Lyndsey Bolton of the Alumnis Multi Academy Trust led the final session of the SWIFT Character Education Professional Community looking at how to develop a co curriculum that explicitly develops character, enhanced by enrichment and developed by curriculum offers and opportunities for children as part of Character 'sought'.
 
A class teacher and Character Education Lead across the Trust, Lyndsey has always been passionate about providing children with opportunities to build themselves as strong, courageous, resilient and creative individuals and uses the term “characterful” explicitly and clearly. She started her own character journey building on research work with the Jubilee Centre that provides a useful resource bank for teachers to take the tools back into school and provide creative and innovative ways to teach character through the curriculum.

Character needs to be taught.
Do not take it for granted that children will soak it up. Or leave it to chance. But provide environments and a culture where they can catch it and seek it.
 
Think about how to message to children and connect it with the curriculum.
 
Why?
How?
What does it do?
 
Character is an essential part of Personal Development within the Ofsted Framework.
Lyndsey reported on a recent Ofsted Outstanding judgement in one of the Trust schools. During Ofsted visits the children have “sung character” throughout the inspection in the way that they spoke, conducted themselves, and demonstrated behaviour for learning in action. 

Lyndsey is always keen to champion that schools do not work in isolation. But if something is going really well or is in a positive stage of development, to share it in their communities and to learn from one another. Hence the work of this Professional Community. 

Lyndsey has worked with children and staff to create characterful approaches rooted in the Trust vision of 'Inspiring Changemakers'.

Careful consideration is given to the language used in all classrooms and across all the Trust schools that is intentional, explicit and supports each practitioner to weave in impactful opportunities to develop personally and holistically; putting virtues in action. 

Planned and intentional opportunities to link teaching character through discussion, events, stories in the classroom and assemblies help children to internalise, process and reflect on how to recognise it and then live it.

For example, how did they feel when they spoke out? How can they learn for next time?
 
Consider what does it look like across all the year groups and think about the progression. The Alumnis approach is developed from Early Years and throughout the children's educational career.

Consider the challenges, but be creative and courageous in shaping your opportunities and enhance what is happening in curriculum time.
Map out where children can have multiple opportunities to develop their character throughout the academic year.
 
Confidence is a huge issue and can be difficult for some children. But ultimately, character education and developing a characterful culture within our schools for adults and children can guide them to see the opportunities as positive as they flourish as human beings.

As part of the session, there was discussion about the work of the participants and it was agreed that the legacy of Covid is still being felt in changes in character across schools with work to be done.

For instance, Nick Banwell shared the “11 by 11” work of ESW Multi Academy Trust in South Devon in creating opportunities for character development at primary by the time they reach age 11 and for secondary, by the time they reach Year 11.
 
Opportunities are created across key topics, including enrichment, community, careers, forest school, environment, culture, arts, leadership, and mental wellbeing. All the schools are encouraged to connect and learn from each other and to build on their experiences. Given limited funds and pressured curriculum time, ESW is developing a link with the local Rotary Clubs who go into the schools and work alongside the children and provide various support.

We thank Lyndsey for leading this session and adding an encouraging and enabling clarity about Character Education that can be bespoke for schools to make their own energy and to feel like they are part of a bigger picture of driving forward school improvement with character development as the foundation. 

Listening to these sessions always gives me hope.
Report by Jude Owens, PA to the SWIFT Executive Team

As educators, we strive to provide students with holistic education that goes beyond academic achievements. Personal development plays a crucial role in nurturing well-rounded individuals who are prepared for the challenges of the future. Ofsted recognises the significance of personal development and includes it as a key area in their inspections. ​

What is Personal Development?

Personal development is one of the four key judgements that Ofsted makes when inspecting schools under the education inspection framework (EIF). It evaluates how well schools provide for the personal development of all students, and the quality with which they implement this work.

Personal development is not only about academic achievement, but also about developing character, confidence, resilience, mental health, physical health and citizenship skills. Promoting equality of opportunity, an inclusive environment and readiness for the next phase of education, training or employment is also key.

What Ofsted is looking for?

According to the School Inspection Handbook, Ofsted’s judgements around personal development focus on the factors that research indicates contribute most strongly to students’ personal development. 

