest issues. Please click HERE to view more information and book. Highlighted Programmes: · LSSW Connect: Leadership Study Visit | Leeds & Bradford · Improving Writing in Secondary Schools · Professional Communities · Primary Subject Leader Briefings · Devon School Business Managers Association Annual Conference · Events for your diary
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28/3/2024 0 Comments SWIFT Events Newsletter | Issue 11This 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 Summer Conference 2024 | Thursday 13 June | Future Skills Centre, Exeter Hear from a range of international, national and local speakers from across the educational landscape as they discuss the latest issues. Please click HERE to view more information and book. Highlighted Programmes: · LSSW Connect: Leadership Study Visit | Leeds & Bradford · Improving Writing in Secondary Schools · Professional Communities · Primary Subject Leader Briefings · Devon School Business Managers Association Annual Conference · Events for your diary 14/3/2024 0 Comments SWIFT Events Newsletter | Issue 10This 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 Summer Conference 2024 | Thursday 13 June | Future Skills Centre, Exeter Hear from a range of international, national and local speakers from across the educational landscape as they discuss the latest issues. Please click HERE to view more information and book. Highlighted Programmes: · Supporting Students with High Academic Potential | One Day Programme · Enhancing engagement & belonging through curriculum · Professional Communities · Primary Subject Leader Briefings · Improving Writing in Secondary Schools · Events for your diary World Water Day | Friday 22 March 2024 | Vanishing Sea The theme of this year's World Water Day is ‘Water for Peace’, and focuses on the critical role water plays in the stability and prosperity of the world. On Wednesday 20 and Thursday 21 March 2024, our sponsor, Lyfta is offering FREE live lessons to bring the world into your classroom (see details below). Travel (virtually) to Jordan and spend time with farmer, Hassan as he battles the decline of the Dead Sea with the looming threat of sinkholes all around his farmlands. You will also be able to take a wider look at the issues of water security in a region affected by historical and ongoing conflict and learn why the River Jordan is special to half of humanity. Booking
Complete the booking form below to select one of the following time slots:
If you have yet to sign-up for a Lyfta subscription, you can set up a starter account on the link below, which will allow you to access supporting resources ready for the live lesson. We are pleased to report that SWIFT has been given another four years of Government funding following the re-designation of Colyton and Kingsbridge Teaching School Hubs. Government validates the work of schools with £1,560,000 funding over next four years. The Government has re-designated Colyton Grammar School and Kingsbridge Community College, a member of the Education South West Trust, as Teaching School Hubs. The schools use the £1,560,000 of funding over the next four years to improve the recruitment, retention and training of teachers and leaders in our South West schools. They do this through the organisation they have founded called SWIFT – the South West Institute for Teaching. SWIFT has had remarkable success in its first three years of operation.
This totals to 3,295 teachers and leaders who have engaged in over 80,000 hours of training with SWIFT to have a direct impact on the quality of education and lives of young people in South West schools. Georgia Wheatley is a Year 6 Teacher and SENDCO at Tor Bridge Primary in Plymouth: “The SWIFT Early Career Framework programme combined online learning with the opportunity to meet others in-person at seminars. This is a fantastic way to network with other colleagues across Plymouth and has been fundamental to my development as a teacher. The modules linked with previous training that I had received at my placement schools and university. This has allowed me to build on previous learning and apply it in my classroom practice.” Aimee Mills is Assistant Headteacher at The Park School in North Devon and has been studying with SWIFT for her National Professional Qualification in Headship (NPQH): “NQPH with SWIFT has given me confidence to trust my instincts and methods. I have a solid foundation of knowledge to fall back on when I need it. One of my modules was all about Special Educational Needs. I hadn't realised how much it prepared me for the role, which I have taken on with confidence and gusto; I haven't been shy of making a few changes!” This September, SWIFT has been further accredited to offer its own programme of recruiting and training teacher trainees in South West schools and has already signed up over 60 trainees who will start this September. SWIFT Executive Director, Martin Smith said: “We know that many people want to change career to enter teaching, as well as the graduates who join straight from university. People want to train in the beautiful South West, and to train near where they live. We have five campuses in North Devon, Plymouth, East Devon / Dorset and Mid Devon / Somerset and aim to recruit 430 trainees over the next four years. We work with other training providers to boost the numbers joining the profession. Together we are making a significant impact in improving the recruitment and retention of teachers in South West schools.” Natalie Holt is starting her training as a teacher with SWIFT Teacher Training this September. She is currently a nurse and is making a career change to teaching: “I have chosen to make a career change into teaching because I want to inspire and support the next generation. Teaching lets me share my passion for my subject and develop that enthusiasm for learning in others. SWIFT is my choice because the course mixes face-to-face and online learning, and is designed and delivered by expert teachers. I can’t wait to start!” Headteacher of Colyton Grammar School, Tim Harris said:
“There are two huge benefits of this school-led approach to improving recruitment, retention and quality of our teachers. Firstly, it is practising experts who are providing their wisdom and expertise to build the skills of our future teachers and leaders. Secondly, the funding goes to our schools and stays within the school system.” CEO of Education South West, Matthew Shanks said: By working collaboratively across two Teaching School Hubs, SWIFT are having a positive impact on teachers and leaders. The people who ultimately benefit from this work – massively – are the children throughout the South West.” By Roger Pope CBE, Associate & Strategic Leader of Teaching & Research Schools (Education South West) I am pleased to be presenting at the “Once Upon a Time” festival on Saturday 15 June 2024 at Bristol Beacon, which builds on our partnership work with organiser, Helen Prince. Helen is the author of the most recent Oxford Language Report (2021 – 2022) that looks at the scale of the word gap and the impact of Covid on language developments as an ongoing issue. After sifting through hundreds of school submissions regarding their focus on oracy to boost progress, standing out in their innovative and exemplary practice, Helen and the team included Tor Bridge Primary School as one of nine schools in the report. In my role as Head of School at Tor Bridge Primary, Helen and I presented these findings at the 2022 ASCL conference and since then Helen has supported our school in our fluency training and oracy work. Helen’s passion, pedagogy and relentless focus on improvement has led to huge moves forward for our fabulous school. We were thrilled that Helen remarked how she has rarely encountered schools with such openness and commitment to improving practice at every level. We have overcome - and continue to overcome – the barriers that limited cultural capital and low expectation can present through their focus on an oracy education, cementing the widest, brightest horizons for their pupils; which we like to think is testament to the high aspirational help of myself and our Trust.
Helen's expertise, combined with my leadership, has not only inspired the staff within The Inspire Multi-Academy Trust (South West), but has also had a profound impact on our children. This year, the excitement is palpable as Helen and I eagerly anticipate our collaboration once again, this time at the Once Upon a Time Festival in Bristol. The festival, known for showcasing story-led, creative teaching, aligns perfectly with Tor Bridge Primary School's commitment to oracy education. Helen and I, along with further brilliant keynote speakers, are thrilled to bring oracy to life through the immersive and enchanting world of storytelling, music, and drama. The Once Upon a Time Festival will provide a unique platform for educators to explore and embrace the creative potential of language. Imagine an exhilarating educational oracy festival for teachers, where passion for language and creativity converge. This vibrant event offers a dynamic platform for educators to immerse themselves in innovative teaching methods. From captivating storytelling sessions to interactive workshops, the festival becomes a melting pot of ideas, fostering a community of educators dedicated to enhancing oracy skills in the classroom. Teachers can escape into a world of inspiration, and gain valuable insights and practical tools to elevate their pedagogical practices. The festival's unique blend of story-led, creative teaching serves as a catalyst for professional growth, empowering educators to transform their classrooms into dynamic hubs of communication and expression. This exciting educational festival will not only ignite the spark of creativity in teachers, but will also cultivate a shared commitment to nurturing the language skills of the next generation. This is not only an event. It is an opportunity to imagine what is possible in your classroom, and will leave you inspired and equipped to transform your teaching approach. Join us for an unforgettable experience where the possibilities for enriching oracy education are boundless. By Olivia Bartlett, Head of School, Tor Bridge Primary School je are pleased to bring you this March issue in which Roger Pope CBE, Associate & Strategic Leader of Teaching & Research Schools (ESW) begins with some good news for SWIFT with the successful re-designation as Teaching School Hubs for the next four years.
