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25/6/2026 0 Comments Be Part of our Community | Registration Open for SWIFT CPD and Membership for 2026 - 2027Registration is now open for SWIFT Membership for 2026 - 2027. Be part of our community of schools! Discover how SWIFT CPD and Membership provides good value, high-quality professional development to enhance your classroom practice, in order to foster the best possible outcomes for children and young people.
The Offer: In response to your feedback, SWIFT CPD Team are pleased to present a professional development that tackles issues of the day with instructive and constructive learning opportunities:
Session bookings on Eventbrite are quick and easy saving time for you and your colleagues. Good Value: SWIFT Membership continues to be a popular option for Schools and Trusts and offers outstanding value: £2 per pupil fee rate* with a 10% Early Bird discount for registration by Friday 17 July 2026. *Price cap for larger Multi Academy Trusts (4001+ pupils) = £7,500. If you are a Federation or Trust, you only register once for all your schools to benefit from SWIFT Membership discounts. Important to Note Thank you if you have been a SWIFT Member for school year 2025 - 2026. However, please note Membership is not automatically renewed for the next year.  Benefits:
Membership gives you access to the following:
Extra Benefits: You can find supportive benefits from the following:
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Last Thursday 18 June 2026, Executive Director, Martin Smith and Director of Teaching School Hubs, Jen Knowles welcomed delegates to the seventh Summer Conference held this year at Exeter Racecourse (and destined to be a galloping success!). Fiona Harvey, Deputy Headteacher for Scholarships at Colyton Grammar School started off the proceedings. Often ranked as the highest-performing State School in the South West, Colyton Grammar School is the Lead Trust for the Colyton Teaching School Hub – one of the halves of SWIFT, along with Education South West. Colyton is also home to the Colyton Foundation (due to feature later in the conference). True to her roots as a Teacher of English, Fiona referenced the nature book, “The Tale of Tommy Nobody” (by Ruth Thomson), who became Tommy Somebody. It is a reminder that classrooms are full of Tommies trying to work out who they are, because everybody is a somebody. As educators, we need to foster and encourage positive relationships for everyone in our care because belonging is shaped intentionally. By widening success, every child can enjoy the moment of realising, “This I something I can do… and I am somebody here… and I truly matter.” Educating is not only about raising attainment, but about building positive environments. Being somebody counts for staff AND children and young people. Identity and belonging were to be key themes during the conference and aptly prefaced the keynote speaker up next.
Education Leader and Director of Teaching School at Chiltern Learning Trust, Sufian Sadiq lured us in with his presentation title, “If You Can Be Anything in Life, Be a Good Egg.” With the potential for lots of memorable egg metaphors. In a societal context where the national mood is changing and narratives that once were fringe voices are becoming increasingly normal and even acceptable, Sufian asked, “If we expected better from everyone what does better look like?” What does it mean?” Schools are challenged to place character, relationships and culture at the centre of educational success. Like an egg Sufian explained how people thrive when they are supported by the right environment and valued for their unique strengths. He explored the characteristics associated with effective teachers, leaders and pupils - highlighting qualities, including passion, resilience, empathy, integrity, ambition, collaboration and a commitment to growth. The strongest schools create “perfect harmony” by developing these attributes across the entire school community, rather than focusing solely on academic outcomes.  Note the distinction between professional expertise and leadership. Excellence in a particular subject or role does not automatically translate into leadership capability, suggesting leadership requires a separate set of interpersonal qualities, including communication, accountability, adaptability and the ability to inspire others. Character develops during a teacher’s career, and personal growth is shaped by experiences, setbacks and the working environments. Sufian cautioned against “deficit ideology” – the tendency to focus on people’s shortcomings rather than their potential. When organisations stop believing in individuals, or fail to provide supportive conditions, motivation and performance suffer. Think of the strength of an egg, showing how people are often more resilient than they appear when placed in the right conditions. Excessive workload is not solely what breaks people; rather, it is poor treatment, lack of recognition and weak relationships. Celebrate differences, noting how diverse communities are strengthened by varied talents and perspectives.
