A New Chapter for the South West
 
Your Future Story is supported by a powerful coalition of delivery partners, including the Universities of Cambridge, Bristol and Exeter, national social mobility charity The Sutton Trust, Leading Schools South West (LSSW), Multi Academy Trusts across the region and of course, SWIFT.
 
The Programme is built on a long-term, cohort-based model that includes academic mentoring, supra-curricular enrichment, personal development, and regular visits to universities and regional employers.
 
At the centre of the approach is the Teacher Champion - a trained in-school Mentor in every participating school, supporting pupils to sustain high attainment and ambition throughout their secondary education. Alongside them, Senior Leaders are supported through the Leading High Attainment strand of the programme to embed whole-school strategies and maintain a sustained focus on the needs of high-potential, under-resourced pupils.
 
Together, these roles are central to the programme’s ambition to deliver systemic change. Not only improving outcomes for individual students, but also transforming the wider structures and expectations that currently limit opportunity across the region.

Insight to Action | National Voices Share Experience
 
A keynote panel discussion explored how lived experience, long-term partnerships and regional strategy can drive real progress for high-attaining disadvantaged pupils.
 
Mohamed Abdallah, South West Regional Director at the Reach Foundation opened the session by emphasising the importance of connection:
“These children need to hear how significant they are—and how their contribution matters” and described how mentoring rooted in listening and belief can be transformational.
 
Jon Datta, Head of University Access & Digital at The Sutton Trust, highlighted the strengths underserved young people bring:
“These students have experiences that give them resilience, insight and voice. They need the chance to show it.”
 
Drawing on his own educational journey, Matt Cordwent, Associate at Charles Russell Speechlys and University of Exeter alumnus, emphasised the pivotal role of teachers:
“So often it is a single teacher who opens a door. We need to empower more of those teachers to step forward.”
 
Alex Crossman, Executive Headteacher at the London Academy of Excellence Stratford, challenged the sector to move beyond narrow metrics:
“We must avoid transactional narratives. Celebrate the joy and value of subject knowledge itself.”
 
Offering a system-wide perspective, Moira Marder, Chief Executive of the Ted Wragg Trust, warned against fragmentation:
“We can’t continue working in silos. Collaboration across schools, colleges and Local Authorities is the only way to make a real difference.”

Laying Foundations: Training for School Leaders and Mentors

In the afternoon, delegates took part in two professional learning streams designed to equip schools for long-term delivery:
 

• Teacher Champions began induction training focused on building mentoring relationships, engaging families, and sustaining aspiration across key transition points.
• Senior Leaders began the Leading High Attainment programme, which provides strategic tools and frameworks to drive change at school level.

 
Both sessions were co-delivered by Colyton Foundation staff and programme partners and will continue throughout the year as part of a structured professional development offer.

Looking Ahead
 
This Autumn Term, the first cohort of 100 pupils will begin the programme.
New cohorts will join annually until the programme reaches 1,000 pupils across the region.
 
“There was a wonderful energy in the room,” said Nick Wakeling, Director of the Colyton Foundation.
​“A shared sense of belief and commitment to ensuring that young people in the South West have equitable access to opportunity. That’s how lasting change happens. Now the real work begins.”

We are pleased to bring you this first EVENTS newsletter of the academic year 2025 - 2026 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 still open for Schools, Federations, Trusts and other organisations to join SWIFT Membership for 2025 - 2026.

AI Meets Education | Protecting Privacy, Empowering Learning
 
The adoption of AI in schools to support students on their educational journey has accelerated rapidly.
From lesson planning and report writing to helping with homework, supporting CVs, and even creating art and music – there’s an AI tool for nearly every aspect of school life.
 
Our sponsor SchoolPro TLC share their insights here on this phenomenon that is changing all our lives.  
​

AI in education is rapidly evolving, designed to help students prepare for GCSEs, A Levels, understand the world around them, and navigate life beyond school.

But it is not only students using these tools – teachers, administrators, school leaders, and even parents and carers are exploring AI to reduce workloads, save time, boost productivity, and escape repetitive administrative tasks.
 
AI is revolutionary in its ability to lift the burden of everyday chores, transforming hard work into something more engaging – even fun. But at what cost?
 
