“I am very fortunate to have a role that is fulfilling in many ways.” The SWIFT Central Team also counts itself fortunate to have Fiona McNeile as a key team member. Albeit modest sized, the team is highly functional and purposeful with Fiona as Programme Manager for our key Department for Education Golden Thread services from the Appropriate Body Service and Early Career Framework for Early Career Teachers, to National Professional Qualifications for aspiring school leaders. Fiona transitioned seamlessly to her role in SWIFT having previously worked as Business Manager with the former Dartmoor Teaching School Alliance; which has helped to enhance and evolve her understanding of the emerging role of Teaching School Hubs. We value Fiona for her clarity, diligence, pragmatism, and powerful work ethic and drive. As this second complete year of the Early Career Framework draws to a close, we thought that it would be fitting to invite Fiona to reflect on the programme. 1. As SWIFT Programme Manager what are your number three priorities working closely with teachers and school leaders? As SWIFT Programme Manager, a key priority is to work with our SWIFT Team to ensure consistent, high-quality programme delivery to all schools in our region. The processes and requirements of the Golden Thread programmes are complex, and my aim is to support schools by providing access to the world class programmes with minimum workload for leaders and teachers. Having worked in educational support roles for over six years, I have built an in-depth understanding of the pressures and demands on schools, Multi Academy Trusts (MATs), leaders and teachers. We work hard as a team to keep informed through constant one-to-one communication with SWIFT schools and leaders to ensure our delivery models are aligned to the needs of the region. This has been key to the continuous improvement and development of enhancements beyond the requirements of the Golden Thread programmes and services which are now in place. 2. What is most rewarding for you personally in your role as SWIFT Programme Manager? I am very fortunate to have a role that is fulfilling in many ways. From our Early Career Framework (ECF) programme, it is a privilege to be able to support Early Career Teachers (ECTs) to develop their craft and to progress in their careers. Already we have Year 2 ECTs who have completed their SWIFT ECF programme and statutory inductions, who will be Mentors to new Year 1 ECTs in September. Others are fulfilling Subject Lead roles or taking on School Leadership Team responsibilities, and many are progressing their training through the National Professional Qualifications (NPQs). To be part of this journey is very rewarding and from my Appropriate Body Service role, I learn how this translates in the classroom and affects whole school progress. As NPQs Programme Manager, it is humbling to support future leaders and be part of their career journey too. I also get to work with awesome and fascinating professionals! MAT CEOs, Mentors, Facilitators and Delivery Leads, Subject Specialists, ECTs, the wonderful network of SWIFT partners and our super SWIFT Central Team mean that I learn something new every day. Given the variation to my role, I am lucky that there is never a dull moment! 3. What has been the biggest challenge (if any) and how have you successfully overcome it? Moving from a Teaching School Alliance Business Manager role to a regional Teaching School Hub Programme Manager role was a shift in gear and I have had to upskill my knowledge in national programme delivery requirements extremely quickly. As with any change to the education system, navigating the best path for delivery to schools which best meets local needs has also taken a lot of careful planning and I would not have been able to do this without the support of our Central Team, in particular, Chris Harris, SWIFT Deputy Director who has been my Line Manager for the past two years and a wonderful Mentor and also Natalie Markham and Elisabeth Wandl who are superb administration professionals. 4. What do you believe to be the most important element of SWIFT that you wish to convey to our Teaching School Hub /programme member schools?
SWIFT exists to serve schools – ‘simple as’ SWIFT staff and partners are aligned in this task to serve schools with quality Continuing Professional Development services and support. We have a shared moral compass demonstrated in all that we strive to achieve. Our Utopia is that all children in our region have high-quality education and we will do all we can to support schools, leaders and teachers to achieve this outcome. This is what SWIFT team members have in mind behind every part of the programme delivery, every email, every conversation and every offer of support. 5. What are your hopes for the next academic year? For the first time in 2023 - 2024 we will be aligning with two lead providers to ensure that schools have the best choices and options available to them for their Golden Thread provision. We have a strong partnership with Teach First, an Ofsted Outstanding ECF Lead Provider and now, through our role as an Associate College, we will be part of the regional research work and programmes led by the National College of Teaching (NIoT). This presents internal challenges as we integrate new processes whilst maintaining the same level of service and delivery. However, these are exciting challenges and whilst we go through some of the ‘baby steps’ I am hopeful that they will lead to further programme enhancements and improvements in our core offer to schools. We thank Fiona for her continued commitment and conscientious good work.