With themes that were to echo throughout the whole conference, Sufian reminded us how successful schools are built on trust, care and human connection. Create environments where people feel valued, supported and able to flourish – and above all, “be a good egg.” Cracking good advice and a pertinent premise for this year's conference. Educator and author, Lewis Wedlock in his presentation “Masculinities in Schools: Preparing for “Newniversal” Work,” encouraged rethinking a more nuanced and responsive approach to engagement with boys and young men. Amidst an increasingly complex social landscape, Lewis highlighted research suggesting that many boys are uncertain about their identity and place in society: 79% of boys are unclear about what masculinity means. 54% believe boys have it harder than girls today. AND 86% of parents express worries about the challenges facing boys.  Further research showed that significant numbers of men hold negative perceptions of feminism and believe discussions around gender stereotypes are sometimes over-scrutinised. Boys and young men must navigate the growing influence of online spaces, including the so-called “manosphere”, where they are increasingly exposed to messages about masculinity and gender. Educators need to understand these influences rather than dismiss them, recognising the varied experiences and perspectives that shape young people’s views. Lewis warned against seeking simple answers to complex issues, stressing that schools must embrace ambiguity and recognise the “noise” that exists in discussions about gender, identity and culture. Differing viewpoints and lived experiences should be viewed as opportunities for learning and understanding rather than obstacles to be overcome. Think, “Newniversal work” an approach that values plurality, flexibility and context, rather than rigid assumptions. Schools may often encounter similar behavioural or engagement challenges, yet the underlying causes can differ significantly depending on cultural and personal circumstances. Responses should be tailored rather than standardised.
Ending on an upbeat note, Lewis urged schools to treat students as experts in their own experiences and advocated “attunement,” rather than immediate agreement, encouraging educators to understand how young people arrive at their beliefs before attempting to influence them. Through listening, reflection and continuous feedback, Lewis believes schools can create more meaningful conversations about masculinity and better support the development of boys and young men.  Using vivid images of seedlings and growth, Sally Apps, Deputy CEO of the Cabot Learning Federation presented the earthy presentation, “The Power of Voice: Oracy, Equity and Our Shared Social Soil.” Most importantly, developing pupils’ speaking and listening skills is essential to improving educational equity and tackling disadvantage. Evidence shows that three-quarters of children experiencing persistent poverty start school without the language skills needed for learning, placing them at a significant disadvantage from the outset. Drawing on the United Nations Convention on the Rights of the Child, Sally explained that oracy is not simply an educational tool, but a matter of social justice. All children have the right to express their views, be heard and participate fully in society and schools may represent the final opportunity for some young people to develop the communication skills needed to thrive in employment, relationships and community life. Language, confidence and social capital are closely connected and confidence in speaking can shape access to opportunities, influence educational experiences and affect whether young people feel they belong. Pupils from disadvantaged backgrounds can possess the same intellectual ability as their peers, but may lack the confidence, vocabulary or experience needed to express themselves in academic and professional settings. It is important to listen to pupils lived experiences and ensure that disadvantaged students have a meaningful voice within schools. Sally exemplified a Trust-wide strategy focused on developing understanding of disadvantage, gathering regular student voice, investing in staff training and ensuring that support for disadvantaged learners is embedded across all school improvement strategies - rather than treated as a separate initiative. Research and educational theory show that learning is fundamentally social and strong communication skills help young people to develop confidence, resilience and a sense of identity. Sally maintained that schools must create environments where every child feels known, valued and able to contribute. Negative stereotypes associated with disadvantaged communities need to be challenged, and education should enable children to understand their place in the world, to develop a strong sense of self and to gain the confidence to shape their own futures.