This surge in AI use raises an important question: Is AI our friend or foe?
Do the benefits truly outweigh the risks, and should we be concerned about the long-term implications? 

FRIEND

1. Great for Learning 
AI can be useful for personalised learning, tailoring educational content to meet the specific requirement of the student. Using AI in this way will help enhance engagement and understanding of subjects being studied.
 
2. Removing the Tedium from Routine Tasks
AI is able to take over time-consuming tasks like grading, lesson planning, scheduling, report writing, and attendance tracking. By automating these routine duties, teachers are freed up to focus on what truly matters: teaching, building relationships with students, and delivering more personalised support in the classroom.
 
3. No Time Restraints
Unlike schools and educational institutions AI is available 24/7. This not only supports teachers, but also provides students with access to learning tools and support anytime, anywhere.
 
4. Providing Teachers with Support
AI offers teachers access to a wide pool of teaching resources, enabling them to enhance their instructional strategies. This support can lead to more engaging lessons, personalised learning experiences, and ultimately, improved student outcomes.
 
5. Enhancing Future Career Prospects for Students
With AI integrated into education learning, this will help students develop the necessary skills to enter the job market where AI technologies will play a significant role.
​
These are but a few of the benefits of using AI in the educational environment. 

FOE

With every benefit a product or service offers, there often comes a downside, and the use of AI tools is no exception.

1. Data Privacy Risks
When using AI, users may inadvertently enter personal or sensitive data, which is then processed in ways they do not control and this raises important concerns about how this data is stored, used, and protected. The information entered into AI systems may be utilised to train and improve the applications over time, making data privacy and security critical considerations.

2. AI Psychosis 
A startling new trend is emerging in our increasingly digital world: people are forming deep emotional bonds with AI systems like ChatGPT – spending hours interacting, confiding, and even building relationships with these tools. This growing dependence is being dubbed “AI Psychosis” across media and social platforms. Whilst not a clinical diagnosis, the term reflects a concerning shift in human behaviour – where reliance on AI begins to blur the lines between reality and artificial companionship.

3. Reliance on Content 
The content delivered by using an AI tool cannot always be relied upon for accuracy. The end content is dependent on many factors of how the AI tool views the sources of the learned material and information.

4. Sharing of Responses 
You have used AI to help write a report and found it incredibly useful. Naturally, you want to share it with a colleague so that they can benefit and use it as a template for their own report writing. There is nothing wrong with that – or is there?

Recent reports suggest that when you share AI chatbot responses, such as those from ChatGPT, the content could potentially be indexed by search engines like Google, making it publicly searchable. This raises important privacy and confidentiality concerns.
 
Sharing of data this way is not always automatically but could be linked to privacy settings with the chatbot. Therefore, it is recommended to “check you settings” prior to using chatbot tools to ensure unnecessary sharing does not occur. 

​Friend or Foe? Building Safe and Positive AI Experiences
There is no doubt AI will bring about vast benefits for schools. Students will prosper, teachers will have more time to spend on teaching and interaction with students, administrators will be free from doing mundane tasks to take on more meaningful projects and money will be saved. So how do we reap the benefits but at the same time keep students, teachers and even the school safe from privacy risks and breaches? By thinking “HARP”
​
H: Human Intervention
It is important not to rely solely on AI-generated information.

AI is not always accurate, so human oversight is essential before trusting or using any AI response. If in doubt, verify the information with trusted sources you have used previously to ensure its reliability.
A: Age Appropriate
When introducing AI tools in the classroom, ensure they are age-appropriate and aligned with students’ educational needs. Monitor how students use AI chatbots or other applications, as recent leaked documents from Meta’s GenAI Content Risk Standards revealed that some AI systems may engage children in conversations that are romantic or sensual. 
It is vital to remain vigilant and guide students towards safe, relevant, and appropriate use of AI technology.

Talk openly with students about the safety risks associated with using AI tools. Encourage them to limit the amount of time they spend interacting with AI to reduce the risk of developing dependency. Educating students on balanced and mindful AI use helps promote healthier, safer habits.

Harness an environment of digital literacy and critical thinking when using AI tools. Remind teachers and students to evaluate outputs and not take responses at face value – “Don’t Believe The Misinformation”.
 