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6/7/2023 0 Comments SWIFT Diversity, Equality and Inclusion (DEI) Professional Community | End of Term Report“We allowed ourselves to feel uncomfortable with some of the conversations and recognising that we all hold onto prejudice.” I was invited by SWIFT Director, Martin Smith to lead the termly SWIFT Diversity, Equality and Inclusion (DEI) Professional Community for this academic year and I was overwhelmed by the large number of people who attended the first Autumn Term session. Particularly, as I know how busy everyone is in school so people have to be selective about the training they choose to attend. It was pleasing that a good range of people joined the group, including Headteachers, senior leaders and teachers, some of whom were leading on DEI in their organisation. Moreover, the same people returned to the termly sessions, which showed that it meant something to them. Others joined us along the way with about 20 to 25 in attendance for our in-person meetings at Countess Wear Primary School in Exeter. It was decided to meet in-person because during the pandemic a lot of this work had been virtual and it felt important to meet face-to-face together, since DEI work, benefits from conversation and discussion. I started at the beginning, because I feel that if people dive into doing work on DEI without fully understanding equality and diversity, unintended mistakes or unintentional offence is a potential risk. Furthermore, if it is rushed, there is not always the buy-in and engagement from staff, parents or pupils. One of the first things we looked at in the Autumn Term launch meeting was helping delegates to understand the rationale for DEI work and thinking how to unpick and identify any biases we hold ourselves. This included allowing ourselves to feel uncomfortable with some of the conversations and recognising that we all hold onto prejudice, even if we do not always think that we do so. This was an important step before moving forward and allowing the group to cascade the same work with their own staff. At this point, we did not discuss children at all; which I understand probably seems counterintuitive in education. But I appreciate from my experience that you have to work firstly with all the staff and get their buy-in and understanding. This includes senior leadership, administrators, meal time assistants, cleaners and anyone who works in the school, so that they all have the same culture, ethos and philosophy. As part of trying to uncover potential pitfalls, we also looked at vocabulary and language. This obviously changes over time; some is clearly unacceptable but other words can be ambiguous for some people. So, we went through what is acceptable and what is unacceptable. For example, the use of “coloured" is clearly unacceptable as it is associated with segregation and was a word given to people. However, the term “person of colour” has come into the vernacular and some are not quite sure why that would be acceptable, prompting discussion about the differences between those two terms. We also looked at was the use of a person's names as this can affect their feeling of belonging. Following this first meeting, the feedback was very positive and the group had clearly found it to be useful and had opportunity to say what they would like in the next sessions. We also discussed some of the work that they have done in schools to promote DEI and I reiterated throughout that it was not a training session; but to facilitate and share the good work already happening in schools, whilst understanding for those at the very beginning of their journey wanted to have examples to take to their schools. Looking to diversifying the curriculum, from my own primary experience we started to talk about black history and how to talk to children about LGBTQ+ and how this needs to be done gently through assemblies and lesson planning and to drip-feed to parents. It was also lovely to discuss examples for secondary colleagues and deeper issues; for example, microaggressions and what that means; building on the Autumn Term session of unconscious bias where microaggressions can happen, and again, reflecting on what we might have unwittingly done ourselves. For example, people constantly assuming that a black person could not swim and if this was repeatedly said to them, thinking how it made them feel and other examples of microaggressions that teenagers receive within the classroom. We next talked about the tricky theme of white privilege that felt appropriate in this second session as part of building knowledge and understanding, given it can be hard and sometimes raises hackles. But once we understand that we all have biases and prejudices (even if we do not realise that we do), it is easier to appreciate the concept. The Summer Term session was in two parts; a repeat of the first session as a number of new people joined the programme and I also invited two speakers as I was conscious that we had looked at all aspects of diversity, but obviously, because of my own lived experience as a person of colour, most of my authentic voice examples were inevitably to do with racism. As a transgender person, Taylor Simmonds spoke to us about his training on LGBTQ+ in his own school and talked authentically with a particular focus on transgender in how we support children who might be thinking that is perhaps where they are sitting. It was an informative presentation with examples of how to support pupils in school and the challenges of how to support parents who might find it challenging or are unsure how to react if their child is thinking that they may be transgender or gender fluid. Taylor explained the terminology and recognising a child might wish to use a different name. But also the child might wish to revert to their original name, and there is not necessarily a permanent change and the need to accept where the child is on their journey at that particular point. Kate Paiano was our second speaker. Her company, Tiny Travels has a number of artefacts from different countries around the world and she previously visited my schools. Originally, I thought it was going to be Early Years appropriate. But I was amazed, because her original artefacts were clearly about diversification of the curriculum, but not as a bolt-on, as it helped to understand the authentic cultures of people and was an opportunity for all the children to learn. We had a workshop with her at Eastertime in my schools and looked at Easter around the world, tackling some difficult themes with the children. For example, stereotypes and colonialism as well as the question of why we were looking at countries in South America and why they follow the Christian festival of Easter due to colonialism. Kate’s presentation in our DEI session was excellent and she brought in some examples of resources that she uses in schools with the children, including a number of dolls from different ethnic backgrounds. For example, asking children, if you were a doctor and all these dolls were poorly, who would you go to first, picking up on white privilege and stereotypes with lots of real examples to use in school. The DEI journey is never really over and many of the group said they would like to do more work and I was pleased so many came together with their team; which shows commitment given the recurrent issue of balancing the competing priorities for school leaders.
