The penultimate week of term and we are pleased to bring you the final UPDATE for 2025 - 2026.

It is also the final introduction for Roger Pope who steps down at the end of this term from his SWIFT Strategic Lead role. We hope you have enjoyed Roger's reflective intros as much as we have and we thank him for being such a stalwart and dedicated deep thinker that has steered us on our SWIFT journey over the past five years.  

Aptly, Roger's final feature begins at his beginning when he was on teaching practice in 1979 and brings us right up to date with the brave bold world of AI, ending on a buoyant note about the role of teachers: 

"I cannot think of a time when the job of teachers is becoming more crucial.  Teaching people how to think. Guiding young people in making career and life choices in a rapidly changing and complex world."

We report on the Initial Teacher Training (ITT) Strategy Group for Devon, Plymouth, and Torbay case studies exploring best practices in supporting primary ITT placements in rural schools and secondary schools offering placements to multiple ITT providers.

If you were with us a few weeks ago at our 2025 Summer Conference, we hope the positive energy is lingering for you. If you need a re-boost, you can read the report and relive some of the highlights in this issue. 

On the theme of professional development that counts, it is the final week of the early bird offer to sign-up for SWIFT CPD and Membership for 2025 - 2026. Benefit from discounted and free CPD to enhance the work in your school bringing the best of local and national - featuring energising names such as Dan Fitzpatrick, Mr P ICT, Craig Barton and The Engagement Platform. To name but a few. Find more information and register here 

Whether you know him from his books full of wisdom and good karma, or from the teaching world, you will know that Christopher Tribble has spent his professional career largely engaged in school improvement. Read and relish his wisdom in our July interview.

The Colyton Foundation are on a mission here in the South West to help disadvantaged pupils overcome some of the steepest barriers to educational success due to the unique combination of geographical and socio-economic challenges. Find out how the Foundation can support your students in Director Nick Wakeling's article on The South West Landscape: Isolation, Overlooked Talent, and a Region in Need.

Our sponsor SchoolPro TLC have been busy compiling some useful FAQs for schools about the new Data (Use and Access) Act 2025 that gained Royal Assent last month. It is worth a read as there will be some implications from a DPO perspective for schools over the next 12 months.

Meanwhile our other sponsors are all here to support you. Be ready for your September staffing with Exeter Supply Partnership working with local schools across the county providing a friendly and efficient service. 
Educatering celebrate their fourth birthday and are going from strength-to-strength providing children in schools with delicious, nutritious, restaurant-quality meals and helping school Catering Teams to feel confident and in control of their kitchens again. Whilst ONVU Learning continue the third conversation with Discovery Schools Academies Trust CEO, Paul Stone and consider how bold educational change is not only envisioned but implemented. 

It is all here for you and may it count.
For this final issue of 2024 - 2025, on behalf of the SWIFT Team, we wish you all a happy and rewarding end of term and a lovely sunny summer holiday. 

“My ambition is to deliver outcomes for children at the highest level possible.”
 
Whether you know him from his books full of wisdom and good karma, or from the teaching world, you will know that Christopher Tribble has spent his professional career largely engaged in school improvement. 

He takes much pride and recognition gained in moving faltering schools to better places. A child of the National College system, Christopher is well-versed in the research of education and the necessary systems and skills to secure outcomes for children.  
 
Away from the profession his other career as a successful international-selling author and speaker is centred around mental health and inspiring others. His noble endeavours are to be commended and come from a place rooted in kindness.
 
A proud husband and father, Christopher splits his time between family, the sea and the gym. Never a moment wasted. We are delighted to end this academic year with the following interview to end the term on a happy and uplifting note. 

1. What have been the most memorable wise words and sage sayings to date that someone has said to you?
I think that the most impactful wise words upon me where those contained in the speech given by Theodore Roosevelt: " The man in the arena."  
 