R: Risk Assessments and Policy
Before implementing AI tools, ensure that your school or Trust has conducted thorough risk assessments that weigh the educational benefits against potential privacy and security concerns. Review and update existing policies and procedures to explicitly address AI use, outlining the safeguards and measures in place to protect data privacy and reduce associated risks.

Exactly like any third-party data processor, AI tools must meet GDPR standards. Before using them, ensure they have strong security measures, clear data handling policies, and comply with privacy laws. Treat AI with the same scrutiny.
 
P: Privacy and Security Settings
Set Your AI Tool to Private: Many AI chatbots allow you to adjust privacy settings. Use the toggle switch to set your chats to private, especially if you plan to share conversations with colleagues. This helps protect your data from being publicly accessible.

Delete Chats and Turn Off Memory: Regularly delete your chat history and disable memory features to limit the amount of data the AI collects about you. AI systems build profiles based on your interactions – such as your interests and question patterns – that could reveal sensitive information like religious, political, or social preferences, even if you do not explicitly provide personal details.

Practice Online Safety: Treat AI tools like any other online platform. Consider what security measures are in place to protect your information. Review the company’s privacy policies to understand how your data is used – especially whether it’s leveraged to train and improve AI models.

Report Concerns: Have clear guidance on how to report any inappropriate AI content or misuse.

By Tanya Clark, SchoolPro TLC

Here we are again - a new school year and full of hopes and good intentions as ​Executive Director Martin Smith opens this first issue for 2025 - 2026:

"As we look ahead to the year, I would like to thank all our Partners for their system generosity. SWIFT was founded on the potential of creating a partnership of Schools and Trusts and other organisations to support teacher recruitment and retention in the area."

There is a reminder about the Resilience, Equity and Inclusion in Education Conference on Thursday 13 November 2025 if you are looking for something different. Join us in the lovely surroundings of Dartington Hall and be part of a day of ideas, practical strategies, and inspiring stories focused on the powerful themes of resilience, equity and inclusion in education. Find out more here 

At this timely September point, you can read more about the new Early Career Teacher Programme and as our September interviewee, Katy Micklewright - Head of the Early Careers Programme Faculty at the National Institute of Teaching, also shares her insights.

With our role in supporting staff development, if you have yet to do so, we remind you about the SWIFT CPD and Membership offer for 2025 - 2026. FREE access to a wealth of briefings and trainings plus a minimum 30% discount on an extensive range of courses and conferences. Find more info and how to register here 

For support in the classroom, you can sign up for the FREE support for Pupil Premium students with Key Stage 2 with Atom Home Learning. Find out more here 

Our sponsors bring news and services to support you too.

SchoolPro TLC share some insights about the phenomenon of AI that is changing all our lives and guidelines in how to protect your privacy and empower learning in the classroom. Well worth the read whatever your role may be in your school and Trust. 

Educatering guide you on the Department for Education’s (DfE) new nutrition standards that all schools in England are now required to meet.  Educatering will be sponsoring David Reed MP's annual Christmas Card Competition for children in Exmouth and Exeter East. Find out more here

Meanwhile our champions of teaching and learning tech, ONVU Learning bring us the fourth instalment of their conversation with East Midlands, Discovery Schools Academies Trust CEO, Paul Stone. This time they consider the brave decisions, real impact and leadership lessons from the frontline in using ONVU's lesson capture tech. 

As our local go-to primary supply service, Exeter Supply Partnership considers what makes a great supply school showing their practical care for the school and supply teacher. If you need last-minute cover or something longer term, ESP will do their best to match you with the right people quickly and smoothly.

May you start this new school year on the front foot with us.
On behalf of the SWIFT Team, we wish you all a purposeful start to the term and look forward to working and supporting you again this year.      

“I think it is important for Schools and Trusts to have teachers who wish to stay in the profession because they are happy and feel they are making a difference and are enjoying what they are doing, giving something to those children and being able to recognise and reward their teachers from a School and Trust level.”

