We are pleased to bring you the next EVENTS issue with a featured article, highlighted programmes, courses and events from our delivery partners to support your professional development and enhance the work of your school.

Passive Intervention and Prevention Strategies (PIPS) Training
PIPS training is aimed at all staff working in Primary Schools, Secondary Schools, Special Schools and Alternative Provisions. It aims to support staff in developing a consistent, effective and acceptable team approach to managing behaviour, while, crucially, maintaining positive relationships and minimising risk for all. Find out more and book here
 
Highlighted Courses/Support:

• SWIFT Secondary SEND and Inclusion Briefing/Workshops
• Lego Therapy Workshop
• Online Safety Training for Educators and Professionals
• Healthy Bs - Bladders, Bowels & Bathrooms!
• Professional Communities

• Primary and Secondary Subject Briefing
• EYFS & Primary Courses
• Secondary & Sixth Form Courses
• Other events for your diary​

“Regular feedback and knowing that I will have a moment where my Mentor and I are going to sit down, with a cup of tea and reflect and have that time together scheduled into my week, has been the most valuable part for me as an Early Career Teacher.”

Sometimes life turns full circle.
Harriet Sleath is in her first year of teaching French and Spanish at Teign School (part of Education South West); which happily happens to be her own former secondary school.
This Devon girl got the bug for Languages when she was at school and studied Spanish at GCSE and A Level and French to GCSE, before going overseas to put her language learning into working practice teaching English as a Foreign Language (TEFL) in Spain for a year, and then further afield to Mexico for eight years.
 
As well as teaching Languages, Harriet was recruited by her former Teacher of Music at Teign to teach Music to Key Stage 3 as she plays the piano. This is providing further additional joy in Harriet’s timetable with some cross-curricular Languages music-making. Remember, the traditional French nursery rhyme, "Frère Jacques…" ?
 
Harriet trained last year with SWIFT Teacher Training, of which ESW is a partner, as Kingsbridge Teaching School Hub (based at the Community College) is one half of SWIFT.

1. What did you most enjoy on your teacher training course?
There are two things in particular that I enjoyed on the teacher training course with SWIFT.
Firstly, I enjoyed seeing the progression of students that I got to meet over the course of my two different placements.
 
I felt very grateful to be in two different schools and for the time to get to know the students and especially seeing them make that progress with me. I think I had thought as a trainee teacher I might be a bit like a fly on the wall and not get to know the students very well. But having that opportunity to teach them something and witness that light bulb moment when they fully understand, or even when they ask me an insightful question were some of the most enjoyable moments, because they offered me an opportunity to explore what the students themselves would like to learn. I think, discovering what was interesting for them definitely shaped me as a teacher.
 
The second thing was being given the space to find my own personality as a teacher.
I feel very lucky as both my Mentors were fantastic and allowed me to take the time to realise what I want to be as a teacher, what I want my teaching to look like, and what I want to bring to my classroom environment. For me, this was very important.
 
2. What was the greatest learning curve and how did you overcome it?
My greatest learning curve was adaptive teaching in learning how to manage and meet the needs of a wide range of learners in one class.

During my training year, a lot of the focus was on adapting to SEND students, and those with significant barriers to learning, and quite rightly so.
 
I am still finding that balance in adapting to students’ needs, whilst also continuing to inspire and interest other students who have less barriers to learning, or who are simply more passionate about the subject. Finding that balance was one of the biggest learning curves; but being able to again work with my Mentors and have that time to learn and try out different things in the classroom was important to help me overcome that barrier as part of my learning curve.
 
3. What have you found to be particularly rewarding in your first term?
Firstly, it has been rewarding to build relationships and trust with students.
​
I anticipated it would be difficult coming in as a brand-new teacher and in an environment where students know that I was a trainee teacher. However, I wanted the students to be able to get to know me; hence, it was particularly rewarding in the first term that students who already felt comfortable in coming to talk to me, and who trusted me as their Teacher of Spanish and asked me questions about the Spanish culture.
 
Secondly it has been rewarding to take part in some of the school’s extracurricular activities and feeling part of a collaborative student and staff community. Seeing the students outside of my classroom doing something that they enjoy, and showing them my other passions, pushing myself out of my comfort zone has been some of the most rewarding moments of the first term.
 
4. How is the Early Career Teacher Programme helping you in your first year of induction?
It is helping me a lot!
My school Mentor is fantastic, and their guidance has been invaluable. Being able to refine some elements like my routines: for example, countdowns and waiting to have everybody's attention, has been very helpful.

Regular feedback and knowing that I will have a moment where my Mentor and I are going to sit down, with a cup of tea and reflect and have that time together scheduled into my week, has been the most valuable part for me as an Early Career Teacher.
 