"It is great news that the Government has renewed its commitment to the Golden Thread of Initial Teacher Training (ITT), Early Career Framework (ECF) and National Professional Qualifications (NPQs), backed up with the task of overseeing the induction and accreditation of new teachers through the Appropriate Body Service (AB)." With this renewed sense of purpose, you can read some of the highlights from the Spring Leadership Forum and about Tor Bridge Primary School's commitment to oracy education that will be manifest when Head of School, Olivia Bartlett presents at the “Once Upon a Time” Festival on Saturday 15 June 2024 at Bristol Beacon organised by Helen Prince. We have a double interview (aptly for Mathematicians) with Laura Clitheroe and David Hick, joint CODE Maths Hub Leads, who are sure to inspire you to discover more about their programmes. Meanwhile, Helen Thorneycroft from the Kingsbridge Research School considers the teacher as learner and how narrating our challenges can push forward students’ metacognition. Plus two Countdown-style teasers! If you have ever wondered about the Data Protection protocol for sending home flyers for third-party organisations in your pupils' school bags, then SchoolPro TLC provides some useful clarification on this issue. Whilst ONVU Learning calls for change with a rethink about lesson observations and considers the context of learning and more besides in supporting teaching and learning in your school. Angelica Anderzon shares her journey as an Exeter Supply Partnership Teacher and we congratulate Director, Dr Sawsan Khuri of Volt Entrepreneurs as living proof of the value of entrepreneurship with her recent Girls to Women Award at the Diversity Business Incubator BAME Gala 2024. Educatering inspire with their healthy delicious food and share some of the top tips from their Community Parents Cook Club and previews of some of their new dishes. Whilst Lyfta offers FREE Live Lessons on the topic of 'Water for Peace' to mark World Water Day on Wednesday 20 and Thursday 21 March 2024 when you will join Jordanian farmer, Hassan as he battles the decline of the Dead Sea and take a wider look at the issues of water security in a region affected by historical and ongoing conflict. We wish you a continued rewarding and enjoyable term . Lesson observations have long been a cornerstone for teacher development and student achievement. However, the traditional approach to observations has often been met with apprehension and can sometimes be viewed as a critique rather than a constructive process. Matt Tiplin, VP Commercial of SWIFT sponsor, ONVU Learning, has extensive experience as a senior leader in a Multi Academy Trust (MAT) School and Ofsted inspector, and proposes here a re-evaluation of these practices to foster an environment of support rather than scrutiny. The Issues of Traditional Observation Methods Lesson observations, in their current form, tend to focus more on the teacher's delivery method rather than the impact of these methods on student learning. Matt, reflecting on his own experiences both as an observer and as a teacher, acknowledges the limitations of this approach. He argues that a shift towards a more supportive and low-stakes observation process could significantly benefit teachers and, by extension, their students. Limitations of One-Off Observations The traditional model of one-off termly observations has been criticised for leaving teachers feeling unsupported and overly scrutinised; as this method, which often emphasises the observer's preconceptions of what constitutes 'good' teaching, can overlook the effectiveness of the teacher's approach and its impact on student learning. Matt recalls an instance where his feedback focused on a teacher's style rather than the content delivery's effectiveness, highlighting the need for observers to consider the diversity of teaching methods and their respective outcomes. Understanding the Context of Learning Furthermore, Matt discusses the importance of understanding the context in which a lesson takes place. He emphasises that learning is not a one-off event but a series of interconnected experiences. Consequently, observations should not be isolated snapshots but part of a broader assessment of teaching and learning processes. This perspective challenges the conventional wisdom that a single observation can accurately reflect a teacher's impact on their students' learning journey. The presence of an observer can also influence the classroom dynamics, a phenomenon known as the Hawthorne Effect. A New Model for Lesson Observations To address these issues, Matt advocates for a more nuanced approach to lesson observations. He suggests that observations should be more frequent and formative, focusing on what students are learning over a series of lessons rather than a single classroom session. This approach encourages a dialogue between the observer and the teacher, where both parties can discuss the lesson's objectives and the expected outcomes. By doing so, the observation becomes a collaborative process, with the observer's role shifting from a judge to a partner in the teacher's professional development. Empowering Teachers through Self-Reflection and Technology Moreover, Matt highlights the value of self-reflection and the use of technology, such as discreet cameras, to allow teachers to review their lessons and identify areas for improvement – week by week. This self-directed learning in which teachers are in full control of the video footage empowers teachers to take ownership of their professional growth, making the observation process a tool for enhancement rather than evaluation. Conclusion: A New Approach to Lesson Observations The insights shared by Matt Tiplin on rethinking lesson observations find a strong resonance with the findings of the Institute for Public Policy Research (IPPR) in their "Improvement through Empowerment" report. Both advocate for a transformation in the traditional methodologies of classroom observation, emphasising the need for a more supportive, nuanced, and context-aware approach. Matt's reflections and suggestions offer a blueprint for rethinking lesson observations. By adopting a supportive, low-stakes approach that emphasises collaboration, context, and continuous learning, educators can transform observations into opportunities for genuine growth. This paradigm shift, rooted in mutual understanding and respect, has the potential to enrich the teaching profession and enhance educational outcomes for students. Engage with the Future of Education | Upcoming SWIFT Events with ONVU Learning If you are interested in delving deeper into the transformative approaches to lesson observations and teacher CPD as discussed here by Matt Tiplin, you will have a unique opportunity to engage directly with the ideas. Keep an eye out for an upcoming webinar from ONVU Learning on "Excellent Teachers create Excellent Memories," where Matt will be sharing his insights and experiences. You will have an opportunity to connect with ONVU Learning at the SWIFT Summer Conference on Thursday 13 June 2024. By Matt Tiplin, VP Commercial, ONVU Learning Matt Tiplin is a Founding Fellow of the Chartered College of Teaching (FCCT), Former Ofsted HMI, Secondary School, MAT Leader, and Geography Teacher. He is also currently the Chair of Governors of a Community Primary School and the VP of ONVU Learning. We are glad to work with Exeter Supply Partnership (ESP), a not-for-profit organisation that supports primary schools with their teacher supply needs within the Exeter area. If you are a qualified teacher and are thinking about a return to teaching, but wish to gain some experience before you apply for posts, then working for ESP might be the stepping stone for you. Read on as ESP teacher Angelica Anderzon gives us an insight here into her experience of working for ESP since she moved to England from Sweden. After finishing her A Levels, Angelica worked for several years in various roles in hospitality before completing a counselling qualification at Exeter College. Angelica has always loved working with people and going to work in education seemed a natural progression following her counselling course when she realised that people need support from a very early stage and wanted to work with children to help them to have the best start in life as possible. She completed a Teaching Assistant Diploma Level 3 at Exeter College and gained a Teaching Assistant role at a local primary school in Exeter. Whilst working as a TA, Angelica completed a BA Hons in Teaching & Learning Professional Practice with Worcester University and then trained as a primary teacher with Exeter Consortium Schools’ Alliance, achieving QTS in June 2023. Why did you choose to become a supply teacher? I applied for Early Career Teacher (ECT) roles; however, I was not initially successful and therefore decided to sign up for supply teaching as soon as I received my QTS certificate in June. This provided me with great experience working in a range of schools covering different age groups. Why did you choose Exeter Supply Partnership (ESP)? ESP was recommended to me by my teacher training programme leader. I found supply teaching quite daunting initially, however I soon enjoyed going to different schools and teaching different groups of children. I then secured a permanent role working two days per week in one of my placement schools and I now do supply teaching in addition to those two days. What do you wish you knew before beginning supply teaching? Nothing really stands out because after finishing my training I felt I was very well equipped to go into schools and do a good job. Initially I did feel quite alone