This September marks a significant new juncture for SWIFT and the National Institute of Teaching (NIoT). SWIFT is working with the NIoT as the Lead Provider in delivering the newly launched Early Career Teacher Programme (ECTP). This relationship is founded on strong foundations as SWIFT is two of the NIoT’s Associate Colleges (Education South West and Colyton Grammar School).

The two-year Early Career Teacher Entitlement programme supports Early Career Teachers (ECTs) at the start of their teaching career and replaces the previous iteration as the ‘Early Career Framework-based training and induction.’
 
Positive partnerships are key, and our Teaching School Hub Team are glad to be working with the NIoT Team to ensure a smooth delivery for our schools in supporting their ECTs and Mentors so that they can focus on putting their induction learning into practice in the classrooms.
 
Head of the Early Careers Programme Faculty overseeing the ECTP programme at The National Institute of Teaching is Katy Micklewright.  Originally from Bristol, Katy has been a Teacher of Science and School Leader since 2009 and spent the latter years of her school career leading teaching and learning and induction in a secondary academy in Southampton, whilst working on pedagogy across a national academy trust; in particular, on the delivery of ECF and teacher development.
 
Katy is passionate about research and development, which is led by the needs of schools and teachers; and most recently she co-authored the NIoT’s project on rural, coastal and small school delivery of the ECF (read here). 

1. What experience and skills do you bring to your position as Head of the Early Careers Programme Faculty at the NIoT?
Having worked in secondary schools in some very disadvantaged areas for around 15 years across the South Coast, one of the things I am most proud and lean on most is my experience of what it is really like to be in schools.

I never want to forget that having been an Induction Tutor, looking after Early Career Teachers (ECTs) as part of that role across my school and other schools, I understand that you can never underestimate how difficult the job is for teachers and school leaders. Understanding the importance of being school-led and the governance process in schools and being able to visit schools regularly, all supports my role now with the NIoT.
 
For all that we do in the Faculty, we always ask, what will that be like if you are in a school and how will that work for you and for the teachers?
 
I always look back and remember very clearly all that I have been through during my years in schools including the difficult rollout of the Early Career Framework as an Induction Tutor with 15 ECTs at that time.
 
In terms of my skills, I think that being honest, and true to what teachers are telling us and listening and responding without being knee-jerk are probably some of the most important skills that I bring to my current role.
 
2. What do you consider to be the most noteworthy updates to the new Early Career Teacher Programme starting this September?
Firstly, I think the most obvious updates are the Mentor programme becoming shorter to be truly mindful of the workload and well-being of Mentors, as some of the most valuable colleagues. Early Career Teachers do not succeed as easily without an expert Mentor. Their relationships with them are absolutely vital, ECTs need that support and advice throughout this important time in their career. That is why they are so important.

The updated programme has seen us completely redesign the Mentor programme based on responses and feedback from Mentors to ensure that it gives them what they feel they need to be great teacher educators. Not only Mentors of ECTs, but to help with their own career development more broadly too.

Secondly, I think for us as Lead Providers and Associate Colleges, having more freedom to give flexibility to schools. Having worked with schools in the South West, particularly those in rural areas, coastal areas or very small schools, I understand that one size fits all is not appropriate and that teachers need to have agency and ownership over the direction of their learning and development. We have taken this opportunity to make our programme more flexible and applicable to different contexts than previous iterations, and we are very proud of the programme.

Thirdly, I think that any opportunity to look at adaptive teaching is valuable - whether it is for children with SEND, for children who come from disadvantaged backgrounds, or children who are struggling with learning, for whatever reason at that time. Teachers need to be given the knowledge and tools to adapt their teaching at every point, no matter what they are teaching, in what phase and so it is important that this adaptive teaching is explicitly interwoven into the whole programme. It is not only a stand-alone module. It is part of everything that ECTs will learn on the programme, and I know that I would have liked this to have been part of my training and induction, and I think this update is essential.
 
Plus, I value the agency to start talking about technology more, particularly AI and how that effects teaching and young people in today’s modern world.

3. As our sole Lead Provider for the ECTP, what are your hopes for your working relationship with SWIFT?
Where to begin - !
From working with SWIFT over the last couple of years has been absolutely integral to the development of this programme.
 
