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. 

The next EVENTS issue has landed 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. 

Coaching for Leaders
The Coaching for Leaders workshop is designed to equip leaders and coaches with the confidence and skills to make a real impact. Participants will gain practical coaching tools, receive feedback on their style, and learn how to engage teams, align goals, and navigate challenging conversations with ease.
Find out more and book here.
 
Highlighted Courses/Support:

• SWIFT Secondary Leadership Professional Community
• Adaptive Teaching: primary staff meeting series
• SWIFT Sixth Form Professional Community
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Professional Communities

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

This year's conference at the Phoenix Arts Centre in Exeter was bigger than ever, opened by visual artist, David Shrigley with panache and purpose. David reminded the audience how teaching Art "is not only about technique or curriculum – it is about nurturing creativity, critical thinking, and courage."

Through workshops, delegates shared ideas, challenges, and successes across their own Schools and Trusts, and counties. Inspiring Art Leads, including Sara Elston (WEST Trust) and Renata Fry (Ted Wragg Trust), shared their stories about how to sustain passion and purpose in their careers, and the transformative impact of working with artists in schools.

One of the most personal and powerful parts of the day for Sam was sharing the CODEX Project: a collaboration between Sidmouth School of Art, Sidmouth College, artist Emma Molony and Sam himself. This marked a moving return to Sam's roots to his old school where Emma’s mother, Liz, was his Art Teacher.

"To go back, not as a student, but as an artist and teacher, and to work with the next generation of young creatives was incredibly moving."

This conference was a new chapter, built on a strong foundation over the past decade by Sam and Tim Wightman as co-lead of the Devon Art Teachers’ Conference, continuing the legacy of Phil Creek and Chris Wightman (Tim’s father).

Inspired by their vision of "a connected, collaborative community of art educators," this year they took that vision a step further and expanded the reach across the South West, bringing together educators from all phases, settings, and provisions - from Early Career Teachers to experienced Subject Leads.

"The day was a celebration of teaching as an art form in itself, and a reaffirmation of our shared commitment to the future of art and design education."

We thank Sam for his engaging enthusiasm for the Arts and for all that he does to support creative journeys in the classroom and the community. 
Report by Jude Baylis, SWIFT Executive Assistant

Be part of the Arts Journey
If you live in the South West and want to get involved in this growing network of Art Teachers, or learn more about CODEX and future events, we encourage you to contact Sam Eyre.

Watch out for details of the 2026 Summer Art Conference.

 “It is great that units of learning can be adapted to align with the school’s own development, which means that the ECT’s areas for development are rooted in the context of a “real life” school. The impact of the ECT’s development will be tangible, observable and practicable.”

Our Teaching School Hubs Team have been busy leading the Early Career Teacher Programme induction conferences this week and we seized the opportunity to interview Jayne Miners, a Primary Mentor at Halwill Primary School.

Jayne qualified as a Teacher of the Deaf over 20 years ago and has taught most year groups across the primary phase. She also has a Master’s in Educational Audiology and an NPQ in Leading Teacher Development. Jayne returned to mainstream teaching at Halwill Primary School, part of The Carey Federation led by Executive Headteacher Ruh Alford and in 2014 became the Head of Teaching and Learning.
 
Jayne recalls her excitement teaching her first class of children armed with a PGCE qualification and endless enthusiasm. Luckily, she took to teaching and loved it then and she still loves it all these years later and is grateful to have worked with a fabulous team of teachers where personal and professional support was unwavering.
 
However, thinking back to her NQT year (as it was called back then) her experience was very different to that of an Early Career Teacher (ECT) today. Her development as a teacher was measured through formal lesson observations, and this felt very much like a judgement rather than an opportunity for professional development. There was little space in the system, at that time, to sit and reflect on best practice and ways to develop skills needed to ensure each child was getting the best possible teaching.
 
This is why Jayne believes the Early Career Teacher Programme (ECTP) framework offers the ECT a very different and much needed experience that scaffolds and sequences learning across a well-planned two-year cycle.

​1. How does your role as a Primary Mentor for the ECTP benefit you personally?
First and foremost, being a Mentor is something that I greatly enjoy.
To be able to support an Early Career Teacher (ECT) to begin their journey into education is a privilege. Building relationships and providing a safe place for the ECT to share their experiences, is at the heart of it all.
 
I enjoy dedicated time to read relevant research material, and, in all honesty, this could be lost were I not a Mentor. My thinking is focused on how pedagogy and teaching materials can be best utilised. Better informed, I can help the ECT to find those active ingredients needed to facilitate effective teaching with vison and clarity.
 
2. How has the role and training supported your work in school?
As Head of Teaching and Learning, planning for and leading professional development is key.
The reading and the training I receive as a Mentor helps me to reflect on the ways I can support staff to build knowledge, develop teaching techniques, motivate and embed practice. The material presented by the National Institute of Teaching’s platform, PRISM allows us to develop that evidence-based approach and aligns with the explore, plan, deliver sustain cycle of development.
 
3. What do you consider to be the advantages of the new Early Career Teacher Programme?
There is a clear structure and expectation that enables Mentors and ECTs to focus on improving skills to improve outcomes for pupils – and that is what it is all about!
 
It is great that units of learning can be adapted to align with the school’s own development, which means that the ECT‘s areas for development are rooted in the context of a “real life” school. The impact of the ECT’s development will be tangible, observable and practicable.
 