It is an absolute must read or listen for any leader or progressive person.  As for key sayings, I would say "Nobody upsets you but yourself", a saying around controlling what you can control and also, "You can't climb the ladder of success with your hands in your pockets." A nod to hard work and self-drive. 

2. How do your roles as a Headteacher and author complement each other?
They complement beautifully. The author has to stop; to think and to ponder and a good leader needs to remember to do this also. Leaders often get swept into the metaphorical forest and cannot see the wood for the trees.

​Writing is equivalent of taking the time out to climb the mountain, then the way out of the forest becomes clear. Also, the simple act of writing can clarify muddied waters, act as a filtration of thoughts and feelings. It can leave you in the same place stronger or a new place equally revived.  ​

3. Where do you find your inspiration?
I find inspiration everywhere: from children and families to colleagues and nature. Human interaction drives the content of my books. I share my thoughts, but I really feed off the interactions I have with people, looking to write what they wish to learn or know more of. 
​
4. What would you like to be the next steps on your journey as a school leader?
My ambition is to deliver outcomes for children at the highest level possible. The larger the room, the longer the titles and badges, the more impact there should be to mine.
 
I want our country on the very strongest footing for the coming century and the children and working age are the hope. My books guide the adults, and my daily work guides the children. I wish to "Go Global" and I will not stop pursuing the impact the future generations deserve.
 
The only limiting factor should be my own fears and I work hard to push them away for the greater good.

5. What are your three top hopes for schools over the next five years?
My top hopes for schools are:  

• Full renewal of OFSTED - deep and proper rebirth. 
• To trust teachers to teach and let children play and be children. 
• Proper, truthful funding of school. £50B at least: £20B spent on the accommodation and £30B for the personnel and provision. I always say that if we had fully funded schools, we would need an awful lot less police and prisons. 
• SEND reform - led by need and not by cost. The right children in the right schools.

We thank Christopher for his thoughtful and uplifting interview. 

This year’s SWIFT Summer Conference was a day well spent together as speakers tuned us into issues of the day to stir and refresh our thinking and practice. 
​
Colyton Grammar School Academy Trust Headteacher, Tim Harris set us on course with his uplifting and thoughtful opening talk, reminding us of "the pursuit of excellence" and the role of teachers and leaders preparing and supporting students to thrive and flourish. An endearing image of his own personal journey, the trials of O Levels and off to university like a Welsh Paddington Bear with his suitcase at the train station.

First keynote, Professor Rob Coe, Director of Research and Development at Evidence Based Education and a Senior Associate at the Education Endowment Foundation got us thinking about what makes the biggest impact on pupil outcomes based on evidence with tangible strategies. 

With a calm confidence Rob curated the evidence about learning and how to optimise cognitive load, develop skills, embed habits and maximise motivation. The role of the school leader is to be the best they can be. Willing. Demonstrably. Effective. Optimise. Learning needs to be embedded and consolidated into the long-term memory. Focus on learning that will make a difference to build understanding. Test and strengthen memory and challenge.
 
"Time is the marker of what you value."

In her talk on Embedding Diversity in the Curriculum, Diverse Educators founder, teacher, leader and author, Bennie Kara showed how DEI is a social moral imperative towards social cohesion, conducive to happiness and ultimately a better society.  Bennie showed the value of opening-up knowledge from different places, thinking what is missing and decentre power (not erase it).

Wherever you might be on your AI journey, with engaging gusto Dan Fitzpatrick the AI Educator, dared us to step out of our comfort zone and to be curious. His talk on Leadership in the Future - Educational Strategy in the AI Era showed us how we are living in a different world, the era of synthetic reality.

In this pacy bold new world, whereas in the past, we sought to learn the language of computers. Today, computers now speak our language and communicate in our language.

What do you see? Are you an AI optimist and you recognise the huge potential?
Do you know what your students are accessing?

"Stay human and keep humanity at the heart."