Working with Jen Knowles, Fiona McNeile and the rest of the SWIFT Team has given us many of the insights that we use to develop what the schools see and whenever we are designing and coming to content that we are going to make responses to, or whatever it might be in this process, we are always considering the schools in Cornwall and Devon and the surrounding areas where SWIFT works, because I think this context is unique.
 
For me spending time in those schools and in the area last summer working on some research projects with colleagues at SWIFT, and the schools and their teachers, has allowed us to make sure that we never forget those different contexts, whatever they may be and whatever the unique challenges are.
 
I also value the input from teachers and I look forward to attending and meeting some of those in new Trusts who have come on board and some of our colleagues will be doing the same to see the delivery and meet the teachers to find out even more about their context, because that is what our programmes are all about.
 
I would like to include a massive thank you to the SWIFT Team to date. They are invaluable and truly integral to this programme that is outstanding in part because of their contributions.
 
4. What would be your greatest wish for Schools and Trusts for this academic year.
I obviously have lots of wishes!

I think the job being a happy one that teachers enjoy is my number wish - no matter what it is that drives that happiness and enjoyment. I think that teaching is an amazing career and, personally, I miss school-life and the students desperately and I want teachers to feel like that about their job.
 
I think it is important for Schools and Trusts to have teachers who wish to stay in the profession because they are happy and feel they are making a difference and are enjoying what they are doing, giving something to those children and being able to recognise and reward their teachers from a School and Trust level.

It is vital that Early Career Teachers get to meet other teachers and to talk about the good things about their job to and celebrate and be rewarded. This is obviously essential so that teachers want to stay, but also so that they feel like the children are benefiting from the teaching, even though sometimes, it is hard.
 
For me, I think that is the most important wish, as if teachers stay in the job because they are happy, then we are going to have a much better education for our children at the end of the day.
 
5. If you and the NIoT were future-gazing, how would you think the ECTP might evolve over the next five years?
I think this one comes back to the second question around flexibility and context led programme.
 
As we learn more and as Associate Colleges, like SWIFT, learn more about the schools they are working with, I hope that this will allow us to ensure that the programme is as bespoke and content driven for teachers.
 
I also hope to see the increased recognition of Mentors as we continue to consider their workload and well-being all the time, and recognition of the important job that they do is front and centre of the ECTP.
I believe there are good moves towards this progress, but there is always more work to do and I believe this is going to evolve and I hope that it evolves in order to respond to the fast-moving environment in teaching at the moment, especially where technology is concerned.

I would like all schools to feel like their ECTs are coming in, feeling well informed, and they are truly building on what they have learned when they trained so that they can cope with our ever-changing environment. We are not quite there yet from a policy or a design perspective because nor do we know what is going to happen next. However, I think that is something that will evolve over the next few years and I hope it continues to do so and I am glad to be part of this evolution.
​ 
Interview by Jude Baylis, SWIFT Executive Assistant

This September, the SWIFT Teaching School Hub Team is thrilled to unveil its brand-new Early Career Teacher Programme (ECTP), marking a transformative moment in teacher induction and professional development across the South West. 

In partnership with the National Institute of Teaching (NIoT), this innovative programme launches after months of dedicated research, planning, and collaboration and reflects a bold step forward in supporting Early Career Teachers (ECTs) and their Mentors with a curriculum that is rigorous, relevant, and responsive to the evolving needs of schools.

A New Era for Early Career Teacher Development
Only five years ago, Newly Qualified Teachers (NQTs) completed a one-year induction with limited structured training. That changed in 2020 with the introduction of pilot ECF programmes and SWIFT was proud to be among the first delivery partners. Since then, SWIFT has played a role in shaping national policy, offering feedback to lead providers and the Department for Education (DfE) to ensure programmes truly meet the needs of schools and educators.
 