as a supply teacher. but then I signed up for one of the ESP networking sessions where I met other supply teachers who were going through the same experience, which was extremely beneficial for me. What is your favourite thing about being a supply teacher? The best thing is gaining experience of working in a wide variety of schools where you learn lots of approaches and this really opened my eyes to how things can be done differently. For example, it has been so useful to look at various approaches to inclusion and provision for pupils with SEND and this has helped me to further develop my passion for this area of work. What are your favourite/most useful resources to use? I have not really needed my own resources because schools have been very clear about how they want things done especially around continuous provision. Planning has always been provided for the day and I have found this to be very clear. How do you prepare for your bookings? I have found that it is best to remain open minded and not to have any preconceived ideas about what a school is going to be like. It is good to have an open mind and of course to arrive at the school in plenty of time so that you can be prepared for the day ahead. What approach do you take when you are attending a new school? It is essential to have a look at the school policies, especially the marking policy, the behaviour policy and the safeguarding policy, all of which are provided by ESP prior to attending a booking, and to ensure that you follow the policies. I have taken approaches from my training into the classroom such as the Rosenshine’s principles. I like to have active classes, a ‘no hands up’ approach and ensure that all pupils contribute to the lesson. Would you say supply teaching is an enjoyable/fulfilling experience? I have absolutely loved supply teaching! The experience of going to the different schools has been so valuable for me and has added to my practice. It has also given me the opportunity to take different approaches into other schools when a school has been receptive to this. What advice would you give to a teacher who is new to supply teaching/ considering supply work? If you are thinking of supply teaching then definitely do it! The flexibility that supply teaching provides is amazing and the fact that ESP operate a calendar system as a part of their app means you can choose when you want to work. How do you manage the uncertainty of supply work and the possibility of not having work on some days? This is where being open minded about the schools you are happy to work in helps and it is about being brave enough to step into unknown situations and schools. I have been fortunate enough to have been offered all the work that I have wanted, I worked pretty much every day in July and the Autumn Term has been really busy for me. Would you recommend ESP to other teachers? If so, why? Yes, absolutely and I have already recommended ESP to other teachers, I believe that you are totally the best option out there. Everyone at ESP is so friendly and approachable and even though most communication is done through the app, if I have ever wanted to ask a question or need advice then there is always someone available and they respond really quickly. We thank Angelica for sharing her insights into working with Exeter Supply Partnership. Interview by Sacha Curtis, Office Manager and Mark Drew, Business Manager Exeter Supply Partnership (ESP) is a not-for-profit organisation linking supply teachers and their next job. If you have QTS, a passion for teaching and a desire to move into supply work then ESP are here to help. Perhaps you are newly qualified and looking to gain experience before joining a school full time. Maybe you’re looking to slow down and ease into retirement. Or possibly a parent trying to juggle work with a busy family life. Whatever your reasons may be, supply teaching offers flexibility and variety we we’d be delighted to help match you up with local primary schools. Exeter Supply Partnership is a Community Interest Company set up by the member schools of
Exeter Consortium, one of SWIFT's Delivery Partners, who also manage and inform the running of the organisation. As Mathematicians it adds up that Laura Clitheroe and David Hick provide double the benefits as joint CODE Maths Hub Leads. Both have been teaching for around 20 years and Laura recently took up the helm as the Hub Lead for three days last September, supported by David one day a week. Laura has been teaching for most of her career at Montpelier Primary School in Plymouth and has been Trust-wide Maths Lead for the Greenshaw Learning Trust, as well as supporting as Maths SLE. David is currently in his third year as Headteacher of Chacewater School, part of Truro Penwith Academy Trust, having started his career teaching at St Ives Junior School, before moving to Threemilestone School, where he was Assessment Lead, Maths Lead and Deputy Head, plus a short spell as Acting Head. David leads Maths for the Trust and has been leading the CODE Maths Hubs for about five years. Working together as CODE Maths Leads allows more capacity for Laura and David due to the evolving work. 1. What do you consider to be the main benefits for Maths CODE Hubs in working with SWIFT as your local Teaching School Hubs to date? Firstly, collaboration in working with system leaders, and sharing their knowledge and expertise; as well as access toother educational establishments, different voices and different people; which in turn gives access to other colleagues that we might not otherwise have access to within the SWIFT network. Secondly, access to other opportunities. For example, the facilitation of the National Professional Qualification in Leading Primary Maths (NPQLPM); which has been a very successful joint project with SWIFT. We have been able to signpost some of our Assistant Maths Leads to facilitate the NPQ through SWIFT, which is obviously great professional development for them and a great link with SWIFT. So, we are enjoying our mutually beneficial working together. But we are also able to have some say in the development of future teachers through the Teaching School Hubs which is important to us. 2. How has this benefitted you and your teams professionally and personally? Personally, for me (Laura), having recently started in the role, the support and contacts within SWIFT from expanded networks has been beneficial in enabling me to develop continually the reach and impact of the Maths Hubs across our region. Professionally (for Dave as he has been in the role for longer), it comes back to that professional growth and access and intelligence gathering which again, allows the Hubs to expand their reach. When you are working within the network of Teaching School Hubs, it is about feeding into that access, which in turn gives the people we are working with access to research-lead CPD, and we like to think this is what we are all about at CODE Maths Hubs. I think the way education is moving now we should be looking at education and research to support professional growth and start to implement this intent in order to see the impact. 3. What do you believe to be the most important role generally for Curriculum Hubs in supporting schools? I think the most important role for Curriculum Hubs is about developing teachers and educators who can deliver the very best outcomes for the children and students they are teaching. It is important to look at how we can take some of the educational research and distil it into best practice for teachers and in such a way that teachers, who might not have the time to benefit from the training opportunities as we might wish, can put it into practice; which again, is only going to be a good thing for children and students. We like to think of it as equitable access to high-quality professional development backed by research, and as Maths Hubs, we can help to provide that level of development from a variety of programmes, such as our Subject Knowledge courses for Teaching Assistants covering Maths lessons at primary, and for non-specialists in secondary. These are two of our most popular courses because we all know that there is a huge demand, not least because of the recruitment crisis and so many non-specialists are covering Maths lessons. Because the Maths Hubs provide fully funded and research-backed professional development opportunities, it is a win-win situation for schools and colleagues and our role as Maths Hubs is about recognising and responding to the current challenges in education. It would be counterintuitive to have a static view of education and with us both working within the profession, we are very much in contact and working alongside local leaders and benefit from this close-up insight into the educational landscape at primary, secondary and post-16 and we understand the challenges and how Maths Hubs can support better and continue to develop our support in a way that works. There are also parallels to other Curriculum Hubs and by understanding the national picture we can fit that into our understanding of the local context, which is important in serving our local communities. Obviously, our region is different contextually to London; but some of the national aims and objectives are going to be the same, and we need to think about how to marry together into the local context. 