In conclusion, oracy is a powerful lever for social mobility and inclusion. By giving every child the confidence and opportunity to be heard, schools can strengthen belonging, improve outcomes and help young people overcome barriers created by disadvantage. Leadership and wellbeing specialist, Shaheen Myers brought some practical wellness to the conference with her presentation on “Taking Care of Hearts and Minds.” Strong relationships, psychological safety and human connection are fundamental to creating healthy, high-performing school cultures. Shaheen encouraged school leaders to focus not only on systems and outcomes, but also on the emotional and relational conditions that enable people to thrive. Top of the list are meaningful dialogue, reflective questioning and opportunities for staff to connect with one another through structured conversations - rather than relying solely on informal interactions.  At the heart is connectedness. Too often stress leads to disconnection, which in turn can negatively affect wellbeing, engagement and performance. Relationships are the “hidden infrastructure” of organisations, and schools function most effectively when staff feel connected, valued and supported. Effective leadership is as much about winning hearts as convincing minds, echoing Simon Sinek’s view that people are motivated by connection and purpose rather than instruction alone. Drawing on wellbeing research, leadership theory and cultural traditions, Shaheen explored how belonging influences both individual and collective success. Referencing the work of performance coach, Owen Eastwood, she highlighted the importance of creating environments where people feel a genuine sense of belonging and shared purpose. Leaders can use questions that promote deeper thinking and self-reflection, asking individuals about their strengths, purpose and identity beyond their professional roles, building trust, understanding and stronger relationships across organisations. Psychologically safe workplaces are essential with leadership approaches that prioritise wellbeing, care and openness, enabling staff to contribute ideas, discuss challenges and seek support without fear of judgement. Care-centred school cultures built around leadership support, relational practice, sustainable performance, staff development, recruitment and retention.
Shaheen concluded that connection should be viewed as a strategic priority in education. When people feel connected, they think more clearly, make better decisions and contribute more positively to their communities leading to personal and organisational success.  Director of the Colyton Foundation, Nick Wakeling and Agnes Fitzpatrick, Regional Director of The Engagement Platform (TEP) were well-appointed to present on “Engagement, Belonging, and High Attainment - from Hidden Need to Building Opportunity in the South West.” Pupil engagement should be treated as a leading indicator of educational success, particularly for disadvantaged pupils in the South West. Understanding pupils’ experiences can help schools to identify barriers to achievement before they appear in attainment data. Drawing on research from TEP, engagement is closely linked to attendance, attainment and reading progress.  Pupils who feel a greater sense of agency and control over their learning make stronger academic progress and are more likely to achieve expected standards. Measuring engagement provides schools with valuable early warning signs that can inform targeted interventions. National concerns around pupil engagement include a significant decline during the transition from primary to secondary education, described as the “Year 7 engagement cliff.” Whilst engagement levels vary between different groups of pupils, schools need to understand these differences, rather than relying solely on broad demographic labels. It is important to move from “assumption to assessment” when addressing disadvantage. Disadvantaged pupils are not a homogeneous group, and the traditional indicators such as free school meal eligibility or deprivation measures often fail to capture the complexity of pupils’ needs. This is particularly true in the South West, where “pretty poverty,” dispersed deprivation and educational isolation can mask significant disadvantage.
Evidence shows how disadvantaged pupils in the South West face some of the poorest educational outcomes in England. Fewer disadvantaged pupils achieve high attainment at Key Stage 2, high prior-attaining disadvantaged students make less progress at GCSE, and progression to higher education remains lower than in many other regions. Compared with disadvantaged pupils in London, young people in the South West are significantly less likely to achieve highly, study A Levels or progress to leading universities. A case study from a South West primary school demonstrated how engagement data revealed hidden anxieties amongst high-performing Year 6 pupils about moving to secondary school. By identifying these concerns early, the school introduced enhanced transition support for pupils and families, helping to address barriers that attainment data alone would not have revealed.
In conclusion engagement and attainment should not be seen as competing priorities. But schools should use engagement data to identify hidden needs, understand barriers, design supportive conditions, build strong support networks and create sustainable pathways that enable disadvantaged pupils to succeed. "EVERYONE is a leader at every level" - leader guru Steve Margetts told us in his presentation, “If Leadership Is So Important, Why Don’t We Deliberately Improve It?” Unbelievably, knowing the depths of a school leader’s in-tray, Steve found the time over the past six years whilst doing his day job as Principal of Torquay Academy to muse and then write and publish a book with the empowering title, “Everyone Succeeds,” divulging his leadership wisdom. 