Lyfta can support schools in meeting Ofsted’s expectations as set out in the framework for personal development across many areas: 

Develop responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults. 
​
Lyfta exposes pupils to different perspectives, cultures and values through the array of immersive human stories, and encourages them to reflect on their own identity and role in society. 
​Lyfta also inspires students to take action on local and global issues that matter to them.

Promote equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique. 
​
Lyfta celebrates diversity and inclusion through its human stories, which showcase people from different backgrounds, abilities, genders, sexual orientations and religions. Lyfta also challenges stereotypes and prejudices, and fosters respect, understanding and empathy among students. 

Promote an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation. 

Lyfta is accessible and engaging for all students, regardless of their prior knowledge or experience. Lyfta also allows students to learn at their own pace and level of interest, and supports differentiation and personalisation of learning.

Develop pupils’ character, which Ofsted defines as a set of positive personal traits, dispositions and virtues that informs their motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. 

Lyfta inspires pupils to develop their character through its human stories, which demonstrate qualities such as courage, resilience, creativity, curiosity and kindness. Lyfta also provides opportunities for pupils to practise these qualities through collaborative tasks and projects. 

Develop pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy.

Lyfta supports pupils’ mental health and wellbeing by providing them with positive role models, inspiring stories and safe spaces to explore their emotions and feelings. Lyfta also helps pupils to cope with challenges and setbacks by showing them how others have overcome difficulties and achieved their goals. 

Develop pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities. 

Lyfta promotes physical health and fitness by featuring stories of people who lead healthy lifestyles, such as athletes and dancers and explores healthy eating and wellbeing. Lyfta also encourages pupils to participate in new activities and hobbies that can improve their physical wellbeing.
Primary schools can leverage their P.E. and Sport Premium in this area. 

Develop pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education (RSE).

Lyfta supports RSE by providing stories of people who have different types of relationships, such as friendships, family bonds, romantic partnerships and professional collaborations. 

Support readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully. 

Lyfta helps prepare students for the next phase of education, training or employment by exposing them to a variety of careers and pathways that they may not have considered before. Lyfta also helps pupils to develop the skills and competencies that they will need in the future, such as communication, collaboration, creativity and critical thinking. 

Success Stories

Djanogly Sherwood Academy started using Lyfta in September 2021.
Leaders at the school reported that Lyfta was used during an inspection and was noted in conversations with inspectors around personal development.

“In January 2023, we achieved an Outstanding rating in Personal Development from Ofsted. According to their assessment, our students displayed remarkable growth in character, fuelled by engaging discussions and debates. It was stated that our children demonstrated a profound understanding of the significance of diversity within both their local community and the global context. We believe that our success in this area can be largely attributed to Lyfta, as our Lyfta assemblies provide our students with invaluable opportunities to explore a diverse range of individuals, empowering them to actively contribute towards improving their community.”
Michael Brothwood,  Assistant Headteacher At Djanogly Sherwood Academy

Upton Court Grammar School has been using Lyfta as part of their personal development programme and to support their mission to ensure all students fulfil  their academic and personal aspirations and thrive on an intrapersonal, interpersonal, societal and global level. The school received an outstanding rating for personal development. 
​​
“School leaders are committed to supporting all pupils to thrive and succeed. Character education is a significant strength of the school. Pupils speak positively about the ways in which the school helps them to develop as individuals. They identify ways in which the school contributes to their confidence, resilience and initiative.”

The Challenge Academy Trust has implemented Lyfta across the Trust and seen a transformative impact on both their students and teachers. The Trust has been using Lyfta to broaden their students' global perspectives, nurture empathy, and provide a dynamic and engaging learning environment.
​
“The lesson plans and resources provided are of the highest quality making it an excellent resource in terms of planning a wider Personal Development Curriculum.

I highly recommend Lyfta to any school looking to create a more inclusive, immersive, and enriching learning experience for their students.”
Andy Roberts, Assistant Headteacher, Bridgwater High, The Challenge Academy Trust

Conclusion

Personal development is a key aspect of Ofsted’s inspection framework and reflects Ofsted’s guiding principle of being a force for improvement through intelligent, responsible and focused inspection and regulation.