4. What one thing (if possible) would you change to enhance your support? Capacity, time and money! This relates back to what we were saying about the fact that it is no use having a static offer or a static view of how things should be as idealists, because we know that in reality this may not be possible/practicable. This is something that we are grappling with more and more despite the funding being there as schools understandably want teachers to be in classrooms. But we are keen to promote schools to see the bigger picture of professional development within their own school and as part of retaining teachers as it gives teachers something beyond their own school, and enables them to develop whilst retaining them in the profession. We believe in our strong and robust offer and the longevity of the programmes in schools from their sustained engagement and we know that this will have a positive impact. We are keen to help remove any barriers to facilitate what Laura called equitable access for all colleagues to ensure equitable balance that gives capacity to teachers so that they can be actively engaged in our Hub programmes. We understand this can be very challenging, particularly in some sectors where the funding does not make a difference because if you have not got a Teacher of Maths in your secondary school then the money does not make a difference. 5. What would you like to see more of in your future working partnership with SWIFT? Continued collaboration across the wider network as we have previously mentioned. Growing these links and working with SWIFT to continue to share our message about our Maths provision so that everyone understands what CODE Maths is about and our offer and how people can engage with us in a variety of different ways. We would also be keen to develop coordinated links across other Curriculum Hubs through SWIFT; which is important because there are parallels with the English Hubs and there is power in the ability to information and intelligence share. For example, we might be working with schools who potentially need some targeted support in Maths and where some wider teaching and learning support is needed, which we can fit into the remit of other Curriculum Hubs and the Teaching School Hubs can support and signpost to schools. It is back to effective system leadership in schools and Multi Academy Trusts and cross-school and Teaching School Hubs can help to magnify this working together that ultimately supports school improvement. More Information The CODE Maths Hub offers sustained and ongoing engagement with schools over the academic year to facilitate professional dialogue within continuing professional development. They support Network Collaborative Projects (NCPs) to develop a shared understanding and teaching for mastery; as well as Subject Knowledge of Teaching Mathematics courses. The CODE Maths Hub are currently recruiting for Mastering Number at Key Stage 1 for 2024 - 2025; as well as welcoming applications from teachers for their Early Years, Primary and Secondary Mastery Specialist cohorts for 2024 - 2025. You can read about Mastering Number at Key Stages 1 and 2 in the 2023 Coordinating Mathematical Success: the Mathematics Subject Report. Keep in Contact
The Hub will be recruiting after Easter for 2024 - 2025 and are always keen for schools to start their Teaching for Mastery journey, so do get in contact via their socials and subscribe to their mailing list on the link below. 29/2/2024 0 Comments SWIFT Events Newsletter | Issue 9This 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 Summer Conference 2024 | Thursday 13 June | Future Skills Centre, Exeter Hear from a range of international, national and local speakers from across the educational landscape as they discuss the latest issues. Please click HERE to view more information and book. Highlighted Programmes: · Supporting Students with High Academic Potential | One Day Programme · AQA Feedback Events · Professional Communities · Primary Subject Leader Briefings · Events for your diary "Learn, develop and connect." We are delighted to invite to attend the SWIFT Summer Conference on Thursday 13 June 2024 from 0845 – 1535, at the Futures Skills Centre, Exeter. We are pleased to welcome an excellent line-up of speakers to this year's conference, including:
This amazing line-up reflects our vision to create world-class opportunities for leaders to learn, develop and connect. We are passionate about enabling schools in the South West to have access to the best of regional, national and research, as we know that many school leaders experience varying degrees of rural and coastal isolation. We also know your time as leaders is precious and funding is limited in schools. So, our conference programme will provide choice so that you can select what best meets your interests and priorities. And because SWIFT is not-for-profit, we can offer this high-quality experience to SWIFT members at £90 and £120 for all other colleagues. PLUS, if you are one of the 900 leaders currently training on one of our NPQs with LSSW you are eligible for a 50% discount. Join us on 13 June if you can. We look forward to seeing you. By Martin Smith, Executive Director of SWIFT Follow us on X @SouthWestIFT and look out for updates #SWIFTConf24 We are grateful to our sponsors: CiCi, Goosemoor Educatering, InVentry and ONVU Learning.
As this half term draws to a close, we are pleased to bring you this February issue in which Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE contemplates the merits of weighing a pig and of being average:
"We all use athletes in our staff training and assembles as aspirational role models for improvement. We talk of the values of perseverance, hard-work, practice, and coaching. But doctors and teachers share something that athletes do not. If an athlete does not perform well, he loses a competition. If we do not perform well, a patient loses his present life, and a pupil the potential of his future life. Our professions have a moral dimension that athletes do not." Get tuned in on some of the highlights of forthcoming legislative changes addressed by Browne Jacobson at the recent SWIFT School Business Management Professional Community meeting with tips to prepare your school and staff. Deputy Head for Scholarship at Colyton Grammar School, Fiona Harvey is our interviewee and shares her insights into her role as a SWIFT Facilitator for the National Professional Qualifications. Hot on the heels of the Cohort 2a assessment good news. Kingsbridge Research School share their wisdom on implementation and planning to sustain and reflect how, “practices often lose effectiveness when they are scaled up, a phenomenon known as ‘voltage drop.’" Data Protection experts and SWIFT sponsor, SchoolPro TLC bring you guidance on handling freedom of information (FOI) requests. How prepared is your school? We are pleased to introduce our new sponsor, ONVU Learning and their 360-degree video and audio lesson capture solution to help you reflect, collaborate and analyse your teaching and learning process. We are also grateful to our other sponsors for bringing opportunities to enrich and support your work in schools. Find out more about Educatering's food service operations, how Exeter Supply Partnership can support staff absence for your Multi Academy Trust, and join Lyfta for a free webinar on Learning from Life: Unlocking Meaningful Learning through Immersive Human Stories on Wednesday 28 February 2024. Fergus explains how Volt Entrepreneurs has changed his way of thinking about running a business and other life-boosting skills. And, if you are intrigued about our lovely SWIFT artwork, you can enjoy finding out more about this happy design journey. Finally, we wish you a lovely half term break. 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: Coaching for Leaders | One Day Course We are inviting school leaders to book onto the upcoming Coaching for Leaders course taking place on Wednesday 28 February, 0900-1515 at Countess Wear Community School, Exeter. Please click HERE to view more information and book. Highlighted Programmes: · Read to Succeed | A Cornerstone English Hub Conference · Storytime With David Baddiel · AQA Feedback Events · Supporting Students with High Academic Potential | One Day Programme · Professional Communities · Primary Subject Leader Briefings · Events for your diary 1/2/2024 0 Comments Clarity about Sending Home Flyers for Third-Party Organisations from SchoolPro TLCAs part of their experience within the education sector, our sponsor SchoolPro TLC provides the role of Data Protection Officer (DPO) as a service for schools. The SchoolPro Team have been receiving a number of queries from schools about the issue of sending home flyers for third-party organisations by email or post. See below for their updated guidance on sending out communications from third-party organisations to parents. The team are able to draw on their knowledge as former school leaders, as well as their DPO expertise. Your school, for example, might be thinking about sending home a communication about local community events or third-party activity providers. Email is often used by schools for this, although SchoolPro TLC have reservations due to email being subject to Privacy and Electronic Communications Regulations (PECR) and additional consent requirements. Here are the various implications of each option for sending communication home and what requirement you should meet: Postal Leaflets in School Bags The process for sending postal leaflets via school bags is not subject to the privacy and electronic communications regulations (PECR), which means consent is not required. The school can rely on a Legitimate Interests lawful basis and perform a Legitimate Interests Assessment (LIA) for the overall practice of sending out these mailings. It is crucial that parents are informed about this process and have the clear option to opt-out. The school needs to ensure that parents are aware of their rights and the school’s processing activities through clear communication, such as a statement in a parent newsletter. This approach negates the need for separate LIAs for each third-party organisation's materials being sent out. In order to notify parents about this processing, the school could add the following into a parent newsletter (or similar) – words to the effect of: "we will occasionally send home flyers from trusted third parties such as the local authority in pupil bags. This is to make you aware of events, activities, services and products that we think may be of interest to you or your family. Please let us know if you object to this and we will ensure that you don’t receive this information.” Electronic Communication (including Email) There are two distinct categories regarding electronic communication: 1. Direct Marketing Messages These include communications where a paid service is being offered, or there is fundraising or similar activities involved. Examples include services like school photography or extracurricular activities run by external companies that require payment. These types of messages require prior opt-in consent from the recipients, and it must be straightforward for them to withdraw consent at any time. It is important to ensure that this consent is specific, informed, and unambiguous. The school should not use opt-out forms for these types of communications; instead, an explicit opt-in mechanism should be in place. 