4. How do you tailor your mentoring to support Early Career Teachers in your school/Trust to apply the ECTP framework within the primary classroom?
Once we had both attended our induction seminars, we met to discuss the logistics of meeting space and times and the use of use of PRISM and when would be best to carry out weekly observations.
 
Also, we had an honest conversation about the way information should be relayed. Every Mentor is different. Some like to muse over observation notes, whilst some can happily digest there and then and the way they like to share ideas, even as small a point as the way we sit – opposite each other, or side by side.
 
This is all with the aim of allowing the ECT to feel most comfortable. This transparency has always been so effective and allows the ECT to take ownership of the pace and delivery of the meeting. Then we looked carefully at the Self Study units and how electives would be selected following diagnostic tools.
 
Following this, the ECT and I discussed our observations. I stress the “our” because once notes are taken, it becomes a collaborative process where granular elements for practice can be discussed. We talked about the need for each precise practice to be small enough so that it can be easily implemented and have the highest leverage very quickly.
 
This is a truly great way to approach development and very different from way back in 1993!

5. What are your hopes for this academic year?
To continue to sustain high expectations in my own practice and behaviours to show how much I care about the education of the children in the Carey Federation School and to continue to develop as a Mentor to ensure that I am best placed to support all staff including those very first steps of the ECT at the beginning of their exciting journey.

In the SWIFT spirit of partnership, our ​Executive Director Martin Smith opens this October issue musing on "the power of a unifying cause" further to the launch conference for Your Future Story last month. 

"The Colyton Foundation – which has set up Your Future Story – has laid bare the inequity faced by disadvantaged pupils, and particularly high prior attainers, in the South West and sets out an ambitious, long-term plan to address this issue. Huge credit goes to The Foundation for bringing together over 100 school leaders and champions from schools across the region."

Read more about the conference and onwards work led by The Colyton Foundation in this issue. 

As the term races on, if you have yet to do so, you can still take up the SWIFT CPD and Membership offer for 2025 - 2026. FREE access to a wealth of briefings and Professional Communities, plus a minimum 30% discount on an extensive range of courses and conferences, many of which are led by educational experts. Find more info and register here 

This is the final week before the application window closes for the next National Professional Qualifications scholarship funded places. Funded places are limited nationally, and you will be well placed to apply. Unlike previous years, there is only ONE COHORT of programmes this academic year 2025 - 2026, due to commence in late November. If you are thinking about your next steps, get your application in by Friday 10 October 2025!

In this timely week when Mentors have been engaged in their Early Career Teacher Programme induction sessions, we interview Jayne Miners, Primary ECTP Mentor at Halwill Primary School, part of The Carey Federation. All her wisdom and experience shine through.

Find out what evidence-informed practice looks like in a Special School setting by guest blogger for Devon Research School, Julie Chatterton, Head of School at ACE Tiverton School:
"At ACE Tiverton the school wide practice of Restorative Justice is an excellent example of this. It is an approach grounded in evidence, whilst also being one that allows us to focus our underpinning value of ​“unconditional regard.”

We congratulate Danni Cooke on her appointment to the National English Hub Council. A fitting accolade for her dedicated and enthusiastic work for the Ilsham English Hub and our SWIFT Subject Leaders Briefings.

Our sponsors bring news and services to support you too.

If you are looking for a dependable Early Years and Primary teacher supply service with heart, we remind you about Exeter Supply Partnership. With their not-for-profit ethos, every penny goes back into supporting schools, nurseries and educators locally. Definitely worth noting their contact details, if you have not already. 
 
Educatering explains how you and your school can benefit from British Food Fortnight and why it matters in providing a whole nutritious experience to our children and young people in schools.  And if food waste is an issue in your school, Head of Educatering Services, Rob Stevens is available to visit your school to speak and support your Catering Teams. Contact Rob HERE 

This is the final instalment of the reflective teaching and learning dialogue between ONVU Learning VP Matt Tiplin, with East Midlands, Discovery Schools Academies Trust CEO, Paul Stone. This time they discuss equity, culture, and confidence and what happens when teachers lead the change. This is tried and tested tech that is making a difference. See how it might work for you. 

Thank you for being part of our SWIFT story and we wish you an uplifting continuation of the second half of this Autumn Half Term. 

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:  

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

Four years ago, what started as a conversation turned into an idea, and that idea became Educatering.

From the beginning, our mission has been clear: to give children delicious, nutritious, restaurant-quality meals and to help schools feel confident and in control of their kitchens again.

Jamie Walsh, Founder and Director, brought with him years of experience in education, having worked at senior leadership level in schools. Rob Stevens, Co-Founder and Head of Educatering, is a chef with over 35 years of experience, more than a decade of which he spent working in educational catering at management level. Rob is passionate about helping schools bring their kitchens in-house, giving them the freedom to shape what is best for their pupils, whilst being supported by a trusted and professional team.

We know - because many of you tell us, SWIFT Membership is being part of something special...
A community of schools who believe in professional development that makes a difference to practice in the classroom, to lead and support your teams and fosters the best possible outcomes for children and young people.   

REGISTER NOW for SWIFT Membership for 2025 - 2026. 
By registering your School/MAT/Federation (once), ALL your colleagues can access for FREE or at a reduced ticket price our best-ever programme of CPD courses and events.

LOW-COST £2 per pupil fee, and a *10% Early Bird discount* for registration before Friday 18 July 2025, PLUS a new lower rate for larger MATs. 
Understanding financial challenges, Membership fees are frozen. 

Join our community!
Discover how SWIFT CPD and Membership can provide good value and high quality professional development to you and your Teams.