“Create a curiosity based on a genuine passion so that young people find their way to be instructors of their own destiny with faith in the system.”

Some conferences have a buzz.
And at our recent SWIFT 2023 Summer Conference there was a distinctive buzz.

It started with delegates arriving early to the Exeter Racecourse venue ready for the conference; as well as enjoying the opportunity to network and engage with new and existing colleagues, and chatting to sponsors and exhibitors.

An uplifting buzz.

CEO of Uffculme Academy Trust (UAT), Lorraine Heath OBE opened the conference on a Reasons to be Cheerful note.  Lorraine is a highly influential leader within the region and as a SWIFT Partner, UAT plays a central role in our Appropriate Body Service, Early Career Framework, and Continuing Professional Development programmes delivery.

Professor of Social Mobility at Plymouth Marjon University, Sonia Blandford is already a SWIFT black belt and has been leading a series of professional development “extras” sessions for our Early Career Framework programme. Sonia’s educational experience and accolades are vast and varied and she is a prolific published author. As one of our conference keynote speakers Sonia spoke on a topic close to our hearts here in the South West, “Born to Fail? Social Mobility: a working-class view.”

Social Mobility is achieving positive change in socio-economic status, and more widely building better futures for all, in terms of wellbeing, health, and engagement with all that life has to offer.
 
Strategic steps can create hope and continue to develop new approaches to education and public policy, using the principles of mutuality for the benefit of all regardless of their starting point, to develop greater engagement with parents and carers, families, and communities that will ensure all children and young people are supported to access meaningful support, develop their aspirations, to increase their achievement and life prospects. With the essential objective to improve the foundations for life for all children and young people. 

Sonia shared how impactful leaders can be effective through a shared vision with a core set of values and beliefs shared by all staff; a commitment to creating an ethos and culture of achievement across the whole school; collaboration with parents, children and young people and others within and beyond the school, including other schools, to develop and share best practice and communication that encourages modelling positive engagement with all stakeholders.

As CEO of one of the largest national Multi Academy Trusts, Oasis Community Learning, keynote John Murphy was well placed to talk on the “Opportunities and Challenges When Growing a MAT,” overseeing 52 Academies in 21 Local Authorities with over ten years of rapid growth that was founded in Grimsby.
 
Harking back to his own school days, it almost felt like a confession as John admitted to struggling in his schooling against a backdrop of a tragic family circumstance about which no-one at school mentioned to him, all of which contributed to him failing his exams.
 
“Children have one chance” and Oasis want young people to flourish and to have a sense of optimism with equity and excellence for ALL children.

National Director with Oasis Community Learning, Iain Freeland described how Oasis have strengthened and transformed the educational offer. With his specific responsibility for the evaluation and monitoring of Academy performance, Iain leads a team of independent consultants and was previously an Ofsted Inspector.
 
It is important to be honest about what works and what does not work with a focus on Character, Competence and Community.
 
Oasis asks both staff and pupils in order for them to become confident and resilient citizens:
Consider who am I and who am I becoming?
 
Staff are encouraged to work collectively and to think of educational provision as collegiate and to focus on priorities and intentional design in the curriculum.
 
Oasis strives to support cultural capital and is part of a global community.
 
Inevitably, Oasis has a high turnover of staff who are expected to be experts, and are always upskilling with an internal assessment of systems with intention, implementation and impact. Find the opportunities to engage staff as a way of retaining staff and create buy-in for the Trust. Evaluation is also an important part of the process.

Delegates could attend one of the morning breakout sessions to get closer to some of the other key issues of the day. 

National Institute for Teaching Executive Director of Programmes, Reuben Moore and founding Regional Principal for the South and West, Jenny Sutton presented an update on “The National Institute for Teaching (NIoT) and its role in Developing Education,” reinforcing that “it is here for the system” and to add value. It is essential to change what happens in the classroom as an entitlement that is vital to the system in order to ensure that every child gets the best opportunity and to nurture their talents.
 
Remember the definition of Nurturing = to feed on, to cherish, and to protect.
 
The role of the NIoT is not simply to generate the research, but to make it live and breathe in the classroom and to challenge how to implement the implications of research into practice. There has been too much distance in the past and the NIoT wants to be school-led and to use teachers and leaders’ time well. 

​In his session on “Reflecting on Parental Engagement,” Early Year Educator, consultant and aspiring children’s author, Jamel Campbell shared his very real love and knowledge of Early Years as a precious time with children based on his professional understanding, but also as a proud father of his 14-months son.
 
Jamel’s talk reminded us of getting the basics right from the beginning in order to stand in good stead for the child’s entire schooling. Remember, there is a connection from the child’s very first day and parental engagement is essential in the child’s healthy development.

Parents often have a premeditated judgment of teachers and schools even before they meet due to external influences and negative local neighbourhood information will influence parents, for example about the safety of school. Parental partnerships start from the first point of interaction and the settling in process will benefit from being a collaboration of the setting and parents.  

Director of The David Ross Education Trust Teaching Hub – A.K.A. “DRET,” Kat Howard, a cousin you might say to our Colyton and Kingsbridge Teaching School Hubs as three of the 87 national Hubs shared her curriculum expertise in her talk on “Leading Principles of Effective Curriculum Development.”
 
There is value in making content explicit to break down barriers for pupils and drawing on the community. For example, inviting local writers into school. By bringing together curriculum content from diverse experiences, the pupils can recognise themselves in the curriculum.
 
Map conversations about the curriculum and remember the significance of teacher expertise and a duty of care towards prospective teachers. Allow a grace period as a mechanism to ensure teachers deliver and understand the purpose of the curriculum with a shared vision and language and direction. There is a significant correlation between teacher purpose and professional fulfilment. The way in which we spend teachers’ and leaders’ time in schools will ultimately determine retention over time.

Back together in the main conference hall there was a sense of anticipation about the keynote by Stephen Morgan MP, Shadow Minister for Schools who presented on “Labour’s Vision for Education.” Glad to be back in the South West as a University of Bristol graduate, Stephen recalled his two weeks of work experience in a school – that put him off a career in the classroom. But he keeps close to the world of education as a School Governor and “a firm believer in the power of education to transform lives, create knowledge, skills, relationships and opportunities,” thanking staff for their “incredible work in difficult circumstances” - not least in recent years of the post-pandemic.
 
On visits to schools across the country, Stephen is always impressed by staff ambition and potential, and the dedication of school leaders and teachers who often feel stretched, taken for granted and underpaid. Whilst their dedication is recognised, Labour also understands they cannot run on recognition alone.

In addition, schools are managing the effects of the cost-of-living crisis and families are struggling with many children hungry and suffering mental health issues. A perfect storm. Added to which the unprecedented teacher recruitment and retention workforce challenge crisis with 2,000 vacant teaching posts a year meaning the Government is missing 40% of its annual recruitment targets, with the entire school population needing to be replaced every 14 years.

There may be no silver bullet. But Labour wants excellence for everyone with a few of their active ingredients offered here:
A Teaching Assistant in every classroom.
Wrap around support by working together.
End the private schools tax break.
Boost knowledge and skills.
Teachers encouraged to take on learning opportunities.
Skills to support SEN and EAL.
Support programmes for Headteacher to provide local support.
Reform Ofsted that is dreaded and makes schools feel underpowered.
Leaders and school staff under too much pressure.
Greater sector expertise.
Increased CAMHs support (“No child should be left without support.”).
Commit to Mental Health counsellors in schools.
Treat the profession with the respect it deserves.
 
“Not enough young people are leaving school ready for school and life.”
 
Career Advisors in schools.
Two weeks’ work experience for all children
Education is more than English and Maths.
Art, Drama, Music, Sport should all be supported to boost children’s development and to equip them for the 2020s’ world of high technology, and the green economy etc.
 
Echoing 26 years ago Tony Blair’s “education education education” priority for Labour to a rapt audience, Stephen reinforced that Labour is the party of education.

Next up was something new for this year’s conference. The SWIFT Question Time Panel chaired by our very own David Dimbleby, SWIFT Strategic Lead, Roger Pope CBE.

Panellists Sonia Blandford, Angela Browne (whom we were to meet as the final keynote in the afternoon), Stephen Morgan MP and John Murphy bravely sat on high chairs at the front of the main conference hall awaiting the wide range of (unseen) questions from delegates.
 
The starter question was aptly, what should be Stephen Morgan’s priority when he enters his new Department for Education office? Baccalaureate with Music for every pupil to support mental wellbeing (Sonia); the levelling up agenda, with a more comprehensive and inclusive education (John); and diversity and the Protected Characteristics to make teaching a profession everyone can access (Angela). Stephen would have top of his own action list to restore trust amongst the profession, the key priorities and to find ways to work with the sector and give teachers the respect they deserve. So, lots for him to be getting on with.
 
The panel next considered their views on all pupils studying Maths in some form to the age of 18 and whether they agreed with Prime Minister Rishi Sunak’s ambition and the main concerns to how it might be rolled out.
 
The panellists generally disagreed. John believed it needed a longer-term strategy and the risk was putting pupils off Maths for life and that other learning gaps need to be closed post-pandemic. Education should seek to create flourishing young people with the choice to do what they want to do.
 
Sonia advocated a love of number and teaching how to apply the knowledge in teaching for life; but also investing in the Early Years. Stephen denounced gimmicky pledges and Angela reflected how education is often too rules bound and institutionalises teachers who should not be treated like infants, comparing the different attitude in the Danish education system (where she lives and the experience of her nine-year-old son).
 
“Create a curiosity based on a genuine passion so that young people find their way to be instructors of their own destiny with faith in the system."
 
The next question referenced the post-pandemic situation in which schools have taken on the role of being 'everything to everyone' - from social work to school nurse. The panellists were invited to consider what they see as the core purpose of schools now and in the future and whether there needs to be a debate about the role of schools in society and how to make this manageable and reasonable for school staff?
 
Sonia would “develop an inclusive education for creative and engaged human beings” who participate and feel included with a sense of belonging.  John advocated an education that enables pupils to flourish and reflected on his own personal situation of not feeling good enough from his own schooling.
 
Angela considered the shifting purpose dictated by external partners and recommended improved agencies for those most in need with schools as “a safe harbour” as the continuous thread in children’s lives. Sonia wanted a place in communities for young people for life and work and noted how teachers are having to step in and provide other services.
 
A topical question next about teacher recruitment. The questioner noted their deep concern about the crisis and how this year at their school they have unsuccessfully advertised for a Teacher of Physics twice and had NO applicants. What would the panel suggest is the biggest factor affecting teacher recruitment and retention and how should it be addressed?
 