Looking to next year, we would like to think about how to involve children, pupils and parents and the treatment of women and misogyny; which is a big issue for young people, particularly in view of some social media influences and tackling some long-held values about women's roles of interest for our rural communities and girls’ aspirations, questioning whether we are completely an equal society. As a Headteacher in Devon, I have worked in London that provides me with an understanding about the issues here in Devon and how many schools have little or no diversity at all. Hence, trying to learn and teach about diversity in a place where there is not much diversity is one of the barriers. It is possible to think that we do not need to do any DEI work. But then there are some schools that are very diverse but have other issues as well. Schools can sometime be a bubble of thinking everything is equal. However, there are still views that need to be challenged, for example, the use of language, “don't cry like a girl.” Personally, for me leading the SWIFT DEI Professional Community has been important and enjoyable and has kept me reflective about the practice in my own schools and I have learned from others within the Community, and brought things back. It is not a one-way process. As we move further away from the shocking death of George Floyd, we do not want to forget and there is always more that needs to be done and education can play a big part. In the media there is significantly more representation in adverts and campaigns that is moving quickly because they have the resources and many companies are using diverse models and for example, displaying the LGBT flag on social media profiles, prompting comments, of course; some of which will be negative. But they are running with it. Whereas I think education is sometimes still lagging behind and our curriculum needs to progress. So, yes, lots and lots more work to be done and we need to keep going. Obviously, the proof is in the pudding with people coming back to engage and I am already looking forward to my work with next year’s SWIFT Professional Community. By Mrs Ruhaina Alford, Executive Headteacher, The Carey Federation (Halwill and Ashwater Primary Schools) "Partnership, relationships, collaboration, good practice. You could call it SWIFT-ness." Education is conventionally cyclical. Pupils and young people evolve and progress through their schooling steps before moving on in their life journey. The same is true of our colleagues. At the end of this academic year, we will be saying a sad farewell, but a grateful thank you to Chris Harris as he moves on to his new role as Deputy Headteacher at The King’s School in Ottery St Mary. Based at our Colyton Office at Colyton Grammar School in his role as Director of Teaching School Hubs and Assistant Headteacher; true to the partnership ethos of SWIFT, Chris has counted himself fortunate to work closely with the Colyton team, as well as the other Central Team members and of course, with our wider SWIFT partnership. The SWIFT Central Team counts itself fortunate that Chris has been with us for two years and we have all benefitted from his dedicated and dynamic leadership that has masterfully been modest and yet momentous in leading on the programme delivery of the Appropriate Body Service (AB), Early Career Framework (ECF) and National Professional Qualifications (NPQs). And always with an eye for detail, calm tenacity, pragmatism – and a superb sense of humour. As SWIFT also evolves and progresses it seemed well-timed to share some of Chris’s reflections on his time with SWIFT and as a tribute to his conscientious work. It has been important to me and the SWIFT Team to present our essential values in our core SWIFT business so that we are trusted by our schools. This is true of our delivery on the Hub programmes driven by a desire to support all schools of all types - whether a large Multi Academy Trust or a small standalone primary. We want to support them equally and to facilitate and ensure that they are getting access to the best of national programmes and to deliver a high-quality service for all. This trust and support benefits from our knowledge and relationships that we tailor for the local needs of our schools so that the programmes work for everyone. SWIFT wants to be a listening and responsive Teaching School Hub – whether through the small school NPQs adaptations or additional SEND revision in the ECF that we understand is a priority for Devon and with a particular focus on all students to ensure an inclusive approach and to build a sense of belonging. Rooted in partnership has been elemental for our SWIFT work and has been pivotal to the thinking in my role. I would say that my understanding has evolved in terms of the power of partnerships, as together you are more than the sum of your parts (cue our SWIFT logo!) and this certainly has been the scale that we have been working at on the ECF and NPQs. Moreover, it would be impossible to deliver a high-quality service without our essential partnerships in all that we do in the reciprocal relationship of learning from one another and always striving to improve what you do. Not forgetting, the professional value of partnership in working with like-minded focused people and ultimately, as we understand from teaching, we are all driven by a strong moral purpose, on which I like to think my understanding is founded. Partnerships exist on many layers and to deliver effectively you need to be a partner with the schools and teachers and staff themselves and only then, can you truly achieve based on collaboration and consensus, which makes the partnership all the more convincing and robust. Professionally, my role with SWIFT has benefited me in building on this collaboration in being able to develop with some partners that I hope will stay with me throughout my career and I have truly appreciated seeing in action this power of partnerships and understanding that you have to be outward- looking all the time. I have also been in the privileged position of observing many different practitioners at work and listening to different schools and constantly and absolutely sharing good