Thankfully Dan was real, not AI-generated and he will be leading some professional development sessions with us next year on Artificial Intelligence in Education: Developing your school's strategy starting on Wednesday 22 October 2025. Book here

CEO of The Charter Schools Educational Trust in South London, Cassie Buchanan OBE looked at how to unlock sustainable school improvement, with three essential Ps: purpose, people and powerful for a clear strategic clarity. Teachers make the biggest difference and remember to use your time well and build structures and systems to ensure you build effective capacity.
 
"We achieve together."

Professor of Education and Social Statistics at UCL and Director of Research at ImpactEd Group, John Jerrim and Director of The Engagement Platform (TEP), Stephanie Hamilton led an engaging talk on Research around Pupil, Parent and Staff Engagement and encouraged us to be curious and brave in looking at challenging data with interest in order to enable greater buy-in. 

If you have yet to meet our sponsors' Educatering and taste their delightfully delicious food, you can see here what the delegates enjoyed and understand why children and staff enjoy their nutritious meals in schools across the South West. We thank the Educatering Team for a very lovely conference lunch.

Starting off the afternoon session, Deputy Director, SW Regions Group, Jess Trahar provided an update from the Department for Education South West Regions Group and RISE Teams. This was topical timing further to the outcomes of the recent spending review and the context of the tight fiscal situation with the headline £2m budget increase equating in real terms growth of 1.1% per pupil.

"Every child achieving and thriving."

Can you help?!
Discovery Mornings are targeted school visits designed to showcase excellent practice around key national and regional priorities. Each session is a short, sharp opportunity for school leaders to see outstanding work in action, followed by a focused call-to-action discussion.

​The Department are keen to expand Discovery Mornings further and invite schools interested in hosting future sessions to contact the RISE Team here

The afternoon breakout sessions were another opportunity to look closely at some key issues and to equip delegates with more practical takeaways.

John Jerrim and Director of Studies at Colyton Grammar School and Director of the Colyton Foundation, Nick Wakeling provided insights into how to improve outcomes for high achieving children from disadvantaged backgrounds, to create transformational change and remove barriers.

Life can change in a heartbeat. As we were to find out, spellbound by the heartfelt talk by Lauren Rowles OBE on Mental Resilience and Overcoming Adversity, reminding us in the most life-changing way.

A sports obsessed child, as a self-confessed disrupter in the classroom, Lauren found her real place in sport and loved running faster than the boys and beating them at football on the pitch.

​Time now to thank our sponsors for being with us during the day. A friendly face to speak to from behind an email or phone and they were here to share more about their services and products.
 
So much more than school dinners (as some of us will remember). Educatering is a food philosophy of the most nutritious, healthy and cheerful food you could ever wish for in your school. But above all, children are at the heart of all that they do.

Have you heard of a smoothie bike?
Smoothies stuffed full of nutritious goodies are part of the Educatering curriculum inspiring a love of food in children that the team cannot wait to share.

We thank the Team from this committed and caring longstanding Devon family business for being with us and for bringing such foodie joy. ​

Business Development Director, Stella James was happy to be on her home turf showcasing the video capture tech of forward-thinking ONVU Learning that is making a difference in the classroom and empowering teachers. Even the light box demonstrated their state-of-the-art presentation skills in their quest to support school improvement with energy and clarity.

We thank Director of SchoolPro TLC, Ben Craig and Grahame Smart for representing a dedicated team of professionals, many of whom have backgrounds in teaching and school governance.  With an insightful expertise they provide support in ONE ORGANISATION for attendance, data, Data Protection Health and Safety, timetable, curriculum, safeguarding and SEND.

If you know Exeter Supply Partnership Office Manager, Sacha Curtis you will understand how suited she is to deal with the pressures of teacher supply needs.  100+ (and counting) schools and MATs across Exeter, North Devon and Torbay already trust them to provide dependable primary teachers, Teaching Assistants, and nursery practitioners. What makes them all the lovelier is their not-for-profit ethos.