5. What are your hopes for the teaching of Languages in our schools now and in the future?
This is a big question, and I could talk about this for a LONG time!

Certainly, I hope to see language learning viewed not only as an academic subject in learning French and Spanish; but as a key to understanding other cultures and how we all connect on a global scale. I hope that students continue to be open minded, so that they come into the class knowing they are going to learn some Spanish and French. But that's not all.
 
I hope that we can continue to guide young people to move past the whole “everybody speaks English” mentality - because that is still an issue. By making lessons engaging, relevant and inclusive, I want to inspire students, particularly in Devon and in the South West to know that Languages will open doors for them throughout their lives. Not only as they try to figure out what they want to do when they are 18 and to show them how it can contribute to their careers in the future.
 
Some of my most successful moments in lessons are when students might ask a question, like where is Barcelona? Or do they speak Spanish in Barcelona? But I like these inquisitive questions, and I like that students want to find out more and I am taking the time to answer these questions.  All the students in the classroom are listening because they are genuinely interested.
 
It might be obvious to me where and why people speak Spanish, but even more intriguing is where and why French is spoken. I have been redoing the display boards with my tutor group and am planning to get a big map of the world to show where people speak French and Spanish, because a lot of the time we simply do not know and I would like that information to be more readily available to my students.

So, my hopes for the future of teaching Languages are that it is much more than teaching Spanish in the classroom, it is about teaching the students about where we speak languages, and why we speak different languages, which I am very much looking forward to bringing into the curriculum more and more.

Interview by Jude Baylis, SWIFT Executive Assistant

Often the backbones of Schools and Trusts, Business Managers can be the unsung heroes and heroines who oversee the smooth running/ working/ functioning (all!). Aptly, we were glad to start this new term purposefully with the Autumn Term Business Management Professional Community.
 
Chaired by Matt Burrell, Business Manager at St Cuthbert Mayne School, there is a collaborative and informative tone to these online sessions. Fellow Business Managers are encouraged to participate actively, share feedback, and engage in the sessions and to feel empowered through practical insights and professional development opportunities. 

Director at SchoolPro TLC, Ben Craig delivered an insightful presentation on AI and Data Protection in education. With rapid advancements in processing power, schools face both opportunities and risks and highlighted the importance of understanding AI as both a friend and foe - not least in sensitive contexts and keeping up with the children and young people in your school who are increasingly savvy about AI.
 
As experts in Data Protection and Compliance and former teachers and school leaders themselves, Ben shared the essentials of AI good use through training your staff, integrating AI responsibly, and maintaining robust Data Protection practices. 

To intro this first newsletter of the second half of the Autumn Term, our ​Executive Director Martin Smith reflects on the new Ofsted Framework and how SWIFT is keen to support school leaders as they navigate the new Framework:

"As the debate on the relevance and suitability of the new Ofsted Framework continues to rage amongst school leaders, it is important to recognise that the inspection process in England is a highly contentious issue."

Later in this issue, our Sponsor SchoolPro SEND look at understanding the New Ofsted Framework and the new ‘Inclusion’ evaluation grade and Whole School SEND showcase how they can support inclusion for your School and Trust through training, tools, and upcoming events.

Read on to find out more about the recently published report on Mind the Engagement Gap: A National Study of Pupil Engagement in England’s Schools by The Engagement Platform. 

School Business Managers began the new term with purpose with their Professional Community learning about how to reduce food waste, wising up to Artificial intelligence, CPD pathways for School Business Managers, eco-friendly printers and the thorny issue of school recruitment.
 
If you are interested in language learning, you will surtout enjoy this issue. 
Our November interview is with Harriet Sleath, Teacher of Modern Foreign Languages at Teign School and 
Devon Research School's blog is by Georgia Fielding on her research into inclusive language learning and motivations. 

Meanwhile from our other sponsors, Educatering shares their good news about a visit from the local MP who praised their food services at Stokenham Primary School. Whilst Exeter Supply Partnership (ESP) also celebrate a buoyant start to the term welcoming new team members, reconnecting with teachers and Teaching Assistants across our region.

As the dark November evenings set in and brings shorter days, if you are looking for a good read, you might like to take a peep at Mr T’s instructional series (AKA Christopher Tribble, Headteacher at Honiton Primary School). 

FINALLY, it is the last call for the final few places for Cohort 5 National Professional applications.
Seize the opportunity and apply before the extended deadline of Wednesday 19 November 2025.
Don't miss out if this fits with your professional development plans.
  
It is all here for you and we hope it adds value to your work in the classroom and across your teams.