 It was time for lunch! As glorious as a summer's day. A big thank you to our sponsor, Educatering for providing us with the delicious lunch showcasing their nutritious and exciting food. In her presentation, “Outsourced to Outstanding,” Assistant Head of Educatering, Lucy Painter highlighted the benefits of bringing school catering services in-house. Schools can gain greater budget control, eliminate third-party mark-ups, retain profits, and create bespoke menus tailored to pupils’ needs.
With added benefits of staff retention, ongoing training, compliance support, and improved flexibility, schools can respond quickly to feedback whilst enhancing meal quality and increasing lunch uptake. Financially it makes sense and big savings too. With the elimination of third-party markup on food products, and no management fees, IT, marketing, and other some hidden fees it means big saving for schools. To the afternoon speakers. It appears to have crept up on us surreptitiously. At one not too distant point Artificial Intelligence seemed like a half reality, but it is clearly here to stay and is rapidly part of (and driving) our lives. In the next presentation Daisy Christodoulou called for a major rethink of AI and Assessment, ably positioned as Director of Education at No More Marking in her presentation, “AI and Assessment: What Needs to Change.”  Daisy referenced three key points:
Daisy cautioned that AI-generated work is becoming increasingly difficult to distinguish from genuine student work. Drawing on both No More Marking's research and wider academic studies, she reported that teachers cannot reliably identify AI-generated writing and frequently misclassify authentic student work as AI-produced. Revealingly, in a 2024 university study in which fully AI-written submissions were secretly entered into undergraduate assessments, researchers found that 94% of AI submissions went undetected; whilst the AI essays achieved grades averaging half a grade boundary higher than those earned by real students. All of which challenges the purpose of assessment itself; which is valuable, not because of the final mark awarded, but because of the inferences educators can make about a student's knowledge and capabilities. If AI completes the work, those inferences become unreliable. In the context of increasing teacher workloads, speed matters. AI can process large volumes of student work quickly, potentially reducing teacher workload and enabling more frequent assessment cycles. BUT there is a big caveat. Human oversight remains essential to validate AI decisions and prevent gaming of assessment systems. Daisy cautioned about fully automated assessment systems with insights into the history of automated essay scoring, including the Project Essay Grade (PEG) system developed in 1968, which often matched or exceeded human marker reliability, yet was easily manipulated.
No More Marking has already trialled a combined approach using AI and human comparative judgement, with approximately 400,000 pieces of student writing assessed. AI agreed with human judgment 80 – 85% of the time, a level close to typical agreement rates between different human markers. Looking ahead, Daisy proposed various models for integrating AI into assessment across different age groups: including AI-assisted redrafting in primary schools, AI undertaking most judging at Key Stage 3 with teacher oversight, and increased moderation and practice assessments at GCSE level plus new forms of feedback powered by AI. By integrating the strengths of both AI and teachers, the foreseeable future with AI should be harnessed to improve the efficiency, consistency and quality of professional assessment. Our final speaker was Kamila Sidiqi, with quite the CV: Afghan educator, entrepreneur, and lead character in the novel, "The Dressmaker of Khair Khana" that tells the story of her women-led tailoring business, as well as founder of the Kamila Sidiqi Foundation. In her presentation, “Every Girl Deserves a Classroom” Kamila shared her personal journey and highlighted the transformative power of education for women and girls.  From her own heartfelt experiences as a teacher, business leader and former Deputy Minister of Commerce, Kamila believes that education, supremely creates opportunities, builds confidence and drives economic and social progress. There is a personal pertinence as Kamila was in Afghanistan in September 2021 when girls above Grade 6 were barred from attending school by the Taliban (later extended to universities). Afghanistan is now the only country in the world where girls and women are formally prohibited from accessing secondary and higher education. More than 2.2 million girls have been excluded from secondary education, resulting in billions of lost learning hours. “For many Afghan girls, the ban did not only close a school gate — it paused their childhood, their friendships, their confidence, and their future plans.” Girls lose much more than their own education. Educated women are more likely to earn incomes, improve family health outcomes, invest in their children’s education and contribute to wider economic growth.