John advocated the celebration of diversity and belonging to underpin the culture and cited the Oasis Academies conference “Break the Cycle.” As people are the most important part of delivery, Oasis builds staff networks and has a strategic plan where leaders are held to account with action plans. Sonia looked back on her role in co-writing the Teaching Framework 20 years ago as Dean of Canterbury Christ Church College and lamented how the Government is ending the range of teacher training programmes; whereas now is the time to provide a variety of programmes for a variety of people to train and enter the profession. Angela considered attrition rates and the problem of how to retain teachers and ensure that schools are safe places. Stephen shared how the crisis keeps him awake at night with too many teachers leaving the profession and recommended better salaries and better support for teachers (and see the previous highlights from his keynote).
 
Turning to the young people themselves, the next question asked what are the biggest challenges facing children today?
 
Stephen noted the pressures on young people and on CAMHs and schools to support them and advocated the need for a dedicated counsellor in every school and an open access hub in every community.
 
John highlighted the challenges of domestic violence, the cost-of-living and lack of food for some children and families and the need for mental wellbeing support and opportunity for system redesign. Post-pandemic has “laid bare the inequity of the system” and had a huge impact like an elastic band, which has not always flicked back into place with costs to social skills and higher immaturity amongst some children and the need for explicit teaching.  It should be about the lived experience for children and not the politicisation. There needs to be even more integrated work. Oasis has food banks in their schools and works to establish stronger bonds with families.
 
Sonia felt that too many children do not feel included or have a sense of belonging and feel like education is something being done to them. They need to be allowed to develop and to be part of a community and the potential of every child should be celebrated. Rather than a punitive educational model.
 
Angela noted the disconnect between adult perceptions and children’s experience. Schools need to be safe places. There is often too much toxic masculinity and children can feel left in a wilderness and on their own.
 
As a fun final question, the panellists were invited to return to their own school days and to remember the teacher who made a lasting impression on them.
 
Angela remembered the teacher who encouraged her to participate in the Ten Tors for three years in a row. The moor was like a transformational, spiritual experience. And as many of us know ourselves, a long walk can be revolutionary.
 
For Sonia, it was the teacher who encouraged her to join the brass band and how she embraced this opportunity. A reminder of the power of inclusiveness and doing something new and doing it well. It was the Year 6 teacher for Stephen who taught his class to aim high and to achieve all their dreams – and whom he saw again as a canvassing MP and she pointed out his spelling mistakes on his leaflet, but had also kept a piece of his work for 30 years. In the midst of his challenging schooling for John, it was the teacher who swore, whom he thought was cool and who listened and praised him for his poem (after firstly asking, “Is this really yours?”!).
 
We thank our panellists for their honest, heartfelt and insightful answers. SWIFT Question Time was a very enjoyable part of the conference experience and showed that educational debate is very much alive and kicking here in the South West.

For the afternoon breakout sessions, NPSCC Assistant Director for the Southwest and Channel Islands, Andrew Freeman is currently overseeing the regional delivery of the national 10-year strategy in this 100+ year-old organisation. In his “State of the Nation – being Nationally Significant and Locally Relevant” talk Andrew reiterated the importance of working together in partnership as a nation of safeguarders. The NSPCC’s three impact goals are that everyone plays their part to prevent child abuse, every child is safe online and children feel safe, listened to and supported.
 

The direct service development is focused on providing children and families what they want and need using the following key principles: involving families, partners and stakeholders in service design so that services deliver positive outcomes that can be replicated; innovating, and not shying away from failure - if the service is not being taken up or not generating positive outcomes for children, to use what we learn and try something else; collecting comprehensive data, evaluating our impact and conducting rigorous trials for the most promising services and forming partnerships with other organisations to implement the services that have been developed and tested to reach more children with the services that are known to work.

Teacher of English, school leader and MAT CPD lead, Josh Goodrich from StepLab talked about “The Science of Instructional Coaching” and explained the importance of insight, motivation, embedding and techniques and understanding the difference between knowing and doing. Josh shared his own eureka moment after struggling with behaviour management when some simple coaching guided him in a routine for silence, entry routine and scanning that changed everything for him in his first year of teaching.

Josh shared a few helpful reminders about learning. We learn by gradually building on (and with) what we know; we attend to what we value; we can only attend to a few things at once; learning by discovery is slow and effortful; repeated practice is necessary for fluency and what we don’t use, we lose. ​

Following on from the earlier keynote by Sonia Blandford, Chief Executive of social mobility charity, CoachBright, Joe McGinn presented on “Academic Coaching as a Vehicle for Social Mobility.” CoachBright provides academic and pastoral coaching for some of the most disadvantaged pupils in the country to become confident, independent, and resilient, and to lead the lives that they wish to lead.

The final keynote, “Being Luminary - Making Our Schools ‘Safe Harbours” by the founder of Being Luminary, supporting leaders with Diversity Equity and Inclusion (DEI), Angela Browne. An interim Deputy CEO in a South West Multi Academy Trust and a Devon girl herself, Angela’s talk was at times heartening and thought-provoking.  Declaring school leaders to be “Thought Leaders of DEI” and schools as “a lighthouse to withstand the DEI storms” in the post-George Floyd, #metoo, and Andrew Tate era. Everyone needs to be united on a platform and to engage in a meaningful dialogue with all stakeholders.
 
Reflecting on the Equality Act (2010) and the ten Protected Characteristics that hold identity can be challenging in “heavy weather.” Hate crimes (race, religion, sexual orientation and others) are increasing, especially after the lockdown. It is important to look at the data and always to be aware of the impact of context and to keep up meaningful conversations.

​Angela cited a case study of Westminster School where more than 250 former pupils wrote an open letter about the toxic culture of racism at the school and bemoaned that their schooling had not prepared them for modern life.  Education should strive to prepare all young people to think where they are going.