School leaders should ensure that they provide a rich and varied personal development provision for all students, and that they can easily demonstrate how they do this to Ofsted.
​By doing so, they will not only meet Ofsted’s expectations, but also help their pupils to flourish in their community and in the wider world.

Book a short demo to find out more how Lyfta can support your school’s personal development provision. 

We thank Lyfta for sharing their blog with us. 

Picture source: Shanhaz from storyworld Summer village, Winter village

This issue includes a featured article and some highlighted programmes, courses and events. from our partners to support your professional development and enhance the work of your school. Simply click on the booking link, to the course or event you are interested in, to get more details or book straight on!



Featured in this issue we have:
 
SWIFT Membership 2023 – 2024
Registration for SWIFT Membership for 2023 – 2024 is now open and we are delighted at the number of schools, federations, trusts and other bodies that have already signed up. SWIFT Membership offers outstanding value on an extensive range of professional development courses and conferences.
 
Early Career Framework (ECF) and Appropriate Body (AB) September registration is open
Registrations are open for the SWIFT Teach First ECF training programme and Appropriate body induction service. 
 
National Professional Qualifications (NPQs) Application Window open
SWIFT is working with Leading Schools South West to deliver the latest reformed NPQs. 
 
Highlighted Programmes:
·        Safeguarding Level 3
·        Masterclasses and Longer Programmes
·        Teaching Assistant Training 2023 - 2024
·        Events for your diary

"Allow children to find their way with words through passion and poetry."

After an hour in the company of Joseph Coelho speaking on Reading for Pleasure at the Ilsham English Hub event last week, I was convinced that he was every inch the Waterstones Children's Laureate.

In the second year of his tenure as the twelfth Laureate and successor to “How to Train the Dragon” writer Cressida Cowell; poet and library enthusiast Joseph’s call to action was delivered with focused fervour and fizz in how encouraging children to read, you also encourage them to write (and vice versa).

Let them understand they are “part of this wonderful world of words and their words are wonderful.”

Words count and understanding that many children struggle with words, poetry reading can be the perfect medium as “you cut straight to the marrow.”

​Poetry can come with a certain scary “baggage,” but thinking beyond any imaginable barriers, poetry plays with words and can be very appealing to children and boost their reading. 

Poetry is often dipped into for a wedding or a funeral and then forgotten.
But “it translates into the soul” and puts into words the indescribable and can be relished in our minds.
It makes words live.
Think of the almost magical meaning of lyrics as the words performed to the lyre.

Sharing his own poet pen portrait story was inspiring.
Joseph did not grow up in a book-filled home. Yet it was a home of words in which poetry was prominent.

There were Argus and Littlewoods catalogues and whilst books were sparse, Joseph notably remembers reading a Ladybird edition of “Little Red Riding Hood” with the iconic watercolour cover and Dr Seuss’s “The Cat in the Hat.”

His Gran wonderfully furthered his literary leanings with a poster of 1950s Mabel Lucie Attwell‘s “Please remember - don't forget - never leave the bathroom wet!” in her toilet. Joseph read and read the catchy fun verse over again, learning and absorbing it as a boy and in later years, it was a happy revelation for him to discover that Gran wrote her own poems. 

As a child in his formative writing years, Joseph put his own poetry skills to the test when he wrote a poem for a competition. He had discovered that bears were not treated well, which upset him and he wrote a poem very cleverly called “Unbearable” (a young punster!). Whilst he did not win, Joseph enjoyed writing the poem and kept writing and reading.

Along the way in his own journey as a poet, Joseph was to work as a gym instructor, in adverting and sales, as a transport planner and even dare we say it, a tequila boy.
Joseph’s ideas do not come from starring at a computer screen, but from going out and thinking, confident in the act of composition by letting ideas evolve.

The schooling of his poetic soul evolved in attending a poetry performance course at Battersea where he discovered an ownership in reading and writing poetry and felt in his bones that he was already a writer, believing poetry to be innate in us all, belonging to everyone in non-judgemental ways.

Amongst many role models, Joseph was inspired by the work of Jamaican dub poet and storyteller Jean, "Binta" Breeze MBE; understanding personally the importance of diversity and representative characters in books and writers on the bookshelves.

But poetry is more than putting pen to paper or writing composition; it is about ideas and ownership of children’s words and opportunity to read each other’s words.
In leading activities with children, Joseph has used post-it notes for their wordy ideas whilst playing in the hall to describe what they are doing, for example, sliding down a dragon’s back.

Poetry allows children to build-up empathy by using each other’s poetic phrases and taking the words back into the classroom and in doing so, gently introducing the idea that they can all read and write poetry; which can have a huge impact on the reading and writing process and encourages them to be more open to reading the works of others. 

​Indeed, in his own work, Joseph has used poetry to work on a project supporting mental health.

Poetry tends to be short, so you can read it and keep in your head for longer than prose and is less overwhelming.

Let’s say it and celebrate it now: reading a poem is usually less of a challenge.

You can memorise it. It becomes part of you. 
The pleasure of reading poetry.


Poetry plays with language, for example the world of spoonerisms – switching around the front letters as in Joseph’s fun poem, “A Tip of the Slongue” and encourages pupils to be actively engaged in reading the poem.
​
Introduce simple devices and engage them in hunting out the different devices.

The wonderful thing about children is that they naturally use poetry and naturally come up with poetic devices. Encourage them to feel words are powerful and valid.

Think what the children are writing on.
Use giant pieces of sugar paper, jotting down words in felt-tip pens or in one activity Joseph even used disposable lab coats (taking Science to new heights!) that can be put on and taken off.
In his own crafting, Joseph uses a beautiful notebook and before he had a space of his own, he used to write in cafes in Soho.


Poetry makes literacy accessible to children. Give them their own poetry notebook to use in the classroom.
Let them know that the pen belongs to them and their words are powerful and valid in building a foundation where they feel welcomed by books.


Get children to write quickly and put their poems down from their heads.
Poetry-penning can certainly be easier with younger children who have yet to learn to edit and are not worried about the opinions of others.
As teachers, read aloud your poetry.
Children are always enthralled by listening to the poetic world. Join them on their poetic journey.

On visits to schools, Joseph has even been asked by the librarian if he has a book with him to take part in the stop: 15-minutes reading time for everyone.
Children mimic, so it is good for them to see everyone reading.
Make these reading routines a happy habit.

Let the children feel that they have a final product of their work. Be it a performance to which parents are invited to attend, a wall display, a book, a piece of art. Encourage children to share their own poems.

“Invite them into the world of the books.”
Cue libraries.
Joseph is a member of 177 libraries.
It must a be a record and a tribute to his passionate support.
Back to Joseph’s own childhood and his introduction to libraries.
It was his Gran who launched him on his library career and the beautiful, wood-panelled West Hill Library where she had wanted her ashes to be scattered on the parquet floor.
Although Joseph’s Gran outlived West Hill Library; recently sending him an article that the library was sadly closed and the building was up for sale.


Joseph used to spend the day at the library. He was part of the reading schemes, bought incomplete encyclopaedias in book sales (“a space to own books”), did his homework there, he even met a girl, laughed with the two Pauls, and played the book bag games of triggering the alarm.


Libraires are “a hub for the community.”
Warm and dry, a resource of information and support.
As well as a place to discover and read books and enjoy other experiences, libraries are spaces to play board games and Lego, for knit and natter, and support mental health services.


Not surprisingly, Joseph has created lots of poems about libraries.
For four years he performed a one-man stage of poetic storytelling, writing plays that toured libraries as spaces to experience live theatre and events and for him to test out new material.
Joseph works with children who are not taken to the library, working to break down barriers to get them into a library and making visual the opening of doors to new worlds.
“So that more children can discover books and see themselves in books and know that their own words are important and have power too.” 

With an eye on literacy, one of the teachers in the audience asked a question about balancing creative pupil writers with the a focus on spelling that can be an issue with some children avoiding big words that they cannot spell. Understanding this dilemma, Joseph encouraged teachers to develop “a passion and urgency” in the children’s writing, as once they wish to write, everything else is easier. Plus, as we all know, spelling mistakes are a part of life. Get them to the point where they want it to be their best work and to be inventive and imaginative and brave with their word choice.
 
In his privileged poetic position as Children's Laureate, it is clear that Joseph will continue to celebrate books and inspire children to read and write their own poetry through his delightful personality and poetry.

We thank him for his dazzling talk and to Ilsham English Hub for hosting such a wonderful event.
Afterwards, I was tempted to pen a poem in celebration myself.

Review by Jude, PA to the SWIFT Executive Team 

Ilsham English Hub are pleased to offer the following professional development opportunities for 2023 – 2024:
 
Teacher as Readers Group | Open University/UKLA Ilsham English Hub 2023 - 2024
1600 – 1730 | Zoom
 
Session 1 | Thursday 5 October 2023
Session 2 | Thursday 30 November 2023
Session 3 | Thursday 18 January 2024
Session 4 | Thursday 14 March 2024
Session 5 | Thursday 23 May 2024
Session 6 | Thursday 20 June 2024

This group provide free evidence–based CPD for teachers, Teaching Assistants, Early Years professionals, librarians, reading volunteers and others to enrich their understanding of Reading for Pleasure (RfP) and how to support it. It is the fourth year this group has been running and is led by Danni Cooke Ilsham English Hub Lead and the Ilsham Hub Team.  

The aims of the group are:

1. To foster children’s Reading for Pleasure through supporting teachers’ /members’ own RfP and research-informed practice. 
2. To support the profession by building a professional community around RfP locally and online. 
3. To share teachers’ resultant development work on the Open University RfP website.

You will receive a certificate at the end of the course when you have shared your example of practice on the Open University Reading for Pleasure website.

​We ask that you aim to attend all the sessions, and within this work you are aiming to make a difference initially to a small group of children.

Transforming your School Reading Culture (TSRC) | Ilsham National English Hub 2023 - 2024
Core Sessions | 1230 – 1500 | Zoom
Optional Workshops | 1600 – 1630 | Zoom
Sign up here   
 
The TSRC programme is underpinned by research; and throughout the programme there are articles/books for participants to read, as well as references to research built into the session plans.
This research is split into two strands: reading for pleasure and leadership development/change management theory, and  there will be gaps tasks in between the sessions.
You will need to attend all the sessions and will receive a certificate once the course is completed.
 
Core Sessions
Core Session 1 | Reading for Pleasure: a whole school culture | Wednesday 11 October 2023
Core Session 2 | Creating whole school change | Wednesday 22 November 2023
Core Session 3 | Creating a reading school: structural changes | Wednesday 17 January 2024
Core Session 4 | Creating a reading school: behavioural changes | Wednesday 13 March 2024
Core Session 5 | Celebrating impact and sustaining change | Wednesday 19 June 2024

Optional Workshops

• Setting up a staff book club
• Making the most of libraries
• Making World Book Day purposeful
• Creating social and inviting book corners
• Don’t ‘pay’ children to read: developing children’s intrinsic motivation to read
• Developing informal ‘book talk’
• Intervention for Reading for Pleasure
• Reading identities
• Successful author visits
• Engaging parents in your school’s reading culture

 
This group is for English Leaders and is looking at developing a whole school reading community and culture and is FREE to access and will be facilitated by Danni Cooke (Ilsham English Hub Lead) and Carly Watson (Hub Team).

You will need to sign up to attend all five core sessions to be part of this support group and you are also welcome to attend the optional after school workshops (further details to follow next academic year), which should also be valuable.

Contact 
For any enquires, you can contact Ilsham English Hub Lead, Danni Cooke.  

In this final issue for this academic year, ​ESW Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE considers in this continued post-pandemic aftermath, “Why is it that our leadership skills are being challenged to such lengths?”
 
"So, this is when we have to dig deep into our leadership reserves. It’s a time when we have to believe in ourselves, to let go of what we cannot change and focus on those things that we can influence in our own schools."

Building on SWIFT's commitment to Diversity, Equality and Inclusion (DEI), SWIFT's Professional Community lead, Ruhaina Alford, Executive Headteacher of The Carey Federation gives us an end of term report. 

At this point of end of term completeness, you can read about SWIFT's Director, Chris Harris's reflections as he ends his tenure with us and an interview with Programme Manager, Fiona McNeile who continues the good work of our programme delivery. And have your say in the Annual Teaching School Hub School Leader Satisfaction Survey.

Our sponsor, SchoolPro TLC provides guidance on taking subject access requests seriously and find out some of the latest from Educatering, Exeter Supply Partnership, Lyfta and Praestantia Technology.

“I am very fortunate to have a role that is fulfilling in many ways.”

The SWIFT Central Team also counts itself fortunate to have Fiona McNeile as a key team member.
 
Albeit modest sized, the team is highly functional and purposeful with Fiona as Programme Manager for our key Department for Education Golden Thread services from the Appropriate Body Service and Early Career Framework for Early Career Teachers, to National Professional Qualifications for aspiring school leaders.
 
Fiona transitioned seamlessly to her role in SWIFT having previously worked as Business Manager with the former Dartmoor Teaching School Alliance; which has helped to enhance and evolve her understanding of the emerging role of Teaching School Hubs. We value Fiona for her clarity, diligence, pragmatism, and powerful work ethic and drive.
 
As this second complete year of the Early Career Framework draws to a close, we thought that it would be fitting to invite Fiona to reflect on the programme. 

1. As SWIFT Programme Manager what are your number three priorities working closely with teachers and school leaders?
As SWIFT Programme Manager, a key priority is to work with our SWIFT Team to ensure consistent, high-quality programme delivery to all schools in our region.  The processes and requirements of the Golden Thread programmes are complex, and my aim is to support schools by providing access to the world class programmes with minimum workload for leaders and teachers.
 
Having worked in educational support roles for over six years, I have built an in-depth understanding of the pressures and demands on schools, Multi Academy Trusts (MATs), leaders and teachers.  We work hard as a team to keep informed through constant one-to-one communication with SWIFT schools and leaders to ensure our delivery models are aligned to the needs of the region.  This has been key to the continuous improvement and development of enhancements beyond the requirements of the Golden Thread programmes and services which are now in place.
 
2. What is most rewarding for you personally in your role as SWIFT Programme Manager?
I am very fortunate to have a role that is fulfilling in many ways.  From our Early Career Framework (ECF) programme, it is a privilege to be able to support Early Career Teachers (ECTs) to develop their craft and to progress in their careers. 
 
Already we have Year 2 ECTs who have completed their SWIFT ECF programme and statutory inductions, who will be Mentors to new Year 1 ECTs in September. Others are fulfilling Subject Lead roles or taking on School Leadership Team responsibilities, and many are progressing their training through the National Professional Qualifications (NPQs).  
 
To be part of this journey is very rewarding and from my Appropriate Body Service role, I learn how this translates in the classroom and affects whole school progress.  As NPQs Programme Manager, it is humbling to support future leaders and be part of their career journey too.
 
I also get to work with awesome and fascinating professionals!  MAT CEOs, Mentors, Facilitators and Delivery Leads, Subject Specialists, ECTs, the wonderful network of SWIFT partners and our super SWIFT Central Team mean that I learn something new every day.  Given the variation to my role, I am lucky that there is never a dull moment!
 
3. What has been the biggest challenge (if any) and how have you successfully overcome it?
Moving from a Teaching School Alliance Business Manager role to a regional Teaching School Hub Programme Manager role was a shift in gear and I have had to upskill my knowledge in national programme delivery requirements extremely quickly. 
 
As with any change to the education system, navigating the best path for delivery to schools which best meets local needs has also taken a lot of careful planning and I would not have been able to do this without the support of our Central Team, in particular, Chris Harris, SWIFT Deputy Director who has been my Line Manager for the past two years and a wonderful Mentor and also Natalie Markham and Elisabeth Wandl who are superb administration professionals.​

​I was invited by SWIFT Director, Martin Smith to lead the termly SWIFT Diversity, Equality and Inclusion (DEI) Professional Community for this academic year and ​I was overwhelmed by the large number of people who attended the first Autumn Term session. Particularly, as I know how busy everyone is in school so people have to be selective about the training they choose to attend.

It was pleasing that a good range of people joined the group, including Headteachers, senior leaders and teachers, some of whom were leading on DEI in their organisation.
 
Moreover, the same people returned to the termly sessions, which showed that it meant something to them. Others joined us along the way with about 20 to 25 in attendance for our in-person meetings at Countess Wear Primary School in Exeter. It was decided to meet in-person because during the pandemic a lot of this work had been virtual and it felt important to meet face-to-face together, since DEI work, benefits from conversation and discussion.
 