The work of the Kamila Sidiqi Foundation is striving to keep learning alive through community-based classes in Kabul and currently supports around 100 girls across seven classes, taught by women educators in safe learning environments (underground schools in some cases), with a focus on English, Mathematics and Science. Early successes include students securing employment and growing confidence among participants. There are similar educational initiatives in London, where Afghan children and young people attend Dari, Pashto and cultural learning classes that help to preserve identity, heritage and community connections. Kamila ended with a resolute and strong-minded warning: Afghanistan is losing not only learning time, but also future teachers, health workers and community leaders and she called for continued support for girls’ education, as even small interventions can have a life-changing impact and that every girl deserves the right to learn. Director of Education at Education South West, Suzannah Wharf summed up the conference and commended bringing together the collective wisdom to inspire and deepen thinking in our educational worlds. She encouraged delegates to follow up on: ✅ One idea to act on intentionality. ✅ One conversation with a colleague. ✅ One reminder to look after yourself and your teams for sustainable improvement.  Thank yous! On behalf of the SWIFT Team, we thank everyone for attending the conference and to the speakers for their motivating and engaging presentations and to our SWIFT colleagues for all their dedicated, hard work in hosting this event. Keen to provide a wide delegate experience, we also thank our other attending sponsors: Exeter Supply Partnership who connect exceptional primary teachers, Teaching Assistants, and nursery practitioners with schools across Exeter, Devon and Torbay and SchoolPro TLC who provide a wide range of education support for Schools and Multi Academy Trusts. Thank you to our other exhibitors for showcasing their products and services: Healthy Bs for all things relating to Bladders, Bowels & Bathrooms! PHP Law LLP who provide complete support for Trusts and Schools Rhino Play (SW) Ltd for sustainable playground design for every age. Tute Education DfE-accredited online education partner for students in Key Stages 1 to 5 YPO leading education supplier of stationery, furniture and equipment. Report by Jude Baylis, SWIFT Executive Assistant
Today's the day! You can see here the programme for our 2026 SWIFT Summer Conference at Exeter Racecourse:   We want this year's conference to be memorably meaningful presenting on issues that matter to YOU and bring the best of regional and national: AI | Assessment | Equity | Wellbeing | Leadership | Care | Culture | Oracy | Disadvantaged | High Attainers | Masculinities
Every year we strive to build on the success of the previous Conference and the feedback speakers from last year's conference speaks for itself: “Excellent presentation and super relevant to improving the quality of education in our schools” “Challenging and engaging.” “Powerful and passionate speaker.” TWO THIRDS of delegates Strong Agreed the conference made a positive impact on their understanding of educational practices. A THIRD OF delegates Strongly Agreed the conference provided a high-quality experience. OVER HALF of delegates rated the conference as Very Good. Do look out for our sponsors and exhibitors who will be with us in person and find out more about their educational products and services: Exeter Supply Partnership Educatering Healthy Bs PHP Law LLP RHINO PLAY (SW) LTD SchoolPro TLC Tute Education YPO  10/6/2026 0 Comments SWIFT EVENTS | Issue 9 | June 2026 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 Summer Conference 2026 FINAL CALL for tickets for the SWIFT Summer Conference 2026 on Thursday 18 June 2026 at Exeter Racecourse. View the full line-up of speakers and book here. Highlighted Courses/Support:
How can we ensure that high-attaining pupils, including those from disadvantaged backgrounds, are truly stretched, supported and given every opportunity to thrive?  Applications are now open for the 2026 - 2027 cohort of Leading High Attainment – a year-long leadership development programme for secondary school leaders across the South West and the Colyton Foundation is pleased to be working in partnership with SWIFT and Devon Research School Participants will benefit from:
This year’s programme has brought together leaders from 36 secondary schools across the region and feedback from the inaugural cohort has been exceptionally positive: 100% of respondents rated the study visits as excellent. 88% reported they were very likely to apply their learning in school. “Hugely impactful.” “An excellent opportunity to build a South West network focused on excellence and aspiration.” “A privilege to experience this insight and academic discussion.” “I’ve learnt so much from these experiences and conversations, and I’m excited about what the future holds.”