Often a perception gap exists between the tension of what educators think they are doing and what they are really doing. Student voice can become skewed and is not their real voice. Angela refutes the claim that that you do know what you do not know – but insists that you do know as it is part of your peripheral vision.
 
It is important to call out casual racism = microaggressions and to give yourself a line of enquiry.
 
Understand how to create a sense of belonging and she questioned the easy-to-say “great” school narrative as we like to think that we are all having a great experience of school, staff and pupils alike. But this is not always the case.
 
Angela looked at how to reframe the different IQs – emotional and cultural (DEI) and to go beyond policies and procedures and to demonstrate a commitment to learning the vocabulary, concepts and ideas.
 
“What does it feel like to be you?” Change what is inside.
 
In a spine-tingling-across-the-main-conference-hall-moment, on teacher mode, Angela was poised to cold-call the audience to explain their understanding of the definitions of race, ethnicity and racism. Humbly honest delegates
admitted their lack of knowledge, how they felt entitled and ignorant and anxious about (possibly) not knowing the answer and their need to learn.
 
In case you were wondering and if you are asked:
 
Race = a biological social construct based on (17th whiteness.
Ethnicity = a cultural assignation. A social construct in how to organise people.
Racism = the system of advantage.
 
Angela encouraged the audience to “crack open the window of compassion” and to buck the trend in your school.
Have the conversations and know your data.
 
“Identity is harboured in our schools.”
Ask the question in the community and invite staff to share their lived experiences and to map to other identity groups.
Talking and dealing with Diversity Equity and Inclusion should be the same as talking and dealing with safeguarding.

All good things come to an end as Headteacher of Colyton Grammar School, Tim Harris closed the conference. Colyton was the first secondary school to be rated Outstanding under the new Ofsted Framework and may be the only school in England to be consistently rated Outstanding since inspections began and is proud to play a central role in our Teacher School Hub programme delivery.
 
Summing up of the day, Tim thanked everyone involved, as a reminder that together we can make a difference, and noted Colyton is playing its part. “Quality time to think challenge plan and prepare.”
 
In a time of crisis and a Government in perpetual crisis with issues of pay and retaining teachers, there were reasons to be hopeful. Schools are well placed to create a sense of belonging and to consider children’s experiences from all perspectives, quoting Atticus Finch in Harper Lee’s “To Kill a Mockingbird:”
 
“You never really understand a person until you consider things from his point of view— until you climb in his skin and walk around in it.”
 
But how do schools know when they are successful?
By being clear about what it really means and the end purpose and working together as the collaboration of teachers to make a difference. All teachers have specific skills sets and can share this expertise and have integrity to pursue brilliant outcomes for all.
 
Schools can foster diverse communities where everyone belongs as Archbishop Tutu said:
“I am a human because I belong.”
 
As educators we need to challenge perceptions. The South West might have the largest disadvantaged rates in the country with the lowest percentage of young people going to university - “the forgotten region.” But Stephen Morgan has shown that he is keen to listen to school leaders and we need people to listen.
 
Things are and will get better. Schools are striving to provide a world class education that children and young people deserve and with wonderful professional development on offer from SWIFT there is the opportunity to be more effective and to make a difference.
 
Tim praised SWIFT Deputy Director, Chris Harris for his last SWIFT conference before he moves to his new post and thanked him for all his hard work and leadership.
 
Finally, thank YOU for YOUR support.
As the inspiring Nelson Mandela said: “It always seems impossible until it’s done.”

The 2023 Summer Conference was a memorable time together with a purposeful and positive atmosphere. An optimistic collective call to action to create a sense of belonging and support in our school communities, to provide an education in which children and young people can flourish, working together and for schools to be lighthouses to withstand the Diversity, Equity and Inclusion storms.

As well as time to network, it was an occasion to meet our sponsors and exhibitors.
We are grateful to all our sponsors who help us to fund a range of high-profile and high-quality professional development presenters; whilst bringing another dimension with their practical and relevant products and services to support teachers, leaders and schools.
 
Rhys Gwillym introduced Praestantia Technology who provide IT technology and audio-visual solutions and consultancy with excellence and simplicity exclusively for educational settings so that, schools and MATs can focus on providing an outstanding learning environment. With their own links to education, Praestantia provide SIMS support, Broadband and Online Safety guidance, IT Security and school servers and backup. Consider them a hands-on IT safety net.
 
For those in the audience who had yet to be captivated by award-winning Lyfta’s photography, Rahul Karavadra took us on a brief tour of their topical, enlightening and compassionate storyworlds that reach out across the world to enter the classroom and share different cultures and perspectives. Lyfta helps teachers to nurture the global citizens of tomorrow. You can watch their intro video here
 
Family-run school catering experts with over 60 years’ experience, Educatering, were at the chef’s table providing food demos of their delicious food cooked using local ingredients, and mindful of healthy, nourishing and good value food grown close to home within our region. Delegates enjoyed tasting their tasty food throughout the day and finding out more about how Educatering can support school catering with bespoke menus.

We thank the other exhibitors for being with us and for brightening the day with their innovative and useful educational products and services:

Applicaa Ltd, Cornerstones Education, Devon Education Services, Exeter Maths School, Plymouth Argyle Community Trust, PRICE Training Teaching Personnel and Volt Entrepreneurs Ltd
(you can find their website links at the end of this report) and with grateful thanks to Conferences South West for organising and overseeing.