Now, the new Early Career Teacher Programme (ECTP) aligns with the updated Initial Teacher Training and Early Career Framework (ITTECF), offering a carefully sequenced curriculum that supports ECTs in mastering:

• High expectations and pupil progress
• Subject and curriculum expertise
• Effective lesson planning and delivery
• Inclusive teaching strategies
• Assessment and behaviour management
• Wider professional responsibilities

What Sets the SWIFT-NIoT ECTP Apart?
This is not only a refresh, but it is also a reimagining of how we support new teachers and key enhancements include:

• Reduced Mentor Workload
  Recognising the demands on Mentors, the Programme now streamlines their involvement to one year, allowing for more focused and sustainable support.
• Enhanced SEND Support
  With deeper exemplification for SEND and alternative provision settings, SWIFT has also commissioned a local SEND expert to lead a dedicated Year 1 cohort, bringing regional insight directly into the training.
• Contextualised, Subject-Specific Content
  Real classroom examples from diverse schools and subjects make the learning tangible. ECTs and Mentors benefit from video, audio, and written materials that are accessible and tailored to their needs.
• National Expert Webinars
  Termly webinars offer direct access to sector leaders, giving ECTs the chance to explore key teaching practices and ask questions in real time.
• Evidence-Based and Locally Informed
  With NIoT’s in-house research team and SWIFT’s close involvement in research studies, the programme is built on the latest evidence and shaped by the realities of local schools.

Voices from the SWIFT Teaching School Hub

Fiona McNeile, Teaching School Hub Manager
"We move into the new academic year with a richer and more rigorous programme offer for ECTs and Mentors. We’re extremely proud to provide this opportunity to our local schools." 

Jen Knowles, Teaching School Hub Director 
“The significance of the change is huge. The removal of repetition and the inclusion of real teaching exemplification from EYFS to KS5 is incredibly exciting. We’re especially proud to see Devon and South West schools featured in the materials.”
​
Report by Fiona McNeile, SWIFT Teaching School Hub Manager

Setting new standards for school safety support, our sponsor SchoolPro TLC is proud to announce that Jamie Bartlam, Director of SchoolPro Safety, has become the first person in the UK to achieve the prestigious IOSH Level 6 Diploma in Occupational Safety and Health Leadership and Management.

Developed by the Institution of Occupational Safety and Health (IOSH), the world’s largest health and safety Membership Body, the Diploma is the most advanced qualification of its kind, designed to develop professionals who can lead with confidence, clarity, and expertise in increasingly complex working environments.

Delighted with Jamie's achievement, Ian Arkell, SchoolPro TLC CEO said:
"Becoming the first in the UK to achieve IOSH Level 6 is an extraordinary milestone for Jamie. For our hundreds of existing clients, and new future clients who are not yet familiar with SchoolPro Safety service, this amazing achievement demonstrates our commitment to help schools meet the highest standards in all areas covered by our exceptional support services. It is more than a qualification. It’s what it means for the schools we support: safer environments, stronger compliance, and the confidence that they’re working with the very best in the UK.”

This milestone also reinforces SchoolPro TLC’s wider commitment to providing trusted, high-quality services that help schools stay focused on what matters most: delivering excellent education in safe and supportive environments. At a time when safety in schools is under increasing scrutiny, this achievement highlights the importance of having trusted, expertly qualified professionals guiding policy and practice. 

Kate Sault, Senior Health & Safety Consultant from Business Safety Systems, who facilitated the course, commented how:
"Jamie’s success is a testament to the quality of our training and the dedication of our learners. This qualification represents a new era in health and safety leadership, and we’re honoured to be part of that journey and proud to be at the forefront of health and safety education in the UK."

Head of Awarding at IOSH Mike Smith, added:  
“We’re delighted to see Jamie become the first UK graduate for our Level 6 Diploma. We hope he will be the first of many to benefit from this qualification as we seek to develop future occupational safety and health professionals, supported by our excellent study centres.”

As the Director of SchoolPro Safety, the specialist health and safety arm of SchoolPro TLC, Jamie supports Schools and Trusts across the country with practical, tailored advice, training, audits, and strategic guidance. His success in this rigorous, work-based qualification reflects the level of insight and real-world expertise that SchoolPro Safety brings to every client relationship.

Commenting on his accolade, Jamie Bartlam, said:
“I’m proud to be the first in the UK to complete the Level 6 Diploma. The course has helped me refine how we support schools, making sure the advice and systems we offer are not only compliant, but effective and achievable in busy education settings.”

We commend Jamie for his commitment to health and safety. 

More Information
If you wish to strengthen your school’s health and safety provision, you can contact SchoolPro TLC below: