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

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

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

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

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

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

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

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

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

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

Highlighted Courses/Support:

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

• Primary Subject Leader Briefings
• Events for your diary

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Report by Jude Baylis, SWIFT Executive Assistant

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Location
• IP address
• System and browser information

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

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

Schools must ensure:

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

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

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

Report by Soton Soleye and Ben Craig, School Pro TLC

“I would like to see improvements in how the system connects. I think some MATs are doing well and working in effective partnerships and I am hopeful that we could deepen this partnership and build a more architecturally responsible legacy.”
 
This is an auspicious week.
In fact, a very auspicious first three days for 36 SWIFT Member schools and 1700 staff within our Colyton and Kingsbridge Teaching School Hubs region.
 
Earlier this week, on Tuesday 1 April 2025, Tarka and Ventrus - two of our esteemed Multi Academy Trusts (MATs) officially merged to become The Harbour Schools Partnership.
Their logo says it all, with the lighthouse as a beacon and a guiding light across the surrounding area.
 
The new CEO is Gary Chown, one of the most experienced Trust Leaders in the South West, and a Trust CEO for the last 14 years with Ventrus.
 
Building on his experience, Gary is committed to partnership working and system leadership and has worked across the South West as an Education Advisor for the Department for Education and also as an Ofsted inspector.
Gary works in a range of partnerships beyond the Trust, locally, regionally and nationally and has extensive school leadership experience and a strong, proven track record of leading school improvement.
 
The timing was clearly perfect to interview Gary about his reflections as a Trust Leader.
 
1. What have you found to be most personally rewarding in your position to date as CEO of a leading Multi Academy Trust (MAT) in our region?
When I became a Head, I soon realised how isolating and isolated the system is around leadership and how schools, at that time, were almost competing with each other, which did not make sense to me, as someone who had come from business. I have always been driven by forming partnerships and relationships that help people to do their job better.

So, when I am in a room with all our 40 Trust Heads together and you can feel the energy, and see the partnerships and genuine connections they are making, both personally and professionally, that helps them to do their job, this is very rewarding for me and makes me feel that we are doing something well.

2. How has working with SWIFT Colyton and Kingsbridge Teaching School Hubs benefitted Ventrus Multi Academy Trust to date?
I think we have got a really good partnership with SWIFT, because it gives us that opportunity to work with other MATs and leaders.  When you lead any organisation, I think there is a danger, that although you are part of something big, you can still become isolated as a single organisation and it is that connection and role that SWIFT plays in bringing together organisations that is a real strength. I love the way that, in particular Martin Smith (Executive Director), constantly positions the importance of partnership. 

3. What is your number one priority in this first week of the newly merged Tarka and Ventrus MATs as The Harbour Schools Partnership?
Except it does not feel like a first week, because we have been working in preparation for this day for the past 14 months!
You could say therefore, it is business as usual, because we have been working in a revised school improvement model and running as one Trust for seven months with our Trust Heads meeting together. All the Senior Team are appointed and everyone knows where they fit in.
 
But to the question of the number one priority in week 1. One of my roles in the first week will be meeting and talking to some of the key players partly to say “we've done it!” We are now over the line and we are formally one Trust together, but also to refocus our efforts on our next steps.
 
I will be making sure that I recognise and reflect with senior colleagues and thank them for their work and check in with them to make sure those systems launched in this first week are embedding well and teams are settled.

4. What do you consider to be the most significant challenges currently facing Schools and Trusts?
The absolute obvious answer is financial challenges.
 
We have not had any real increase in funding and yet costs are spiralling in all areas, on top of that, Devon has got it particularly tough in terms of comparisons to the national picture, which also includes difficulty with recruitment in some areas. A corollary challenge for Devon and finances is that we have falling birth rates in many areas, which obviously reduces funding levels. To maintain a healthy organisation requires a lot of agility and careful thinking and planning.
 
Another major challenge for us as school leaders is mental health challenges within our schools and the number of children who are genuinely struggling with the demands of modern life.

5. What is your hopeful vision for the future of Multi Academy Trusts within the next five years?
I would like to see improvements in how the system connects. I think some MATs are doing well and working in effective partnerships and I am hopeful that we could deepen this partnership and build a more architecturally responsible legacy.
 
At the moment, I think we have built a bit of a muddle with all good intentions, because there have been no overall architects, or real system design; which should be part of the intent. In reality, there are some Trusts we are working with and supporting who are struggling partly because they were not always as well thought-out, or well-conceived or sometimes as well led over time as they might have been. So, I hope to see a maturing of the system that allows for better outcomes for our pupils with stronger MATs supporting others to make them stronger; as well as a consolidation of our practice that might mean a consolidation or a reduction in the number of MATs.
 
My driver personally for Harbour, is to secure a cultural integrity to the organisation that keeps it safe and sustainable for the next 10, 20, 50 years. A legacy not of an empire, but of something meaningful with a legitimacy and long-term capacity to enhance communities and the lives of the people that we serve.
 
I think the other work MATs should look to develop as they get larger, is to be a stronger voice for communities and a stronger voice for the challenges we face alongside other sectors; for example, health. A definite civic leadership role. I think it is easier to step into that civic leadership role when you have got a well-functioning MAT of a certain scale, so as a leader of a large MAT, I will certainly be focusing my energies in that direction in the months and years ahead.
  