2. Promotional Messages Not Classified as Direct Marketing This category includes communications that can be considered part of the school's or trust's legal function as a public body and do not have a paid-for element. Examples might include free educational opportunities from the local library or informational leaflets from the NHS. These messages do not require prior consent but fall under the 'public task' legal basis. While upfront consent is not needed, parents should still be informed about these communications and have the ability to object to receiving them, akin to the opt-out process in legitimate interests. Similar notification to that quoted above for the school bag method could be used to ensure transparency. In Summary For non-commercial promotional messages sent by electronic media, and leaflets (commercial or otherwise) in school bags, consent is not required upfront, but there should be an option for parents to opt-out or object. Schools must inform individuals about this processing beforehand, maintaining transparency and adhering to data protection principles. For commercial promotional messages sent by electronic media, including paid-for services or fundraising, schools must obtain clear, opt-in consent from parents before sending these communications. By distinguishing between these types of communications and applying the correct legal basis for each, schools can ensure compliance with data protection regulations while keeping parents informed about relevant services and opportunities. This marketing definition might be helpful clarification for you. Direct marketing is any type of advertising or promotional material aimed at a particular person. Mass marketing, such as an advertisement in a magazine, is not aimed at anyone in particular. We hope that you find this advice helpful and the SchoolPro TLC Team are available should you need further guidance and support.
With thanks to Director Ben Craig and the SchoolPro TLC Team. 31/1/2024 0 Comments Interview with Fiona Harvey, Deputy Head (Scholarship) at Colyton Grammar School“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 feels fitting that Fiona Harvey is the Deputy Head at Colyton Grammar School with special responsibility for scholarship. Fiona started her teaching career at this high-achieving school back in 1999 as a Newly Qualified Teaching (as they were then called) in her first Teacher of English post and where she has been proud to grow and evolve to her current post on the Leadership Team. A West Country girl, Fiona grew up in Cornwall and graduated in English at the University of Exeter. Colyton is the Lead School for the Colyton Teaching School Hub – one half of SWIFT, working in partnership with Kingsbridge Community College. Scholarship is an essential part of school life at Colyton that has twice been judged Outstanding by Ofsted – the most recent inspection being in November 2022. As a school, they encourage their students to step out of their comfort zone and to take on new challenges and “to adapt to new situations, solve new problems and acquire new domain specific information,” which is reflected and modelled by their teachers in their continual learning. It was with this in mind that we invited Fiona to share her insights into her role as one of our experienced SWIFT Facilitators for the National Professional Qualifications (NPQs). 1. What do you find to be most rewarding as a National Professional Qualifications (NPQs) Facilitator? There are three key aspects that I find most rewarding as an NPQs Facilitator. Firstly, it gives me the opportunity to stay updated with the most current educational research so that I am constantly refreshing my ideas and teaching strategies through the materials. Secondly, I think it is a beneficial way to be very outward-looking and I get lots of ideas from the participants on the course about what they are doing in schools, what works, what perhaps has not worked as well, and which I can feed into my own practice. And then I think thirdly, it is very rewarding to get to know and support aspiring leaders. Too often, the media can present an image of teaching in quite a gloomy way. But in my role as a Facilitator (and for the Programme Members themselves) you get to meet aspirational, passionate, enthusiastic professionals who are truly dedicated to improving student outcomes. 2. How is this impacting on your current role? I think being a Facilitator encourages you to be constantly reflecting on your own leadership and practice. During many of the seminars we are asked to share our experiences from our own leadership positions and to provide real life examples of what is working. But also, what has not worked, and this means that I am constantly revisiting and learning from my previous experiences. Moreover, when we are talking about, for example, the Education Endowment Foundation’s (EEF) guidance reports, it is a good reminder for me to consider how closely we are following the evidence-based approaches. So, it is impacting positively on my own leadership abilities and how to bring about positive change. I think it also helps with the professional development that we offer in school. Not only for those who are undertaking an NPQ, but more widely within our own teaching and learning strategy or when we are thinking about developing people, we are always able to look at the NPQ programmes and materials. I think also perhaps previously there has been a perception that when you move on to the leadership team, you forget what teaching is about or you can sometimes get distracted by other priorities. Being a Facilitator means that I always have teaching and learning at the heart of what I do. 3. What do you consider to be the main benefits of the NPQs for school leaders? I think it is important to make your staff know that you are thoroughly invested in them. That you value them, and that you wish to provide them with opportunities to develop their careers, and to develop their understanding of different roles that are available in different career routes. Also, making sure that you recognise they wish to grow and that you see their true potential; there might not be a position opening up soon within their current school, but that you still want them to develop their experience, so they are ready for future leadership roles. I think another benefit of the NPQs is that it is sustained over time. It is not just a course that you send people on and then they come back to school and do not have the time to think about it. Their learning should be ongoing and should give them the opportunity to develop their thinking, and the chance to take on a departmental or whole school project. This provides not only leadership opportunities, but also, when they are ready to apply for their next steps, they have evidence of change, and of something they have done and can talk about the impact. So, I think it is a question of supporting their career progression and making sure that they are feeling refreshed and invested in. I also benefit by speaking to colleagues from other schools and finding out what they are doing. I can build on these relationships, and I enjoy getting to know them in the breakout rooms and at the conferences. I always come back with ideas of how we can make improvements at my school. 4. What do you perceive to be the biggest challenge for school leaders? I think there are two significant problems that the teaching profession is facing. Firstly, the (ongoing) challenging financial times and dealing with the constant cuts to the school budget and linked to this, secondly, is the retention and recruitment of teachers. We know that teacher training courses are not filling up, and this is creating uncertainty about where our future teachers will come from. Also, managing the media drip feed of criticisms and a lack of support for the profession. I believe as school leaders, we must challenge this, and be positive in promoting teaching as a career that is brilliant, rewarding and a worthwhile choice. I think the commitment to professional development is a way of tackling both of those issues, that can be cost effective and impactful, helping to retain our teachers and to make sure that they feel valued. 5. What would you ideally like to see in future NPQs?