By Nick Wakeling, Director of the Colyton Foundation
 The first week of June and the final half term of school year 2025 - 2026 and we hope this latest UPDATE newsletter will bring value to you.
Executive Director Martin Smith reports on a new chapter afoot for SWIFT with neighbouring Teaching School Hub partner, OneCornwall: "The proposal is straightforward. By aligning more closely, we can move beyond operating as parallel Hubs and instead create a single, coherent partnership that is better placed to deliver high-quality professional development at scale. This is about combining capacity, expertise and infrastructure to strengthen what is already working well." We want to hear your views. Find out more about the proposals here and you can watch a short animation here . Please feel able to complete the feedback form here by Wednesday 1 July 2026. Sharing good practice comes naturally in education and we are pleased to showcase the outcomes of a recent peer review with fellow Teaching School Hubs’ of our Appropriate Body Services - one of our Golden Thread responsibilities. You can read how the team thrived in this collaborative and challenging exercise. Tes has recently published its Global Wellbeing Report (a topic close to all our hearts) - and we thought it was worth highlighting for you. Wellbeing will be a keynote at our forthcoming Summer Conference on Thursday 18 June 2026 at Exeter Racecourse led by Shaheen Myers, founder and CEO of Balance:ed. The final tickets are available here Hot off the press - Colyton Foundation has announced that applications are now open for the 2026 - 2027 cohort of Leading High Attainment. A year-long leadership development programme for secondary school leaders across the South West delivered by the Colyton Foundation in partnership with SWIFT and Devon Research School. You can apply here and register for the information webinar on Thursday 2 July 2026 here This month's interview is with Steve Margetts, Principal of Torquay Academy and recently published author of “Everyone Succeeds,” a leadership framework built around 54 codified leadership behaviours. Steve will be leading some professional development sessions for us next academic year. One to watch! Devon Research School (DRS) shares a post by Adam Wray, Associate Leader at ACE Tiverton School on predictive processing. Living in a neurodiverse household, with family members who experience autism, ADHD and dyslexia, Adam became deeply curious about what happens beneath the surface of thought and perception. It is worth a read to consider your own processing and in the classroom. It is that time of year – poised between the end of one school year and starting to think about the next on the not-so-distant horizon and our sponsor, SchoolPro TLC considers the merits of one week or two week timetables in Secondary schools. Contact the Team here Educatering our school catering sponsor have been showcasing the importance of local sourcing. Parents have enjoyed a taste at recent parents' evenings and at Pupil Premium Night with more info about support for low-income families. The food pics say it all. If you want to find out how Educatering can support your School/Trust Catering Team contact the Team here You will know that Exeter Supply Partnership are committed to supporting you for your nursery and primary supply needs. But they go a step beyond. As well as a full-service approach supporting not only staffing and recruitment needs at no additional cost, they foster a highly skilled, confident and well-supported pool of educators through a dedication to ongoing professional development. Contact the ESP Team here A few extras this issue. If you are starting to plan your summer reading, you might like to add Mr T's life thinky collection of books to your list. A wide offering of thoughts, ideas and insights to help you, to help yourself! By Day, Mr T is Christopher Tribble, Headteacher of Honiton Primary School and you can find out more here Introducing ERA, the Educational Recording Agency: a licensing organisation enabling schools, colleges and universities to access and use FREE high-quality broadcast video and audio for teaching and learning (from UK broadcasters like BBC, C4, C5, ITV etc), whilst also supporting the creators of the content. Finally - if you are interested in the pithy topic of climate change and find yourself in the Totnes area on Monday 15 June 2026 - you might like to attend a free film night of "Future Council" plus panel discussion with various experts, including George Monbiot. Doors open at KEIVCC (King Edward VI Community College, Ashburton Road, Totnes TQ9 5JX) from 1800 for a 1900 start. Book your place here We hope you find something to interest you in this issue and we wish you a happy, fulfilling, productive and (sunny!) Summer Half Term. |
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