Find out more about sponsors and exhibitors here: 

Our sponsor SchoolPro TLC provides guidance for schools and MATs following the recent infringements ​by a primary school in relation to the Article 5 (1)(f), Article 24 (1) and Article 32 of UK GDPR.

The unfortunate data breach has emphasised the importance of robust Data Protection practices in schools, colleges and MATs. 

The Information Commissioner's Office (ICO) publicly reprimanded Parkside Community Primary School for infringements of the UK General Data Protection Regulation (UK GDPR).

Whilst this is clearly a concern for the school and data subjects involved, it also provides a valuable opportunity for all schools to reassess their Data Protection strategies.

The incident involved the inappropriate disclosure of personal and special category data in a classroom setting, affecting four data subjects including three children. According to the reprimand published, key contributing factors to the breach included insufficient Data Protection policies, inadequate guidance around email security, and a lack of explicit procedures regarding the use of a case management system.

SchoolPro TLC delve here into the key lessons to be learned from this unfortunate event, and provide a checklist to ensure that you are adequately protecting the personal data of your pupils and staff.

Lessons to Learn
The reprimand presents several key lessons that could apply to other schools in the UK:

1. Ensure Adequate Data Protection Policies
The reprimand highlighted that the school lacked detailed Data Protection policies, specifically on the safe handling of personal data over emails and the usage of a specific case management system.

Policies should clearly outline the procedures for maintaining data security and confidentiality, especially when it involves sensitive or special category data.

Schools should have policies specific to high risk software and platforms they use, created in conjunction with risk assessments or Data Protection Impact Assessments (DPIAs).

2. Provide Clear Procedures and Guidance
The lack of written guidance for employees was a significant issue.
Clear instructions need to be in place for using security and confidentiality classifications on emails, and for the usage of any case management system or software.

Guidelines regarding when and where to open sensitive emails, and how to operate electronic devices securely (like electronic whiteboards), should also be clearly provided.

3. Staff Training
Regular and thorough training for staff is necessary to ensure compliance with Data Protection regulations.

This should include training on the operation of specific software or systems, data breach reporting procedures, operation of electronic devices, and general Data Protection principles.

4. Incident Reporting Mechanisms
In this case, staff failed to report the data breach internally.

An effective incident reporting mechanism should be in place, and staff should be well aware of the process to follow if a data breach is suspected or has occurred.

5. Sensitive Data Handling
Emails or alerts containing sensitive information should be appropriately labelled and only accessed under safe conditions (e.g., not in the presence of children or during teaching hours).

Controls should be in place on who can access highly sensitive information and when.

6. Policy Enforcement and Review
All staff and stakeholders should be familiar with the school's Data Protection policies.

Policies should be reviewed and updated regularly, especially in response to incidents, and staff should be required to affirm their understanding and acceptance of these policies.

7. Testing and Audit of New Processes
Any new processes or procedures introduced in response to a data breach should be tested to ensure they are effective and embedded within the organisation.

Action Plan / Checklist
Taking those lessons into consideration, what key actions can a school, college or MAT take to reduce their data breach risk and improve practice?

Policies and Procedures
Review your Data Protection policies and procedures, ensuring they cover all aspects of data handling, including specific written guidelines for using software and systems that process sensitive data.

Training and Awareness
Develop a regular training schedule on Data Protection for all staff.
Emphasise what constitutes a data breach, the importance of reporting breaches promptly, and the consequences of failing to do so. 

As a guide, staff should receive Data Protection training as part of their induction to the organisation, and refresher training should be completed at least biennially if not more frequently.
Annual refresher training would be best practice.

Email Security
Implement security measures for emails that contain sensitive data, such as security classifications or labels. Provide clear guidelines on when and where such emails can be safely opened.

Where possible, use alternative methods of communicating sensitive data such as access-controlled, secure, shared folders, or internal secure data transfer systems if available to your school.

Software and System Security
Review the security measures for all software and systems that process sensitive data.
Ensure staff are trained on how to use these systems securely such as the use of strong passwords and multi-factor authentication.

Also, include procedures, guidance and training for those systems that could be used to view sensitive data such as electronic whiteboards and screen-sharing from staff members' electronic devices.

Monitoring and Review
Regularly monitor and review your Data Protection measures to ensure their effectiveness and make improvements where necessary.

By following this checklist along with your existing practices, and continually investing in data protection, you can better protect the personal data of your pupils and staff, and ensure compliance with the UK GDPR.

The incident highlighted by this ICO reprimand serves as a stark reminder of the potential repercussions of insufficient Data Protection, and the importance of making it a priority in your school, college or MAT.

Stay safe and healthy.
Report by the SchoolPro TLC Team

We would like to thank everyone for a wonderful 2023 Summer Conference last week:
our speakers, sponsors and exhibitors, and of course, our delegates. 

In the midst of the post-pandemic lockdown aftermath, the teacher recruitment and retention crisis, the cost of living crisis and other pressures on young people today, the conference was memorable time together - with the popular addition of our new "Question Time" feature, showing that educational debate is very much alive and kicking here in the South West.

With a purposeful and positive atmosphere the conference was an optimistic collective call to action to create a sense of belonging and support in our school communities, to provide an education in which children and young people can flourish, to work together and for schools to be lighthouses to withstand the Diversity, Equity and Inclusion storms.

Things are and will get better.
As Nelson Mandela said: “It always seems impossible until it’s done.” 

In this penultimate issue for this academic year, ​ESW Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE is in post-Coronation reflective mode, contemplating what we can learn “about narrative, ritual and culture.”