To me, the NPQs are generic and some of the materials covered across the different NPQs are quite similar. If I had to say one thing, it might be to make them more specific to their particular strand. For example, for the NPQ in Leading Teaching, there could be a greater focus on challenge, supporting the more able that is not only about bringing about change, but is specific to teaching in the classroom. Also, for the Behaviour and Culture, there could be more about developing character and resilience, which we know are important issues in schools right now. So, I would think about the key issues within each of the NPQs and to incorporate an aspect that is more content driven, rather than focusing mostly on leadership skills. I would also support more in-person sessions, as well as the online part of the programme. The face-to-face sessions and conference days feel real, and there is always a super buzz because colleagues are sitting together with opportunity to discuss beyond the seminars; in downtime the conversations are still going, which can get lost in the online seminars. I am certainly very committed to my role as a NPQs Facilitator working with SWIFT and I look forward to my continued involvement in the programme delivery. We thank Fiona for her insights into the role and thank her for her dedication and wish her every continued fulfilment in her role as NPQs Facilitator. Interview by Jude Owens, SWIFT Executive Assistant 25/1/2024 0 Comments SWIFT Events Newsletter | Issue 7 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 Spring Leadership Forum | Online We are delighted to announce details of the SWIFT Spring Leadership Forum, taking place on Thursday 8 February, 1500-1700 online. Please click HERE to view more and register. This term's line up is full of high quality presenters, covering a range of key educational priorities. Highlighted Programmes: · AQA Feedback Events · Professional Communities · Primary Subject Leader Briefings · Supporting Students with High Academic Potential | One Day Programme · Read to Succeed | A Cornerstone English Hub Conference · Events for your diary You know what they say about strawberries in December. But consider tomatoes in January. Bright, shiny, happy red tomatoes. I was reminded when I saw these tomatoes on my recent visit to our sponsor Educatering of all that is joyful about fresh food and to think that these tomatoes are going into schools to feed our bright, shiny, happy children and young people and staff. Part of the Goosemoor Group, Educatering are currently working with 80 schools spanning Bristol to Cornwall and all the counties in between. No wonder the team are quite rightly proud of their achievements over the past two and a half years in providing a complete school catering service. And they have a waiting list! It is pleasing that more schools are set to benefit with planning underway to onboard the next eight new schools due to join the Educatering family before Eastertime. This close-knit Devon-based family business has come a long way in nearly 70 years, growing from a farming and fruit and veg business to the successful foodservice and limited company that it is today. Yet it is endearing that true to their roots, they still provide homegrown parsnips and swedes to local Tesco’s. But then, Goosemoor makes a virtue of joining-up their business operations and also providing a joined-up catering service to schools in sourcing ingredients, bespoke menu planning, compliance and even relief catering team staff. Inside what I came to think of as the Goosemoor Tardis, there is a labyrinth of walk-in freezers, fridges and dry stores, including a charcuterie section for their hotel and restaurant supplies. The on-site butchery prepares meat products for the school kitchens and perhaps, not surprisingly, sausages, are one of the top menu favourites. Quality is all. Rather than going for bulk and the cheapest ingredients, the team take care to source the best ingredients from local suppliers, and work with a fish and meat and fruit and veg buyers and of course, the essential dry ingredients suppliers; many of whom are from trusted multi-generational families, testifying to the loyal longevity of working together with Goosemoor and because Educatering cut out the middle man, they can maintain realistic and fair pricing. With a genuine nod to sustainability, local is at the heart of their supply chains and economies of scale allow Educatering to provide schools with the best price and quality. Sourcing is organic and schools know that they can request any extras. Drinks are a new feature, especially for Secondary and Sixth Form schools. Part of caring includes attention to allergens so that the children and staff eating Educatering food are not only happy and healthy eaters, but safe eaters too. Rigorous ingredient checking is integral and constant to the operations overseen by dedicated team members and by using Catercloud software for menus and recipes, which are adjusted when necessary. Schools are kept informed with parents and carers able to use a QR code on the menus to review ingredients. Technology and a diligent eye for detail ensures this duty of care. Because the Educatering team clearly care and believe in what they do. From my time in the Goosemoor Tardis, I could see the smiley can-do attitude across the team that totals nearly 130 employees in this complex operation that effectively works around the clock apart form a day of rest on Sundays. Lorries start pickups from 1 o’clock in the morning and professional pickers are kept on their toes preparing for deliveries to schools in the dedicated Educatering vans throughout the day. There’s a thoughtful functionality across the business and even the pigs at a local farm benefit from any fruit and veg waste. The Team of Area Managers work closely, with their ten schools each, on bespoke menu planning and have even been known to step into the school kitchen to help out during staff absence. Educatering can provide schools with the support of relief chefs who understand the onboarding procedures and of course, the food. So schools feel confident their temporary chef understands the menus; whilst Educatering oversees the DBS checks, insurance and other admin. The chefs enjoy the variety of working in and supporting different schools, as well as the sense of belonging as an Educatering employee. It obviously works. On average, three Educatering chefs are placed in schools every day to cover sickness and other inevitable staff absence when school kitchens need all hands to the plough. The proof is certainly in the pudding. With Educatering food on the menu, kitchens are reportedly all the busier with more and more children and staff choosing to eat Educatering’s food. Whenever Director, Jamie Walsh visits schools and speaks to the children in the dining hall, he is always delighted to hear that they are enjoying the food with genuine gusto. Teachers also comment how the children in the afternoons are calm and quiet and ready to learn. The joy of a hearty healthy (warm) meal. And with the ongoing cost of living crisis hitting many families hard, we know that this cannot always be taken for granted for all children. It is heartening to know that this special foodservice company is playing its part to provide a connected and caring service to schools. We thank Educatering for working with us and for the service that they are providing to schools across our region. It is this combined caring working together that I can believe is a particular strength of the Educatering Team who put their company values into their food and operations and I thank them for welcoming me on my visit. We wish them every continued success. Report by Jude Owens, SWIFT Executive Assistant
11/1/2024 0 Comments SWIFT Events Newsletter | Issue 6This 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 Spring Leadership Forum | Online We are delighted to announce details of the SWIFT Spring Leadership Forum, taking place on Thursday 8 February, 1500-1700 online. Please click HERE to view more and register. This term's line up is full of high quality presenters, covering a range of key educational priorities. Highlighted Programmes:
10/1/2024 0 Comments If you were wondering what it's like to be a supply teacher with Exeter Supply PartnershipIf you are considering supply teaching to suit your work/life balance or to refresh your skills before taking on a permanent post, it will be helpful for you to read Katie’s experiences of working for Exeter Supply Partnership (ESP). For Katie, education has always played an important role in her life, and after finishing her Master’s in Education and gaining her teaching certificate, she taught fourth grade, and then two years later, second grade in a mountain town in Northern Arizona. After moving from Arizona to England, Katie joined Exeter Supply Partnership in 2018 and was soon offered a temporary contract at a local primary school in Exeter. Katie returned to ESP in 2021 and again was soon snapped up for a short-term contract before returning again in September 2023. Why did you choose to become a supply teacher? After moving to England, I volunteered at a primary school in Exeter to gain experience of working in the classroom over here. The school then advised me to apply to Exeter Supply Partnership so that they could book me for their school as a supply teacher. Why did you choose Exeter Supply Partnership? Because ESP is a not-for-profit organisation and the school, I volunteered with recommended ESP. What is your favourite aspect of being a supply teacher? I have enjoyed working as a primary supply teacher. I love the fact that you can go to different schools and see how they operate, and also gather lots of ideas. I have a note book that I use to record new ideas. I was at a school the other day and the teacher had planned an incredible lesson. I asked the school if I could take the planning sheet with me to use elsewhere as a resource. Supply is also a great way to meet other educators. What are your favourite/most useful resources to use? I have a subscription to Twinkle that I use occasionally and I always take a couple of story books with me that I can use as the basis for a lesson. How do you prepare for your bookings? I always have a look at the school documents ahead of attending such as the behaviour policy, marking policy and safeguarding policy. In my note book I have a section where I ensure I have the start and finish times, the name/s of the Designated Safeguarding Lead and any other useful information. Once I have attended a school, I will add any useful information to my book that could be helpful for my next visit. What approach do you take when you are attending a new school? I will look at the documents and policies for the school. I will also look at the school website, which will often give you a feel for the school and how they operate. Sometimes when you arrive at a school, they may want you to cover a different age