practice. Finally, a vital professional lesson for me is the reminder that you should never be in glorious isolation in our educational world and value your relationships and connections; as well as understanding the national framework in which we operate so that we can best serve the communities we work with. Partnership, relationships, collaboration, good practice. You could call it SWIFT-ness. We wish Chris every success and fulfilment in his new role and thank him for his legacy to SWIFT. We will miss him. We welcome Jen Knowles, currently Director of West Country Training School Alliance as successor to Chris. I am delighted to be taking on the role of Director of Teaching School Hubs (TSH) from September, building on the excellent foundations laid by Chris and the SWIFT team. It is a privilege to have opportunity to work with 500+ schools across Devon, Plymouth, Torbay and beyond in teacher development at every stage of their career. This next stage of the TSH programme brings openings for further refinement of courses and programmes based on your feedback to further improve the experience of working with us and I look forward to working with you all. And we look forward to working with Jen. “Create a curiosity based on a genuine passion so that young people find their way to be instructors of their own destiny with faith in the system.” Some conferences have a buzz. And at our recent SWIFT 2023 Summer Conference there was a distinctive buzz. It started with delegates arriving early to the Exeter Racecourse venue ready for the conference; as well as enjoying the opportunity to network and engage with new and existing colleagues, and chatting to sponsors and exhibitors. An uplifting buzz. CEO of Uffculme Academy Trust (UAT), Lorraine Heath OBE opened the conference on a Reasons to be Cheerful note. Lorraine is a highly influential leader within the region and as a SWIFT Partner, UAT plays a central role in our Appropriate Body Service, Early Career Framework, and Continuing Professional Development programmes delivery. Commending “such a professional generosity in the system” Lorraine praised schools and Multi Academy Trusts as “anchor institutions” who provide a support network at no cost, helping each other and sharing values, vision and moral purpose. Surely an example of optimism over experience. Amongst the uncheerful stories and pressures on schools, she highlighted the benefits of the Cradle to Career model on a school community and advocated courage to fail and to fail better that ultimately benefits young people. Change is coming and schools can make this better and wished everyone a great conference. Professor of Social Mobility at Plymouth Marjon University, Sonia Blandford is already a SWIFT black belt and has been leading a series of professional development “extras” sessions for our Early Career Framework programme. Sonia’s educational experience and accolades are vast and varied and she is a prolific published author. As one of our conference keynote speakers Sonia spoke on a topic close to our hearts here in the South West, “Born to Fail? Social Mobility: a working-class view.” Social Mobility is achieving positive change in socio-economic status, and more widely building better futures for all, in terms of wellbeing, health, and engagement with all that life has to offer. Strategic steps can create hope and continue to develop new approaches to education and public policy, using the principles of mutuality for the benefit of all regardless of their starting point, to develop greater engagement with parents and carers, families, and communities that will ensure all children and young people are supported to access meaningful support, develop their aspirations, to increase their achievement and life prospects. With the essential objective to improve the foundations for life for all children and young people. Sonia shared how impactful leaders can be effective through a shared vision with a core set of values and beliefs shared by all staff; a commitment to creating an ethos and culture of achievement across the whole school; collaboration with parents, children and young people and others within and beyond the school, including other schools, to develop and share best practice and communication that encourages modelling positive engagement with all stakeholders. As CEO of one of the largest national Multi Academy Trusts, Oasis Community Learning, keynote John Murphy was well placed to talk on the “Opportunities and Challenges When Growing a MAT,” overseeing 52 Academies in 21 Local Authorities with over ten years of rapid growth that was founded in Grimsby. Harking back to his own school days, it almost felt like a confession as John admitted to struggling in his schooling against a backdrop of a tragic family circumstance about which no-one at school mentioned to him, all of which contributed to him failing his exams. “Children have one chance” and Oasis want young people to flourish and to have a sense of optimism with equity and excellence for ALL children. But what does it look like? Oasis have built a team of leaders across every stage as deliberate and intentional foundation blocks that underpin education as the golden ticket. Learning and development are important, but it is also important to think how to deliver the culture and to encourage everyone to be part of the vision for the long-term. Working with the community and believing that children can achieve with support, Oasis supports youth work, food banks and housing to provide a “secure school” to create exceptional education at the heart of the community. Think what you are focusing on. Oasis accepts ALL children and considers what can be done to accommodate ALL children. Mindful that 37% of young people go to university every year, Oasis thinks about the other 63% who do not. How is the system geared for them? Too often education is rules focused and our role as educators should be to support the development of children and young people over time. It is important to change and refine priorities – not least with significant other life pressures and the growth in mental health issues. There are families who have generations of non-workers and they need to know what it looks like to work. Sometimes it is a case of doing a few things well. To deliver, celebrate and be proactive. For example, ensuring Headteachers are in lessons with established pillars that free up the teachers. Love