Usually at the end of the phone and email, we thank Sacha for being with us and being the personal and professional face of ESP. We know that she also enjoyed being there to say hello to Headteachers and colleagues with whom she works.

We are very pleased to collaborate with Whole School SEND and were glad to welcome National Coordinator, Alison Betts and Jeanette Savage, South West Deputy Regional SEND Lead to the conference. We thank them for all their support to schools and MATs within our Teaching School Hub region in delivering the Department for Education Universal SEND Services programme.

​You can find out about our Adaptive Teaching Primary Staff Meeting Series with nasen Sam McFarlane here

Thank you to CEO & Founder, Sarah Morrison, Judith Cullen, Donna Carthy and from the Elmtree Learning Partnership for being with us. Your go-to if you are looking for part-time Alternative Learning Provision for your young people, across the South West and when you speak with them you will understand they truly believe in and care about what they do for young people with a focus on every child, every opportunity and the right opportunity.

​Finally, we thank our compères, SWIFT Director of Teaching School Hubs, Jen Knowles and SWIFT Executive Director, Martin Smith for ably orchestrating such an action-packed day. 

1. What is the Data (Use and Access) Act (DUAA) 2025? 
The DUAA is a new UK law designed to improve how personal data is accessed, shared, and protected. It updates and supplements UK data protection law by clarifying rules on data sharing between public services, streamlining access for individuals, and introducing stronger protections for children and educational settings.
 
2. What does DUAA mean for schools?
DUAA introduces clearer rules for schools on how they collect, use, and share personal data — especially pupil data. It simplifies certain legal bases for data processing, strengthens safeguards for children’s data, and provides greater clarity on data access rights and responsibilities.

3. Can schools still use “public task” as a legal basis under DUAA?
Yes. DUAA confirms that schools can rely on the “public task” lawful basis when processing data for their core educational duties, such as teaching, safeguarding, attendance, and reporting to local authorities or the Department for Education. The onus is on the requesting organisation to decide if the personal data they are requesting is for a “public task”.

4. What are the new rules around digital verification for schools?
Introduction of Digital Verification Services (DVS) aims to replace physical ID checks in services like school admissions, health care and financial services. DUAA enables the use of Digital Verification Services (DVS) to confirm a person’s identity. Schools may be encouraged to use DVS in areas like school admissions or online parent services. However, they must ensure these services meet accessibility, security, and child protection standards.

5. Are there new rights for pupils or parents under DUAA?
Yes. The Act simplifies the subject access request (SAR) process and reinforces a child's right to understand how their data is used. Schools must respond to SARs clearly and within time limits. Where a child is mature enough, they can request their own data without needing parental consent.

6. Do schools have to carry out extensive searches when complying with a data subject access request (DSAR)?
The DUA clarifies that organisations are only obliged to conduct searches that are 'reasonable and proportionate' when responding to SARs. This will empower schools and trusts to push back on overly broad requests and reiterate the principle that you don't need to send information to which the requester already holds or has access to. 
 
This advice is already provided within the ICO’s detailed SAR guidance and so this is unlikely to result in a huge change to existing SAR procedures. However, schools should ensure their SAR procedure is up to date to reflect the requirement to conduct 'reasonable and proportionate searches' and any staff involved in handling SARs are made aware of this change.

7. Can schools share data without consent under DUAA?
In many cases, yes — where there's a valid legal basis, such as a public task or safeguarding. DUAA clarifies when consent is not needed — for example, when sharing information for child protection or legal reporting duties.

8. What are “recognised legitimate interests,” and can schools use them?
DUAA introduces the concept of recognised legitimate interests, such as protecting public health or preventing fraud. Schools may be able to rely on this for non-core uses of data, like anti-bullying initiatives or running school-based research projects, provided safeguards are in place. As these purposes, under DUAA, are classed as being “pre-approved”, schools no longer have to rely on carrying out a legitimate interest assessment.