group than originally planned, so it is important to always go with a ‘can do’ attitude and an open mind. Would you say supply teaching is an enjoyable/fulfilling experience? Yes, I love it! I like going to new schools and meeting new groups of children. Some people might think that supply teaching is lonely, however I do not find this to be the case as staff in schools are really friendly and I also find that there are very often other ESP teachers working in the same school as me. What advice would you give to a teacher who is new to supply teaching/ considering supply work? I would say that it is different than having your own classroom, so make sure that you are flexible and take every day as a new adventure. If one day does not go so well, give it another go. Always be open for new experiences and your next adventure. How do you manage the uncertainty of supply work and the possibility of not having work on some days? This can be tricky; however, I have been very fortunate in that I have been booked on most of the days that I have wanted to work. On the occasions that I am available for short notice bookings, I get up early so that I am ready for a booking. I always try to have a plan ‘B’ so that if I do not get a booking, I will have something else to do with the rest of my day. Would you recommend ESP to other teachers? If so, why? I could not recommend it highly enough! I am always recommending ESP to others if they are thinking of doing supply teaching. The ESP team have always been the most welcoming and caring people to work with; they take really good care of us and are always so supportive. Exeter Supply Partnership (ESP) is a not-for-profit organisation linking supply teachers and their next job. If you have QTS, a passion for teaching and a desire to move into supply work then ESP are here to help. Perhaps you are newly qualified and looking to gain experience before joining a school full time. Maybe you’re looking to slow down and ease into retirement. Or possibly a parent trying to juggle work with a busy family life. Whatever your reasons may be, supply teaching offers flexibility and variety we we’d be delighted to help match you up with local primary schools. “ESP have become my ‘go to’ first choice for supply be it a last-minute request or planned ahead they couldn’t be easier to contact or more helpful. We can rely on quality teachers at the best rates. I would and regularly do recommend them to teachers and schools alike.” (School) Exeter Supply Partnership is a Community Interest Company set up by the member schools of Exeter Consortium, one of SWIFT's Delivery Partners, who also manage and inform the running of the organisation.
“I enjoy nurturing partnerships and I am continuously reminded of their importance in every we do.” As we embrace this new year as a time of renewal and revitalisation and as the culmination of the first four-years cycle of Teaching School Hubs, it seemed opportune to check in with our Executive Director, Martin Smith to reflect on his role in leading the Colyton and Kingsbridge Teaching School Hubs, as you will know as SWIFT (South West Institute for Teaching). Martin started his career as a Teacher of History in Herefordshire and became an Advanced Skills Teacher early in his career, working as a Teaching and Learning consultant for Gloucestershire Local Authority. For four years he was Deputy Head of a rural 11 to 18-years school in Herefordshire, before becoming a secondary Headteacher in East Devon for eight years. As the backdrop to his current leadership, Martin led the formation of the Dartmoor Teaching School Alliance and in 2020 he was appointed founding Director of Teaching Schools South West (TSSW) as one of six Department for Education’s test and learn Teaching School Hubs with Kingsbridge Community College the lead school. A year later, with the roll-out of 81 further Teaching School Hubs as national centres of excellence, Martin orchestrated combined of operations with the newly formed Colyton Teaching School Hub, with Colyton Grammar School the lead school to create SWIFT. 1. What did you anticipate from your role of leading the Test and Learn Teaching Schools South West (TSSW)? I anticipated that there was a great opportunity to create a system for schools that was more joined-up with less duplication, and less overload of providers delivering similar programmes. This, of course, was mainly the professional development Early Career Framework (ECF) programme, before the launch of the reformed National Professional Qualifications (NPQ's) and before the Department for Education’s Golden Thread of professional development. My role was to focus on bringing together partners who were experienced in making significant contributions in the area and included the former Teaching School Alliances and Multi Academy Trusts who were emerging onto the scene and growing rapidly. As part of my role, I anticipated bringing together the different components into a coherent partnership framework. 2. What do you believe to be the most important function for Teaching School Hubs and has that changed over the past four years? The most important function is to provide high-quality professional development for teachers and leaders because we know that if teachers and leaders engage in high-quality professional development, it has a positive impact on the quality of what they do in the classroom and the outcomes for young people. Teaching School Hubs also have a key role to play in the teacher recruitment and retention agenda. Recruitment, by improving initial teacher training (ITT) and making it accessible to more people. Retention, in running high-quality Early Career Framework programmes that support new teachers, and inspire them to stay in the profession for longer, and to provide a pathway for more experienced school leaders through the NPQs so that this journey of growing and developing continues beyond the first few years of teaching. Therefore, well trained and supported teachers are more likely to stay in the profession for the longer-term and Teaching School Hubs are making an important contribution to the recruitment and retention of teachers. It is also important to create a coherent and accessible professional development structure for Schools and Trusts. One of the drawbacks of the previous iterations of Teaching Schools was working with a large and disparate number of Teaching School Alliances – along the lines of 14 across Devon, Plymouth and Torbay, all of which were providing their own professional development and initial teacher training and as a Teaching School Hub we wanted to create a clear and accessible marketplace for schools to access high-quality professional development. A clear marketplace incentivises and supports schools to engage in professional development. 3. What has been the most constructive learning point to date in your tenure as Executive Director of SWIFT? It is more of a validation and something that is constantly validated for me is the importance of partnership in building long-term high-quality partnerships based on strong relationships with trust, a genuine collaboration, sharing and a generosity between partners. I enjoy nurturing partnerships and I am continuously reminded of their importance in every we do. 4. What do you find to be the most personally rewarding for you in the role? Personally, I have always enjoyed seeing people flourish in their roles and organisations and knowing that as Teaching School Hubs, we are enabling colleagues across the profession to take on new opportunities. Whether it is to design an ITT curriculum, become an ECF Mentor, lead ECF Mentors or facilitate an NPQ. I think that these opportunities across the partnership are truly inspiring and we know that they can make an important difference to people's professional lives. In addition, we now have a not-insignificant SWIFT Central Team of ten people and it is very gratifying to see them grow and develop as individuals and as a team to embrace challenges and celebrate successes. 5. What would be your vision and hope (s) for the next four years of Teaching School Hubs? If we are successful in our re-designation for the next four years, I think my vision will largely remain the same to create those high-quality pathways for teachers from initial teacher training through to Executive Headship and to continue to develop and ensure that these opportunities are meaningful and relevant. We always want to give schools in the South West the best of regional, national and available evidence. We have always believed very strongly in our vision to give South West leaders the best opportunities available and we are committed to this mission that continues, not least with the exciting opportunity we now have with SWIFT Teacher Training to increase the number of teachers entering the profession across our area. There are many great ITT providers within our region and we want to work alongside those existing providers to support potential trainees with the requisite skills and commitment who wish to get into teaching. I also hope that we can adapt to the changing educational context towards larger Multi Academy Trusts (MATs) and at a practical level, as Teaching School Hubs, we are very keen to be responsive to the needs of growing MATs and offer more personalised approaches to ITT and NPQs that allows them to access the benefits of a national programme, but at the same time put their own Trust stamp on the experience. We thank Martin for his reflections and his continued leadership of SWIFT. Interview by Jude Owens, SWIFT Executive Assistant In this first issue for 2024, Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE presents reasons to celebrate at the start of this new year with a Christmas gift that might have gone unnoticed:
“It was the gold standard report comparing international standards. It showed that England is now one of the highest performing western countries in education." At this significant point, we thought that it was opportune to interview Martin Smith, Executive Director of SWIFT and you can enjoy reading his reflections on Teaching School Hubs. Find out more about our collaboration with the National Institute of Teaching Research Project on Early Career Framework (ECF) research into mentoring in small schools in rural and coastal communities and how you can participate. With a week to go before the application window closes for the National Professional Qualifications (NPQs) Spring Cohort, you can read more about the excellent pass rates to date and what contributes to this success. Kingsbridge Research School enlightens us on moving from expert to novice based on the Education Endowment Foundation’s Modelling Framework. Finally, we wish you a very happy and healthy 2024. 3/1/2024 0 Comments SWIFT Collaborates with the National Institute of Teaching on a Research ProjectWe are pleased to start this new year collaborating with the National Institute of Teaching (NIoT) on a research project.