“So, we must work hard to create the rituals that create belonging. How we celebrate key transition points and rites of passage as children grow through the school.”
 
Read about the Early Career Framework Extra! CPD session on Inclusive Practice in all Classrooms with Professor Sonia Blandford and Wendy Casson MBE.  If you need any encouragement about Courageous Conversations, you can get some insights with our Diversity, Equity and Inclusion training session with Diverse Educators.

CEO of Riviera Education Trust Stewart Biddles is this issue’s interviewee commending the value of partnership; which, of course we echo.

Find out more about the Phase 1 findings of the independent review of teachers’ professional development by Ofsted (commissioned by the Department for Education) and sign-up the Education Endowment Foundation Early Talk Boost Project.

We celebrate Cultural Diversity beyond the classroom with our sponsor Lyfta and keep up-to-date with other sponsors, Educatering and SchoolPro TLC and book your place at Praestantia Technology’s Microsoft event two weeks today.

​On Wednesday 17 and Thursday 18 May 2023, 304 classes from schools across the UK and beyond (some 9,000 students) - including some here in the South West - participated in the latest Lyfta live lesson. Students had opportunity to explore Lyfta storyworld, Keep London Smiling, where they met Sylvain, a Transport for London station officer who moved to London from Côte d'Ivoire via France. Sylvain has made it his mission to bring smiles to the faces of commuters who pass through his station to create a sense of community. Through small acts of kindness and conversations, Sylvain is able to make others feel happy and more connected.
 
During the live lesson, students delved into themes linked to British values, with a particular focus on mutual respect and understanding and celebrated the rich diversity of British society, whilst reflecting on the significance of experiencing different people and places.
 
Lyfta’s in-house teacher Noel started the lessons with some discussion about London, the backdrop of the Keep London Smiling storyworld. Did you know that London is home to around 10 million people, with an astounding 250+ different languages spoken? This fascinating glimpse into London's diversity set the stage for students to share their knowledge of the city and its special places. Students were asked what they knew about the city and its landmarks - some of their responses are shown below:

Through immersive 360° scenes, students were then transported to Sylvain's world, witnessing the heart-warming impact he has on the commuters passing through his station and watched the documentary "Sweet," which explores Sylvain's story.
 
This inspiring film sparked profound reflections amongst the students, who highlighted the universal power of kindness and compassion:
 
“A smile costs nothing and it speaks every language”
“His level of kindness is something we could all replicate”
“No matter where you are you can be kind”
 
What made these lessons even more impactful, given the theme of diversity in the UK, was the participation of students from across the country and beyond. We heard from students from schools in Cardiff, Portsmouth, Canterbury, Newcastle, and Bletchley Park - as well as from Murcia in Spain.

It was wonderful how students shared insights about their local communities, unique landmarks, and the diverse cultures that make their communities special. We heard about La Manga beach in Murcia, the historic dockyard in Portsmouth, the Haribo factory in Pontefract and the sense of community in Doncaster.
 
Lyfta live lessons have been delivered to a total of 1,500 classes in the last 12 months (some 45,000 student sessions). These live lessons, delivered Lyfta’s resident teacher via Zoom, bring together schools from different regions for a shared Lyfta experience. No preparation is required, teachers can just sign up and join via a link on the day.
 
There are more Lyfta Live lessons in the coming weeks.
Sign up below to be notified for the next dates.
 
Lyfta are also exhibiting at the SWIFT Summer Conference on Thursday 15 June 2023.
So, if you are attending, be sure to speak with the team there!
 
Report by Penny Othen, Director of Marketing at Lyfta

“Every child should have the opportunity to succeed regardless of their background, challenge or need.”

This was the second session in the SWIFT ECF Extra series led by Professor Sonia Blandford and Wendy Casson MBE with the objective of exploring the meaning of inclusion in educational policy and practice with practical strategies to develop inclusion in classrooms.

Wendy has experience of working with the “forgotten child” in her previous role as the Head of a PRU where she learned about barriers to learning and Sonia teaches Music every Friday where she practises inclusion across her teaching groups.
 
The following provides a summary of their views and insights on the theme of inclusion.
 
As teachers, it is important always to have high expectations of all children.
Part of this is positive relationships across all the dynamics between pupils, parents and teachers in order to get the connection to help them move forward.
 
Be curious.
Think as a teacher, is there something I could do differently?
Why is the pupil struggling? Are they distracted? Have they got other issues? Consider a trauma-informed approach.
What could you do to support them? Children learn differently.
Look at other practice near and next to you.
Consider external factors out of your control: lesson disruptions, what happened last night, family dynamics, the previous lesson, significantly, the weather and the child’s health that particular day.
 
In practice, “inclusion is the action or state of including or being included within a group or structure. In a school or education setting, it means that every child and every adult who works or learns in a school is valued and whose personal needs are being met.”

The four stages of inclusion are:

• Aspiration (I can)
• Access (I do)
• Ability to demonstrate attainment (I have)
• Achievement (I am)

 
Inclusion fosters a sense of belonging for everyone - both pupils and teachers.
Good schools who deliver inclusive practice value every member of the school community and help parents and carers to be the best parent they can be.
Sometimes we kick against being led. But when led effectively, it brings belonging and purpose.
Make time to talk and listen to colleagues and to share knowledge and practice.
 
The inclusive classroom should not teach to satisfy Ofsted or to meet the Teacher’s Standards, but teach to meet the needs of the pupils. Allow the pupils to guide you.
 
Keep reinventing yourself, push to do different things.
When a lesson does not go well reflect on the effectiveness of your lessons and approaches to teaching and try something different.
Embrace the trips and slips!