9. How does DUAA protect children's data in education?
DUAA includes a special focus on children, requiring schools to: minimise data collection, avoid unnecessary profiling, ensure that digital tools used in classrooms are age-appropriate and privacy-conscious, and document and justify data-sharing decisions.
 
10. What do schools need to document under DUAA?
Schools must maintain clear records showing what data they collect and why, the lawful basis used for each type of processing, how they protect children's data, and their decision- making around digital tools and third-party services.

11. How does the DUAA affect the use of Artificial Intelligence (AI) in schools?
DUAA introduces specific expectations around the use of AI in educational settings, particularly when AI processes personal data. Schools must:

• Assess risk before using AI tools, especially those that influence decisions about pupils (e.g. predicted grades, behavioural alerts).
• Ensure AI systems are transparent and explainable to pupils and parents.
• Avoid using AI that carries a high risk of bias or profiling without strong justification and safeguards.
• Maintain records of automated decision-making and demonstrate that human oversight is in place.

Schools must take extra care when deploying AI tools with children and should carry out Data Protection Impact Assessments (DPIAs) where appropriate.

12. Will there be further guidance for schools?
Yes. DUAA will be supported by updated Codes of Practice from the Information Commissioner’s Office (ICO) and the Department for Education, including tailored guidance for schools and education providers.

SchoolPro TLC will update schools with further guidance and information once Codes of Practice have been published.

1. Context
The ITT Strategy Group has been working together over the last 18 months to identify key areas where ITT Providers and schools can work together to further improve recruitment, retention and quality of training.

Analysis of placement data supplied by all Lead Providers has identified both an area of need around Secondary Placement Schools working with Multiple ITT Providers, but also schools who successfully manage these needs.

This case study seeks to set out what the benefits and challenges: 

1. What are the recognised benefits/advantages of working with multiple Providers?
2. What can be the challenges of working with multiple Providers?
3. What actions would support working with multiple Providers?

 
2. Multiple Placements
What do we mean by a multiple Provider placement?
Schools that provide ITT placements to two or more of the four Devon ITT Providers collaborating within the Strategy Group.

Some schools may have a majority Provider and then work another Provider(s) in a specific subject.
However, the schools chosen for the case studies provide placements for each provider in multiple placements.

The schools have long term partnerships with ITT Providers and partnership schools better describes their work and status within ITT but the analysis focused on placements provided from 2023 - 2025.
 
Analysis

• Number of secondary schools within the region 64.
• 92% of secondary schools providing placements in 2024 - 2025.
• 64% of these secondary schools offering placements with two or more Providers in 2024 - 2025.
• 35% of these secondary schools offering placements with 2 or more providers in 2023 - 2024.
• We have variability in recruitment at each Provider, which means year-on-year flexible in placement offers is likely to support recruitment. Providers are more likely to take on additional applicants if they know that placements can be arranged.

3. Case Study Schools
Schools were chosen if they had offered placements to multiple Providers in both 2023 - 2024 and 2024 - 2025.

Schools that worked with the greatest number of Providers were prioritised and meetings were carried out online via Teams and a transcript recorded of the semi-structured conversation.

​Results are being used to develop thinking and ascertain views with Headteachers, Mentors and Trainees.

 4. Benefits and Best Practice Drawn from Case Study Schools

• Recruitment from a variety of students. All schools said they recruited from trainees. “Creates a buzz about the school.”  Not just those that are directly placed at a school or within a Trust but also links to the wider cohort. It also helps to trainee teachers in the region gain more knowledge of the diversity of schools.
• Helps to meet the needs [including as role models] for a diversity of pupils within the schools.
• Exposure to various mentoring and coaching methods can positively impact school practice.
• Increases sharing of best practice:
  • All Providers had different aspects of their practice identified.
  • Links to research.
• Access to a wide range of experts from across providers.
• Seen as opportunity for partnership and professional networks.
• Separate Mentor meetings seen as key to multiple placements.
• Providing ownership to classes for each student.