the children and understand they are on different journeys. Give them the best opportunities. “The school as an oasis.” John noted the reliance on schools and colleagues post-pandemic and which helped to lead to the development of the National Institute of Teachers with the teacher career development thread throughout the system, underpinned with high quality professional development. Education South West Trust Leader, Matthew Shanks thanked John for the “honest explanation” and reminder about failing, relevant here in the South West and CEO of the Ted Wragg Trust, Moira Marder commended the reminder to love your families. National Director with Oasis Community Learning, Iain Freeland described how Oasis have strengthened and transformed the educational offer. With his specific responsibility for the evaluation and monitoring of Academy performance, Iain leads a team of independent consultants and was previously an Ofsted Inspector. It is important to be honest about what works and what does not work with a focus on Character, Competence and Community. Oasis asks both staff and pupils in order for them to become confident and resilient citizens: Consider who am I and who am I becoming? Staff are encouraged to work collectively and to think of educational provision as collegiate and to focus on priorities and intentional design in the curriculum. Oasis strives to support cultural capital and is part of a global community. Inevitably, Oasis has a high turnover of staff who are expected to be experts, and are always upskilling with an internal assessment of systems with intention, implementation and impact. Find the opportunities to engage staff as a way of retaining staff and create buy-in for the Trust. Evaluation is also an important part of the process. Delegates could attend one of the morning breakout sessions to get closer to some of the other key issues of the day. National Institute for Teaching Executive Director of Programmes, Reuben Moore and founding Regional Principal for the South and West, Jenny Sutton presented an update on “The National Institute for Teaching (NIoT) and its role in Developing Education,” reinforcing that “it is here for the system” and to add value. It is essential to change what happens in the classroom as an entitlement that is vital to the system in order to ensure that every child gets the best opportunity and to nurture their talents. Remember the definition of Nurturing = to feed on, to cherish, and to protect. The role of the NIoT is not simply to generate the research, but to make it live and breathe in the classroom and to challenge how to implement the implications of research into practice. There has been too much distance in the past and the NIoT wants to be school-led and to use teachers and leaders’ time well. In his session on “Reflecting on Parental Engagement,” Early Year Educator, consultant and aspiring children’s author, Jamel Campbell shared his very real love and knowledge of Early Years as a precious time with children based on his professional understanding, but also as a proud father of his 14-months son. Jamel’s talk reminded us of getting the basics right from the beginning in order to stand in good stead for the child’s entire schooling. Remember, there is a connection from the child’s very first day and parental engagement is essential in the child’s healthy development. Parents often have a premeditated judgment of teachers and schools even before they meet due to external influences and negative local neighbourhood information will influence parents, for example about the safety of school. Parental partnerships start from the first point of interaction and the settling in process will benefit from being a collaboration of the setting and parents. Some parents will be anxious and find it hard to let go and at all stages it will make a difference how parents push, support and influence their child. “Do not blame or judge them for being anxious, but soothe their fears with good practice and empathy.” Consider the parent and child transition and understand that parents are transitioning too. Ensure there is a familiar face for drop-offs and collections and a first point of contact and think about using a buddy system. Know the family and the child. Be aware of family quirks; for example, food, family environment. Consider a key person who is selected by the child. Children are sensory aware which can influence parents. Children connect to people who are like parents to them and this is why diversity is key and gives a sense of security. Feedback and communication are important and needs to be simplistic, authentic and honest, descriptive, authentic and accessible, in a way that parents understand and receive it. Build bonds with parents. Create opportunities, other than around calendar events to involve and engage in purposeful dialogue. When there are times that the teacher has to relay bad news, it is important to balance spending too little or too much time on the issue and to call home beforehand to avoid embarrassing the child. It is important children know that it is not them, but their behaviour that is being addressed. Consider does my setting accommodate all cultures/religions/diversity? Are there resources that represent the wider community? i.e. Devon children visiting London. Director of The David Ross Education Trust Teaching Hub – A.K.A. “DRET,” Kat Howard, a cousin you might say to our Colyton and Kingsbridge Teaching School Hubs as three of the 87 national Hubs shared her curriculum expertise in her talk on “Leading Principles of Effective Curriculum Development.” There is value in making content explicit to break down barriers for pupils and drawing on the community. For example, inviting local writers into school. By bringing together curriculum content from diverse experiences, the pupils can recognise themselves in the curriculum. Map conversations about the curriculum and remember the significance of teacher expertise and a duty of care towards prospective teachers. Allow a grace period as a mechanism to ensure teachers deliver and understand the purpose of the curriculum with a shared vision and language and direction. There is a significant correlation between teacher purpose and professional fulfilment. The way in which we spend teachers’ and leaders’ time in schools will ultimately determine retention over time. Focus on key reporting points and “look back, look forward” and use a live model so that retrieval becomes part of day-to-day structure of the curriculum with collaborative planning and coaching for discussions. Evaluation needs to be over time and consider who you bring together and the triangulation of data. “The measure of success for our schools is ‘not the exam grades or the progress scores, important though they are, but instead the real meat of what is taught in our schools and colleagues: the curriculum.” (Spielman, 2017) Back together in the main conference hall there was a sense of anticipation about the keynote by Stephen Morgan MP, Shadow Minister for Schools who presented on “Labour’s Vision for Education.” Glad to be back in the South West as a University of Bristol graduate, Stephen recalled his two weeks of work experience in a school – that put him off a career in the classroom. But he keeps close to the world of education as a School Governor and “a firm believer in the power of education to transform lives, create knowledge, skills, relationships and opportunities,” thanking staff for their “incredible work in difficult circumstances” - not least in recent years of the post-pandemic. On visits to schools across the country, Stephen is always impressed by staff ambition and potential, and the dedication of school leaders and teachers who often feel stretched, taken for granted and underpaid. Whilst their dedication is recognised, Labour also understands they cannot run on recognition alone. In addition, schools are managing the effects of the cost-of-living crisis and families are struggling with many children hungry and suffering mental health issues. A perfect storm. Added to which the unprecedented teacher recruitment and retention workforce challenge crisis with 2,000 vacant teaching posts a year meaning the Government is missing 40% of its annual recruitment targets, with the entire school population needing to be replaced every 14 years. There may be no silver bullet. But Labour wants excellence for everyone with a few of their active ingredients offered here: A Teaching Assistant in every classroom. Wrap around support by working together. End the private schools tax break. Boost knowledge and skills. Teachers encouraged to take on learning opportunities. Skills to support SEN and EAL. Support programmes for Headteacher to provide local support. Reform Ofsted that is dreaded and makes schools feel underpowered. Leaders and school staff under too much pressure. Greater sector expertise. Increased CAMHs support (“No child should be left without support.”). Commit to Mental Health counsellors in schools. Treat the profession with the respect it deserves. “Not enough young people are leaving school ready for school and life.” Career Advisors in schools. Two weeks’ work experience for all children Education is more than English and Maths. Art, Drama, Music, Sport should all be supported to boost children’s development and to equip them for the 2020s’ world of high technology, and the green economy etc. Echoing 26 years ago Tony Blair’s “education education education” priority for Labour to a rapt audience, Stephen reinforced that Labour is the party of education. Next up was something new for this year’s conference. The SWIFT Question Time Panel chaired by our very own David Dimbleby, SWIFT Strategic Lead, Roger Pope CBE. Panellists Sonia Blandford, Angela Browne (whom we were to meet as the final keynote in the afternoon), Stephen Morgan MP and John Murphy bravely sat on high chairs at the front of the main conference hall awaiting the wide range of (unseen) questions from delegates. The starter question was aptly, what should be Stephen Morgan’s priority when he enters his new Department for Education office? Baccalaureate with Music for every pupil to support mental wellbeing (Sonia); the levelling up agenda, with a more comprehensive and inclusive education (John); and diversity and the Protected Characteristics to make teaching a profession everyone can access (Angela). Stephen would have top of his own action list to restore trust amongst the profession, the key priorities and to find ways to work with the sector and give teachers the respect they deserve. So, lots for him to be getting on with. The panel next considered their views on all pupils studying Maths in some form to the age of 18 and whether they agreed with Prime Minister Rishi Sunak’s ambition and the main concerns to how it might be rolled out. The panellists generally disagreed. John believed it needed a longer-term strategy and the risk was putting pupils off Maths for life and that other learning gaps need to be closed post-pandemic. Education should seek to create flourishing young people with the choice to do what they want to do. Sonia advocated a love of number and teaching how to apply the knowledge in teaching for life; but also investing in the Early Years. Stephen denounced gimmicky pledges and Angela reflected how education is often too rules bound and institutionalises teachers who should not be treated like infants, comparing the different attitude in the Danish education system (where she lives and the experience of her nine-year-old son). “Create a curiosity based on a genuine passion so that young people find their way to be instructors of their own destiny with faith in the system." The next question referenced the post-pandemic situation in which schools have taken on the role of being 'everything to everyone' - from social work to school nurse. The panellists were invited to consider what they see as the core purpose of schools now and in the future and whether there needs to be a debate about the role of schools in society and how to make this manageable and reasonable for school staff? Sonia would “develop an inclusive education for creative and engaged human beings” who participate and feel included with a sense of belonging. John advocated an education that enables pupils to flourish and reflected on his own personal situation of not feeling good enough from his own schooling. Angela considered the shifting purpose dictated by external partners and recommended improved agencies for those most in need with schools as “a safe harbour” as the continuous thread in children’s lives. Sonia wanted a place in communities for young people for life and work and noted how teachers are having to step in and provide other services. A topical question next about teacher recruitment. The questioner noted their deep concern about the crisis and how this year at their school they have unsuccessfully advertised for a Teacher of Physics twice and had NO applicants. What would the panel suggest is the biggest factor affecting teacher recruitment and retention and how should it be addressed? John advocated the celebration of diversity and belonging to underpin the culture and cited the Oasis Academies conference “Break the Cycle.” As people are the most important part of delivery, Oasis builds staff networks and has a strategic plan where leaders are held to account with action plans. Sonia looked back on her role in co-writing the Teaching Framework 20 years ago as Dean of Canterbury Christ Church College and lamented how the Government is ending the range of teacher training programmes; whereas now is the time to provide a variety of programmes for a variety of people to train and enter the profession. Angela considered attrition rates and the problem of how to retain teachers and ensure that schools are safe places. Stephen shared how the crisis keeps him awake at night with too many teachers leaving the profession and recommended better salaries and better support for teachers (and see the previous highlights from his keynote). Turning to the young people themselves, the next question asked what are the biggest challenges facing children today? Stephen noted the pressures on young people and on CAMHs and schools to support them and advocated the need for a dedicated counsellor in every school and an open access hub in every community. John highlighted the challenges of domestic violence, the cost-of-living and lack of food for some children and families and the need for mental wellbeing support and opportunity for system redesign. Post-pandemic has “laid bare the inequity of the system” and had a huge impact like an elastic band, which has not always flicked back into place with costs to social skills and higher immaturity amongst some children and the need for explicit teaching. It should be about the lived experience for children and not the politicisation. There needs to be even more integrated work. Oasis has food banks in their schools and works to establish stronger bonds with families. Sonia felt that too many children do not feel included or have a sense of belonging and feel like education is something being done to them. They need to be allowed to develop and to be part of a community and the potential of every child should be celebrated. Rather than a punitive educational model. Angela noted the disconnect between adult perceptions and children’s experience. Schools need to be safe places. There is often too much toxic masculinity and children can feel left in a wilderness and on their own. As a fun final question, the panellists were invited to return to their own school days and to remember the teacher who made a lasting impression on them. Angela remembered the teacher who encouraged her to participate in the Ten Tors for three years in a row. The moor was like a transformational, spiritual experience. And as many of us know ourselves, a long walk can be revolutionary. For Sonia, it was the teacher who encouraged her to join the brass band and how she embraced this opportunity. A reminder of the power of inclusiveness and doing something new and doing it well. It was the Year 6 teacher for Stephen who taught his class to aim high and to achieve all their dreams – and whom he saw again as a canvassing MP and she pointed out his spelling mistakes on his leaflet, but had also kept a piece of his work for 30 years. In the midst of his challenging schooling for John, it was the teacher who swore, whom he thought was cool and who listened and praised him for his poem (after firstly asking, “Is this really yours?”!). We thank our panellists for their honest, heartfelt and insightful answers. SWIFT Question Time was a very enjoyable part of the conference experience and showed that educational debate is very much alive and kicking here in the South West. For the afternoon breakout sessions, NPSCC Assistant Director for the Southwest and Channel Islands, Andrew Freeman is currently overseeing the regional delivery of the national 10-year strategy in this 100+ year-old organisation. In his “State of the Nation – being Nationally Significant and Locally Relevant” talk Andrew reiterated the importance of working together in partnership as a nation of safeguarders. The NSPCC’s three impact goals are that everyone plays their part to prevent child abuse, every child is safe online and children feel safe, listened to and supported. The direct service development is focused on providing children and families what they want and need using the following key principles: involving families, partners and stakeholders in service design so that services deliver positive outcomes that can be replicated; innovating, and not shying away from failure - if the service is not being taken up or not generating positive outcomes for children, to use what we learn and try something else; collecting comprehensive data, evaluating our impact and conducting rigorous trials for the most promising services and forming partnerships with other organisations to implement the services that have been developed and tested to reach more children with the services that are known to work. Teacher of English, school leader and MAT CPD lead, Josh Goodrich from StepLab talked about “The Science of Instructional Coaching” and explained the importance of insight, motivation, embedding and techniques and understanding the difference between knowing and doing. Josh shared his own eureka moment after struggling with behaviour management when some simple coaching guided him in a routine for silence, entry routine and scanning that changed everything for him in his first year of teaching. Josh shared a few helpful reminders about learning. We learn by gradually building on (and with) what we know; we attend to what we value; we can only attend to a few things at once; learning by discovery is slow and effortful; repeated practice is necessary for fluency and what we don’t use, we lose. Following on from the earlier keynote by Sonia Blandford, Chief Executive of social mobility charity, CoachBright, Joe McGinn presented on “Academic Coaching as a Vehicle for Social Mobility.” CoachBright provides academic and pastoral coaching for some of the most disadvantaged pupils in the country to become