I started at the beginning, because I feel that if people dive into doing work on DEI without fully understanding equality and diversity, unintended mistakes or unintentional offence is a potential risk. Furthermore, if it is rushed, there is not always the buy-in and engagement from staff, parents or pupils. 

One of the first things we looked at in the Autumn Term launch meeting was helping delegates to understand the rationale for DEI work and thinking how to unpick and identify any biases we hold ourselves. This included allowing ourselves to feel uncomfortable with some of the conversations and recognising that we all hold onto prejudice, even if we do not always think that we do so. This was an important step before moving forward and allowing the group to cascade the same work with their own staff.

At this point, we did not discuss children at all; which I understand probably seems counterintuitive in education. But I appreciate from my experience that you have to work firstly with all the staff and get their buy-in and understanding. This includes senior leadership, administrators, meal time assistants, cleaners and anyone who works in the school, so that they all have the same culture, ethos and philosophy.

As part of trying to uncover potential pitfalls, we also looked at vocabulary and language. This obviously changes over time; some is clearly unacceptable but other words can be ambiguous for some people. So, we went through what is acceptable and what is unacceptable. For example, the use of “coloured" is clearly unacceptable as it is associated with segregation and was a word given to people. However, the term “person of colour” has come into the vernacular and some are not quite sure why that would be acceptable, prompting discussion about the differences between those two terms.
 
We also looked at was the use of a person's names as this can affect their feeling of belonging.
 
Following this first meeting, the feedback was very positive and the group had clearly found it to be useful and had opportunity to say what they would like in the next sessions. 
 
We also discussed some of the work that they have done in schools to promote DEI and I reiterated throughout that it was not a training session; but to facilitate and share the good work already happening in schools, whilst understanding for those at the very beginning of their journey wanted to have examples to take to their schools.

Looking to diversifying the curriculum, from my own primary experience we started to talk about black history  and how to talk to children about LGBTQ+ and how this needs to be done gently through assemblies and lesson planning and to drip-feed to parents. It was also lovely to discuss examples for secondary colleagues and deeper issues; for example, microaggressions and what that means; building on the Autumn Term session of unconscious bias where microaggressions can happen, and again, reflecting on what we might have unwittingly done ourselves. For example, people constantly assuming that a black person could not swim and if this was repeatedly said to them, thinking how it made them feel and other examples of microaggressions that teenagers receive within the classroom.

We next talked about the tricky theme of white privilege that felt appropriate in this second session as part of building knowledge and understanding, given it can be hard and sometimes raises hackles. But once we understand that we all have biases and prejudices (even if we do not realise that we do), it is easier to appreciate the concept.

The Summer Term session was in two parts; a repeat of the first session as a number of new people joined the programme and I also invited two speakers as I was conscious that we had looked at all aspects of diversity, but obviously, because of my own lived experience as a person of colour, most of my authentic voice examples were inevitably to do with racism.
 
As a transgender person, Taylor Simmonds spoke to us about his training on LGBTQ+ in his own school and talked authentically with a particular focus on transgender in how we support children who might be thinking that is perhaps where they are sitting. It was an informative presentation with examples of how to support pupils in school and the challenges of how to support parents who might find it challenging or are unsure how to react if their child is thinking that they may be transgender or gender fluid. Taylor explained the terminology and recognising a child might wish to use a different name. But also the child might wish to revert to their original name, and there is not necessarily a permanent change and the need to accept where the child is on their journey at that particular point.
 
Kate Paiano was our second speaker. Her company, Tiny Travels has a number of artefacts from different countries around the world and she previously visited my schools. Originally, I thought it was going to be Early Years appropriate. But I was amazed, because her original artefacts were clearly about diversification of the curriculum, but not as a bolt-on, as it helped to understand the authentic cultures of people and was an opportunity for all the children to learn. We had a workshop with her at Eastertime in my schools and looked at Easter around the world, tackling some difficult themes with the children. For example, stereotypes and colonialism as well as the question of why we were looking at countries in South America and why they follow the Christian festival of Easter due to colonialism.