In this fourth industrial (digital) revolution we do not know what the future holds in terms of climate change, and the economy; so it is important to think about an alternative approach and achievable goals for schools.
​
System leadership should work across the Year Group, Key Stage and/or whole school as a shared vision and a commitment to each other for collaboration and improved communication with school leaders and teachers.
 
Consider the foundations of:

• Equality, Diversity, and Inclusion
• Mutuality and Moral Purpose
• Meritocracy vs Cultural Foundations, Values, and History
• Multiplicity of destinations needs a multiplicity of routes
• Not Just ‘Getting In, But Staying In’…

 
Meritocracy has been around for 45 years and has been shown not to work on the premise that those that can will succeed and those who cannot fail. This is not where we want to be in education and we must foster values that include everyone. All children and young people should feel part of what is happening in school. Regrettably, the National Curriculum does not always support inclusion with its one size fits all approach.
 
SEN and disability should not be a barrier to inclusion.
Sonia noted that over the last 20 years, educators and parents have all become more aware, but have attached too many labels to too many children. Whereas, we should be more inclusive and integrate children despite their background, challenge or needs. Similarly, Multi-agency teams: SENDCO, SLCN, Ed Psych, CAMHS, Mental Health Practitioners, Social Care and Looked After Teams need to work together more effectively as they are rarely effective 

Currently, Sonia and Wendy are contributing to research led by Monash University in Australia to consider the approach to inclusion. Results from the student questionnaire found that 44% of students were satisfied to some extent, revealing that they did not feel included and were not happy in school, feeling teachers were not interested in them, they did not have a friend and did not have an advocate for them. Ultimately, they did not have a sense of belonging. 

The research found that teachers and Leaders listed the following barriers that currently hinder inclusion in their classroom:
 

• Lack of Teaching Assistant support
• Behaviour of other students
• Lack of communication/limited information on child’s needs
• Lack of/late EHCP
• Lack of flexibility in curriculum/lack of differentiation
• Limited time to plan/prepare resources
• Mixed abilities in the classroom/Limited time in lesson
• Limited understanding of SEND/Lack of training
• Lack of clear strategies
• Staff attitude lack of aspiration for students
• Lack of equipment and resources

 
Teachers can however take the following steps to support inclusion:
 

• Learning Environment – avoid sensory overload and consider the influence of softer colours, lighting and environment.

• Strategies for all – showcase and celebrate examples of every learner’s work on the classroom walls.
• Knowledge of the child - what makes them sad, happy, think and encourage them to be creative.
• Behaviour for learning - if the teaching is right the behaviour will be right. Role model. Teachers cannot force students to behave. Be in control of yourself as a teacher, not the child. Let them be themselves. Think what else can be done differently and respond differently. Inclusion leads to improved behaviour and is the catalyst for positive discussions.
• Awareness of adaptive and responsive teaching - slow down and give one message at a time to allow processing.
• Encourage creativity.
• Be aware of language levels.
• Less is more - talking, instruction, stimulus - give one message at a time to allow processing.
• Pace, tone and pitch.
• Recap and refresh learning.
• Targeted use of questions - consider Development Psychologist Marion Blank’s Four Blank Levels of Questioning.
• Encourage individual reflection.
• Red, amber, green – use coloured trays in which pupils can discreetly put their workbooks to show their level of understanding.

Know the child you teach.
Children feel cared for when teachers know their name and know things about them.
Know your students’ strengths and areas for development (do not say weaknesses!) and find the balance.
 
Remember to confront without confrontation.
Take the problem away, for example, children who arrive in school without a pen to write with.  Some of whom are ready to battle with the teacher and waste time in the lesson.
Simply, provide a pen for them (and be ready for the serial offenders) so that there is no challenge and disruption to the lesson. 

The child might not know why they have barriers to learning and it is often the child who needs to belong who does not belong.
 
Seek to understand their emotional wellbeing.
It is often the things that you do not see that can make the difference.
But remember the high-performing child. They might be good in your lesson. But stretch them further with targeted work.
 
To conclude, successful inclusion has a shared vision as a core set of values and beliefs shared by all staff, with a commitment to creating an ethos and culture of achievement across the whole school with positive collaboration with parents, children and young people and others within and beyond the school, including other schools, in order to develop and share best practice. Good communication throughout this process encourages modelling positive engagement with all stakeholders.
 
We thank Sonia and Wendy for this uplifting can-do presentation on Inclusive Practice in all Classrooms that makes sense in order to support positive outcomes for all children and young people. 

The final session in this three-part series takes place online on Thursday 6 July 2023 at 1600 and will focus on Parent and Carer Engagement to Improve Student Outcomes (register on the link below). 

Report by Jude Owens, PA to the SWIFT Executive Team

"When people feel safe to talk this becomes self-perpetuating and positive."

More than a catchy course title, this training session part of our on-going Diversity, Equity and Inclusion work with Diverse Educators was set to be a life-affirming session for the SWIFT Central Team and Delivery Partnership Group. 

How do we empower everybody to ask questions, share views, and things that should have been said?
 
Typical examples of Courageous Conversations include handling conflict, confronting a colleague, expressing an unpopular idea on a team, asking for a favour, saying no to a request for a favour, asking for a raise, or trying to have a conversation with someone who is avoiding you. Research shows that in particular, many women find such ‘courageous conversations’ to be challenging. Think of the language that betrays who can “get away” with certain behaviours. Men are labelled the boss and women as bossy. These mindsets are reflected in the workplace and how women have been conditioned.
 