The National Institute of Teaching (NIoT) aims to root their research and programmes in schools. They seek to design research that addresses areas that teachers and leaders care most about and feeds directly back into programmes to strengthen training and development. SWIFT aims to create high-quality opportunities for staff to learn, develop and connect so that all children, especially the disadvantaged, achieve the best educational outcomes. This year, the NIoT and SWIFT are collaborating on a research project to learn more about the Early Career Framework (ECF) programme delivery, and how the ECF can be designed for schools in rural and coastal communities. Purpose of the Study Early evaluations of the ECF have shown that Early Career Teachers (ECTs) hugely value the support from Mentors. However, workload and balancing responsibilities for ECT Mentors remains a challenge (DfE, 2023). In addition, some schools in rural and coastal communities are reporting particular challenges in delivering aspects of the ECF. For example, schools with small staff bodies may find it more challenging to provide adequate time for Mentors off-timetable to meet the demands of the role. For some schools, the distance required for ECTs and Mentors to travel to in-person training may require greater time outside of school. However, little is known across the country, and more evidence is needed in order to understand the types of approaches that might be needed to deliver the ECF in different geographic locations. The Aim of the Study The intention is to support ECF design for schools in rural and coastal communities, with an intention to build towards a larger study to pilot promising strategies in order to:
How will the findings be used? This research will be used to tailor the NIoT’s own ECF design to be suited to different geographic locations, and to make sure that schools, ECTs, ECT Mentors and school leaders have the support they need to deliver the ECF. There is also the intention to build towards a larger study to pilot promising strategies. The NIoT will also use the research to make recommendations to the sector, and for awareness-raising and advocacy to shape future policy revisions. How can I get involved? If this study sounds like something you are interested in, we would like to hear from you! The study will run from January to October 2024 and will involve a national survey, and qualitative research with selected schools in the North East and South West regions of England. Research Interviews The NIoT are currently looking for schools to take part in the qualitative research strand between March to May 2024 and would like to interview six to ten Early Career Teachers (ECTs), ECT Mentors, Induction Tutors and/School Leaders across a range of schools in the North East and South West England. Interviews will last for about 45 minutes, and a member of the NIoT Team will come to your school in person at a time that is convenient to you. There is no obligation for any other member of staff in your school to take part, if only one staff member is interested and each individual who participates will receive a £10 book token as a thank you for their time. Advisory Group In addition, they are also looking for a small number of teachers and leaders to participate in an advisory group for this study. This will involve two to three sessions throughout the year, held remotely and at a time agreed with the group, depending on availability. The group will guide the study team in making sure the findings are useful, and will share them in the most impactful way. We welcome your interest in participating in the research or joining the advisory group. By the National Institute of Teaching and SWIFT Team 14/12/2023 0 Comments SWIFT Events Newsletter | Issue 5 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: AQA Feedback Events – Spring Term | Face-to-face These AQA face to face events offer 5 1⁄2 hours of networking sessions that seek to draw out the detail of this feedback across a full day. They will provide an opportunity to review each paper with an AQA specialist lead, sharing best practice answers and misconceptions. The events can be booked HERE. Highlighted Programmes: · Masterclasses and Longer Programmes · Professional Communities · Primary Subject Leader Briefings · SWIFT ECF and AB Service Update | In Year Starters · Parental Leave Group Coaching · NPQ Spring Cohort | Application Window | Don’t Miss Out on Funded NPQs · Events for your diary Building on ten years tried and tested expertise and experience as an Induction Tutor, plus leadership of the Appropriate Body Service (AB), our Director of Teaching School Hubs, Jen Knowles, has been working hard during her first term in post to sharpen up the SWIFT AB Service for our schools across Devon, Plymouth and Torbay. Essentially, we know that the SWIFT Appropriate Body Service is well established.
But as part of our commitment and conviction to supporting Early Career Teachers (ECTs) during their two-year induction, we want to be even better. Especially as Teaching School Hubs will be the main AB provider further to Department for Education reforms and this year has seen some significant transitional support in taking on Early Career Teachers (ECTs) from Devon Education Services. We welcome you, once again, to SWIFT! One of the new aspects we are currently evolving is an AB Quality Review. Whilst this is suggested by the DfE, it is not statutory practice for Appropriate Bodies. However, we believe that it is important and we are working together with fellow national Teaching School Hubs, Harris Federation, Link and Star Institute to evaluate provision and work out ways in which we can be even more effective by engaging in a collaborative peer review process. This has further motivated our thinking in terms of the assessments that we put in place to assess ECT's progress towards the teacher standards. The statutory DfE requirement states that ECTs are required to have a formal assessment at the end of Years 1 and 2 of induction and SWIFT have a thorough process in place to support to the moderation of these judgements in line with statutory guidance. This process is carried out by a team of assessors employed by SWIFT who review the uploaded evidence and lesson observations and produce a short review comment that draws together key successes for the year and highlights next steps for the ECT. But we believe we can and it is important to go beyond this statutory support for our schools. This is why SWIFT have now put in place a new review process for progress reviews. Every term, our team of assessors will review a 25% sample of progress reviews. In addition, our AB Leads will personally review progress reviews for all ECTs 'at risk of not meeting the teacher standards' and all reports where ECTs have flagged that their statutory entitlements are not in place. Mindful of workload for Induction Tutors, the only change will be once Progress Reviews are submitted, to look out for an automatic submission notification from ECT Manager. Then, over a two-week period, the Assessors and AB Leads will work through the chosen sample and any ECTs chosen for review will have an additional comment added to their form. Ultimately, we want our SWIFT Appropriate Body Service to be a truly supportive two-way process for ECTs and schools and to benefit from our commitment to quality assurance through the expertise of both local teams and working with national networks. As professionals, we can always improve. So, if you have any ideas for how we might be able to advance further our service, please get in contact at any point with your SWIFT AB Team and we will gratefully listen to your feedback. By Jude Owens, SWIFT Executive Assistant |
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