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

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

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

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

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

Report by Jude Baylis, SWIFT Executive Assistant

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 
Report by Tina Graham, Principal at Kingsbridge Community College 

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

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

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

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

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

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

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

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

Report by Jude Baylis, SWIFT Executive Assistant

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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