Kate’s presentation in our DEI session was excellent and she brought in some examples of resources that she uses in schools with the children, including a number of dolls from different ethnic backgrounds. For example, asking children, if you were a doctor and all these dolls were poorly, who would you go to first, picking up on white privilege and stereotypes with lots of real examples to use in school.

"Partnership, relationships, collaboration, good practice.
You could call it SWIFT-ness."

Education is conventionally cyclical. Pupils and young people evolve and progress through their schooling steps before moving on in their life journey. The same is true of our colleagues.
 
At the end of this academic year, we will be saying a sad farewell, but a grateful thank you to Chris Harris as he moves on to his new role as Deputy Headteacher at The King’s School in Ottery St Mary.
 
Based at our Colyton Office at Colyton Grammar School in his role as Director of Teaching School Hubs and Assistant Headteacher; true to the partnership ethos of SWIFT, Chris has counted himself fortunate to work closely with the ​Colyton team, as well as the other Central Team members and of course, with our wider SWIFT partnership.

The SWIFT Central Team counts itself fortunate that Chris has been with us for two years and we have all benefitted from his dedicated and dynamic leadership that has masterfully been modest and yet momentous in leading on the programme delivery of the Appropriate Body Service (AB), Early Career Framework (ECF) and National Professional Qualifications (NPQs). And always with an eye for detail, calm tenacity, pragmatism – and a superb sense of humour.
 
As SWIFT also evolves and progresses it seemed well-timed to share some of Chris’s reflections on his time with SWIFT and as a tribute to his conscientious work.

It has been important to me and the SWIFT Team to present our essential values in our core SWIFT business so that we are trusted by our schools.
This is true of our delivery on the Hub programmes driven by a desire to support all schools of all types - whether a large Multi Academy Trust or a small standalone primary. We want to support them equally and to facilitate and ensure that they are getting access to the best of national programmes and to deliver a high-quality service for all.
 
This trust and support benefits from our knowledge and relationships that we tailor for the local needs of our schools so that the programmes work for everyone. SWIFT wants to be a listening and responsive Teaching School Hub – whether through the small school NPQs adaptations or additional SEND revision in the ECF that we understand is a priority for Devon and with a particular focus on all students to ensure an inclusive approach and to build a sense of belonging.
 
Rooted in partnership has been elemental for our SWIFT work and has been pivotal to the thinking in my role. I would say that my understanding has evolved in terms of the power of partnerships, as together you are more than the sum of your parts (cue our SWIFT logo!) and this certainly has been the scale that we have been working at on the ECF and NPQs. Moreover, it would be impossible to deliver a high-quality service without our essential partnerships in all that we do in the reciprocal relationship of learning from one another and always striving to improve what you do. Not forgetting, the professional value of partnership in working with like-minded focused people and ultimately, as we understand from teaching, we are all driven by a strong moral purpose, on which I like to think my understanding is founded.  
 
Partnerships exist on many layers and to deliver effectively you need to be a partner with the schools and teachers and staff themselves and only then, can you truly achieve based on collaboration and consensus, which makes the partnership all the more convincing and robust. Professionally, my role with SWIFT has benefited me in building on this collaboration in being able to develop with some partners that I hope will stay with me throughout my career and I have truly appreciated seeing in action this power of partnerships and understanding that you have to be outward- looking all the time. I have also been in the privileged position of observing many different practitioners at work and listening to different schools and constantly and absolutely sharing good practice.

Finally, a vital professional lesson for me is the reminder that you should never be in glorious isolation in our educational world and value your relationships and connections; as well as understanding the national framework in which we operate so that we can best serve the communities we work with.
 
Partnership, relationships, collaboration, good practice. You could call it SWIFT-ness.

We wish Chris every success and fulfilment in his new role and thank him for his legacy to SWIFT.
We will miss him. 

We welcome Jen Knowles, currently Director of West Country Training School Alliance as successor to Chris.

I am delighted to be taking on the role of Director of Teaching School Hubs (TSH) from September, building on the excellent foundations laid by Chris and the SWIFT team. It is a privilege to have opportunity to work with 500+ schools across Devon, Plymouth, Torbay and beyond in teacher development at every stage of their career.

​This next stage of the TSH programme brings openings for further refinement of courses and programmes based on your feedback to further improve the experience of working with us and I look forward to working with you all. 

And we look forward to working with Jen.