Too often, the premise of courageous conversations is associated with conflict, fills us with dread and we descend into a defensive, blame culture that magnifies the existing tension and struggle and becomes a negative scenario. Whereas we need to act in a neutral, open way, without bias and to show a willingness and openness to learn.
 
The fear zone of hurting someone risks inhibiting us and we can worry more about having the courageous conversation than the act of doing it. We waste energy attempting to mind-read what people are thinking and feeling that boxes us in.
 
Know your strengths and what you bring and learn to control yourself.

Consider the power in having a conversation.
No-one shies away from safeguarding conversations. It should be the same for a courageous conversation that whilst often difficult and necessary, when done effectively, it can have a dramatic impact on how we lead ourselves, the team and/or the organisation.

It can be difficult to find a time to talk in a busy school and it is important to book in time and to reframe as part of the workplace culture that builds positive psychology and a collective commitment.
 
But for many of us, we have to step out of our comfort zone to discuss a topic that can be emotionally charged and we fear an emotional response. Whilst we might seek to avoid such conversations, they can help to build an inclusive workplace and push through to the learning zone to learn about ourselves, our team and the wider culture and ultimately, to ensure growth.
 
See Matthew Syed’s book, “Rebel Ideas” that asks if we are open to ideas and the importance of learning how to reframe and negotiate. For example, in asking for flexible working, or a salary raise.
 
We need to build our confidence to build our competences as strategic intent and a framework of training.

Intentional psychological safety should be for everyone in the workplace.
The ideal reset opportunity is in September at the start of a new term, building in “contracting” for courageous conversations at a neutral and unemotional safe point.
All staff should be trained. Not only the dominant, senior and more confident members of staff.
Experience shows when all staff are trained, the best response is from operational staff who have never had a voice in the school.  Sub cultures across an organisation need careful navigation.
 
By building psychological safety in a school, all staff will have the courage to speak out and share how it will be received and processed with positive intent.  Practically, this means creating a subtle and private space, especially in an open office and equally on the telephone. Tell the other person that you are in a confidential space to show mutual respect.
 
There are many advantages of psychological safety (door open policy). Staff feel valued, and are more productive and creative with higher wellbeing, thriving and a feeling of belonging, leading to better staff retention. Energy is conserved as there is an agreed way of talking and less frustration, with more flexible working that is very positively mirrored in the classroom.
 
The negatives of psychological safety (doors shut) are damaging to an organisation. It can result in high absence; staff have a limited sense of purpose and connection and disengagement of staff.

When it comes to courageous conversations with parents and carers, it is not always possible to plan for what are often unexpected meetings. Understandably, a parent is emotionally attached to their child and might be defensive if they perceive the conversation to be a challenge. But it is encouraging that this generation of students seem to be more open to courageous conversations.
 
Essentially, understand that we have the responsibility to raise the courageous conversations if an issue or something has happened. Pre-empt. But be aware that one conversation is not the same for everyone.
​
Make the time for the conversation. Be intentional and think through and reiterate the key points. Listen actively and hear through it and do not take it personally and strive to be objective. 

With the Radical Candor model (Kim Scott) the balance is towards growth and to bring awareness to the person you are having the conversation with.
“When you said this, it made me feel like this…” and join up the dots in the conversations.
 
Part of the problem is letting someone behave badly.
But if you have a courageous conversation, you can do it in a caring way, “I care about you so I am going to challenge you…” and this can disarm people in a positive way.
 
Think how we modify ourselves to other people and our relationships and the use of language.
This modifies from the early phase of a professional relationship in the opening interactions and evolves over time when you have a positive track record. Use a buddy as a sounding board. Then, if difficult situations arise you can leverage the relationship capital from your authenticity, credibility and integrity. 
 
Move from impulsion to intentional. 

With the Fierce Conversations model (Susan Scott), “Create an organizational culture where candor and curiosity are the expectation…Think passion, integrity, authenticity, collaboration. Think cultural transformation. Think leadership.”
 
“Get curious rather than critical.”
Part of coaching, reframe questions to how or what – not why.
 
Meet in the middle and learn from it and learn some awareness from each other and tackle the challenge, contracting how to move forward.
 
“It’s the conversations that we don’t have, that cause the biggest problems.”
 
The key principles of fierce conversations are:

1. Master the courage to interrogate reality (truth and courage)
2. Come out from behind yourself, into the conversation, and make it real (authenticity)
3. Be here, prepared and nowhere else (presence)
4. Tackle your toughest challenge today (intention and action)
5. Obey your instincts (intuition)
6. Take responsibility for your emotional wake (personal responsibility)
7. Let silence do the heavy lifting (mindfulness)

 
If you are good at regulating your emotions you can guide the other person to stay regulated too.
Preparation before the courageous conversation is essential to anticipate how they might respond.
For example, lesson observation feedback in the person's classroom. If it is good or bad, they will be in their own space.

Use emotional intelligence of how and where they are sat in the classroom.
Or book a phone call later to suit you both and use an out of office sign, and phones and emails off so that you can give your full attention.
 
“The conversation is the relationship.”

Radical candor = consistent behaviour. Proactive to the workplace culture.
Fierce conversation = to resolve something. Not all the time. Reactive to challenge something specific.
 
We thank Diverse Educators lead, Hannah Wilson for guiding us through this empowering session on Courageous Conversations and reminding us of the value of a shared collective, close to our SWIFT heart founded on partnership. 

Report by Jude Owens, PA to the SWIFT Executive Team