5.Conclusion
The overwhelming view of colleagues within the secondary schools was that working with multiple Providers supported their recruitment needs, developed existing staff practice, built wider collaborative networks and supported the wider profession.

Planning and organisation allowed challenges to be overcome and the relaxation of the DfE training requirements had facilitated placements; This may account for the increase from 35% (2023 - 2024) to 64% (2024 - 2025) of secondary partnership schools working with multiple Providers.

Partnership schools valued collaboration between Providers in supporting their coordination role.
 
Our thanks to colleagues at Marine Academy Plymouth, Notre Dame School, Paignton Academy and The Spires for their time and professional generosity in sharing their insights for this case study.
Report by the ITT Area Strategy Team

1. Context
The ITT Strategy Group has been working together over the last 18 months to identify key areas where ITT Providers and schools can work together to further improve recruitment, retention and quality of training.

Analysis of placement data supplied by all Lead Providers has identified both an area of need around Primary rural placements but also schools who successfully manage these needs.

This case study seeks to set out what the challenges are and how these have been overcome by these schools in the hope that further schools in these rural settings will be better able to support Primary placements.
 
2. Executive Summary

• 50% of Devon Schools are in rural settings compared to 30% nationally.
• We need to train teachers to meet the different needs of rural schools by providing more placements within them.
• Schools who have committed leadership and staff with a vision to grow the next generation of teachers welcome many benefits of involvement within Initial Teacher Training, find it cost effective and adds to the capacity of their school.

3. Rural Primary Placements in Devon, Plymouth and Torbay
DEFRA use the following classification to determine the urban/rural nature of a settlement.
Sparsity in this instance is related to population density and accessibility of services.

Analysis (See Appendix 1 for detailed statistics)

• 50% of primary schools in our locality are in rural settings (D1àF2) Nationally it is 30%.  29% of these are used for placements.
• 34% of these primary schools are in rural villages and hamlets (E1àF2) 22% of these are used for placements.
• 45% of urban schools have placements.
• Overview: We have a need to train teachers locally to meet the demands presented by smaller schools e.g. mixed age classes. However, despite there being capacity for these placements only 22% are being used.

Question: how do we ensure that:

1. We train sufficient teachers equipped to meet the demands of a rural setting?
2. We use the capacity of rural school placements? 

4. Case Study Schools (see Appendix 2 for details)
Schools were chosen who were in E1àF2 categories.
They regularly offered and received placements and were involved with different ITT Providers.
Visits were undertaken to each school with a semi-structured conversation being used to develop thinking and ascertain views of with Headteachers, Mentors and Trainees.

7. Conclusion
The overwhelming view of Headteachers, Mentors and Trainees within the rural schools was that providing placements for Trainees was a great addition to their school, far out-weighing any challenges and that they were glad to connect with other organisations in developing the next generation of teachers.
 
Our thanks to Halberton, Offwell, Rackenford and Uplowman Primary Schools for their time and professional generosity in sharing their insights for this case study.
Report by the ITT Area Strategy Team

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you. 
 
NEW SWIFT CPD and Membership 2025 – 2026
We are delighted to share details of our new, high-quality SWIFT CPD and Membership offer for 2025 - 2026.

Registration is now open for Schools, Federations, Trusts and other organisations to join SWIFT Membership for the next school year (register here) and find out more here
 
Highlighted Courses/Support:

• Artificial Intelligence in Education: Developing your school's strategy
• Resilience, Equity and Inclusion in Education Conference 2025
• English and Media Centre Secondary Termly CPD Package
• New SWIFT NIoT Early Career Teacher Programme (ECTP) | Starts September 2025
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Professional Communities

• Primary and Secondary Subject Briefings
• Events for your diary