We thank Gary for taking time to speak to us and for his thoughtful interview and we wish the new The Harbour Schools Partnership every success for the staff, students and parents.
 
Interview by Jude Baylis, Executive Assistant 

“Successful motivation is tied to life, survival and thriving.”

The build-up to the Spring Leadership Forum last month was already motivating before we even got started with the speakers.  

A sizeable sign-up of keen delegates from across our Teaching School Hubs, with a number current and past LSSW/SWIFT NPQs Programme Members. Anticipation was stirred.  Or you might say, very motivated. 

Keynote speaker, Peps Mccrea, enthused us with his presentation on The Science of Motivation that drew on his experience as a teacher, teacher trainer, Director of Education at Steplab and educational researcher. With his characteristic positive persona, Peps provided an engaging overview of the evidence-based strategies that can significantly enhance student motivation in classrooms and schools.
 
From conversations with leaders and teachers around the country, Peps is increasingly seeing motivation to be a fundamental part and challenge of the school system. It is fair to say that some aspects of motivation are intuitive, but some are not always obvious. The purpose of his presentation was to dig deeper to provide us with a clearer understanding of how motivation works and to equip us with strategies that reflect the attention and effort students put into their class sessions.

It is important to understand that motivation is a system for allocating attention. 
We all know the busy world we live in and finding headspace can be tricky in a constantly buzzing world. Yet we can only think about a very small number of things at once and our brain needs a way of thinking about or considering all of these different aspects demanding our attention. Prioritising and allocating our precious attention is essential in our motivation system that triages these opportunities.
 
Context-specific motivation varies significantly depending on the context and task at hand, which means that you can influence motivation by altering the learning environment.
 
Motivation is not a fixed character trait, but a dynamic response to the environment and this perspective shifts the focus from labelling students as "motivated" or "unmotivated" to recognising the situational factors that influence their motivation levels. Unconscious processes are at work given much of the motivation system operates unconsciously. 

The hopeful news for you as teachers is that Cognitive Science shows that when students pay attention, they learn.
So, yes motivation is very closely tied to learning and is worth the investment as effective motivation strategies will help to direct students’ limited attention towards learning tasks.
 
You will have perhaps heard of intrinsic and extrinsic motivation. The two key components to the motivation mix. Intrinsic motivation is driven by interest in the task itself and persists over time, but takes time to build up. Extrinsic motivators can be useful for initiating engagement. However, reliance on extrinsic rewards should be minimised over time to foster intrinsic motivation.

Let’s keep in mind the following five major strategies to enhance student motivation:

1. Securing Success | Ensuring students experience success early is important and requires effective teaching and clear framing of what success looks like in the classroom. By building on this success, students can be challenged to take more risks to lock into a higher success rate. Ever mindful that success is a highly subjective concept, our perception of success can inevitably look and feel different. But be explicit with students and reinforce over time, and remind them over and over again.
2. Establishing Routines | Routines can be powerful in reducing the cognitive load on students, allowing them to focus less on the process of learning and more on learning content. Consistent routines also create a predictable and safe learning environment for all students.
3. Leveraging Social Norms | The behaviour and attitudes of peers significantly influence individual students. Amplifying positive behaviours and creating a strong sense of belonging can enhance motivation.
4. Building a Sense of Belonging | Students who feel they belong are more likely to be motivated and this can be achieved by recognising individual contributions, fostering common ground, and establishing a strong classroom or school vision.
5. Gaining Buy-In | Explaining the rationale behind learning activities helps students to understand the purpose and value of their efforts. Building trust through credibility, consistency, and care is essential for gaining student buy-in.

 
A caution! Beware the phenomenon of expert-induced blindness in that it can be hard for us to empathise with people who do not know what we know. Because in our heads, success in the classroom is such an obvious thing to us, because that is where we spend a large proportion of our time, we can sometimes overestimate what students perceive or understand success to look like. To counteract this bias, we need to over-communicate and over-explain - a lot!

Our Executive Director, Martin Smith got us motivated for the next academic year when he shared a sneak peek on our bold new offer for 2025 – 2026. The ambitious new professional development plans intended to enhance and support the work in schools and Trusts to which you have steered us.

Leading on from his appearance as a keynote at the Summer Conference, Dan Fitzpatrick will be leading a one-day conference and three webinars on AI's impact on schools. Something we are all twitchy about in an excited, but slightly unknown quantity way. Still on the tech and AI theme, Mr. P ICT will be providing practical tech and AI sessions for primary teachers and middle leaders.

Thinking more about SWIFT membership benefit, you will have free access to 25 Professional Communities, briefings, and Leadership Forums. We are also offering a minimum 30% discount on all professional development events and an early bird discount will give you 10% off if you register before 11 July 2025.
 
You heard it here! ​

We thank our sponsor ONVU Learning for sharing their motivation.
 
Vice President, Matt Tiplin (gentle and genuine motivation personified) explained how their lesson capture tool provides 360-degree video and audio footage to support teacher self-reflection and professional development by enabling and empowering them in a powerful way.