confident, independent, and resilient, and to lead the lives that they wish to lead. Helpfully, Joe explained some of the different terms that can sometimes be conflated. Absolute/Total Mobility is how much movement there is, i.e. how many people ‘end up’ somewhere different to where they started. The direction is irrelevant; what counts is that they are moving. Upward Mobility is how many people are moving ‘up’ and Relative Mobility is the social fluidity or openness, i.e. how easily people move relative to others. In order to increase the chances of disadvantaged children, we need to decrease the chances of advantaged children in strengthening mechanisms by which disadvantaged children can get ahead, and weaken the mechanisms by which parents protect their children from moving down. SWIFT delivery partner Andy Ogden from Tarka Learning Partnership and Deputy Director, Chris Harris showcased our dynamic Universal Programme of Professional Development Communities, Masterclasses, Forums and Conferences and CPD events and Appropriate Body Service, Early Career Framework, National Professional Qualifications and Teaching School Hub Professional Development Department for Education Golden Thread Programmes (see the presentations at the end of this report). The final keynote, “Being Luminary - Making Our Schools ‘Safe Harbours” by the founder of Being Luminary, supporting leaders with Diversity Equity and Inclusion (DEI), Angela Browne. An interim Deputy CEO in a South West Multi Academy Trust and a Devon girl herself, Angela’s talk was at times heartening and thought-provoking. Declaring school leaders to be “Thought Leaders of DEI” and schools as “a lighthouse to withstand the DEI storms” in the post-George Floyd, #metoo, and Andrew Tate era. Everyone needs to be united on a platform and to engage in a meaningful dialogue with all stakeholders. Reflecting on the Equality Act (2010) and the ten Protected Characteristics that hold identity can be challenging in “heavy weather.” Hate crimes (race, religion, sexual orientation and others) are increasing, especially after the lockdown. It is important to look at the data and always to be aware of the impact of context and to keep up meaningful conversations. Angela cited a case study of Westminster School where more than 250 former pupils wrote an open letter about the toxic culture of racism at the school and bemoaned that their schooling had not prepared them for modern life. Education should strive to prepare all young people to think where they are going. Often a perception gap exists between the tension of what educators think they are doing and what they are really doing. Student voice can become skewed and is not their real voice. Angela refutes the claim that that you do know what you do not know – but insists that you do know as it is part of your peripheral vision. It is important to call out casual racism = microaggressions and to give yourself a line of enquiry. Understand how to create a sense of belonging and she questioned the easy-to-say “great” school narrative as we like to think that we are all having a great experience of school, staff and pupils alike. But this is not always the case. Angela looked at how to reframe the different IQs – emotional and cultural (DEI) and to go beyond policies and procedures and to demonstrate a commitment to learning the vocabulary, concepts and ideas. “What does it feel like to be you?” Change what is inside. In a spine-tingling-across-the-main-conference-hall-moment, on teacher mode, Angela was poised to cold-call the audience to explain their understanding of the definitions of race, ethnicity and racism. Humbly honest delegates admitted their lack of knowledge, how they felt entitled and ignorant and anxious about (possibly) not knowing the answer and their need to learn. In case you were wondering and if you are asked: Race = a biological social construct based on (17th whiteness. Ethnicity = a cultural assignation. A social construct in how to organise people. Racism = the system of advantage. Angela encouraged the audience to “crack open the window of compassion” and to buck the trend in your school. Have the conversations and know your data. “Identity is harboured in our schools.” Ask the question in the community and invite staff to share their lived experiences and to map to other identity groups. Talking and dealing with Diversity Equity and Inclusion should be the same as talking and dealing with safeguarding. All good things come to an end as Headteacher of Colyton Grammar School, Tim Harris closed the conference. Colyton was the first secondary school to be rated Outstanding under the new Ofsted Framework and may be the only school in England to be consistently rated Outstanding since inspections began and is proud to play a central role in our Teacher School Hub programme delivery. Summing up of the day, Tim thanked everyone involved, as a reminder that together we can make a difference, and noted Colyton is playing its part. “Quality time to think challenge plan and prepare.” In a time of crisis and a Government in perpetual crisis with issues of pay and retaining teachers, there were reasons to be hopeful. Schools are well placed to create a sense of belonging and to consider children’s experiences from all perspectives, quoting Atticus Finch in Harper Lee’s “To Kill a Mockingbird:” “You never really understand a person until you consider things from his point of view— until you climb in his skin and walk around in it.” But how do schools know when they are successful? By being clear about what it really means and the end purpose and working together as the collaboration of teachers to make a difference. All teachers have specific skills sets and can share this expertise and have integrity to pursue brilliant outcomes for all. Schools can foster diverse communities where everyone belongs as Archbishop Tutu said: “I am a human because I belong.” As educators we need to challenge perceptions. The South West might have the largest disadvantaged rates in the country with the lowest percentage of young people going to university - “the forgotten region.” But Stephen Morgan has shown that he is keen to listen to school leaders and we need people to listen. Things are and will get better. Schools are striving to provide a world class education that children and young people deserve and with wonderful professional development on offer from SWIFT there is the opportunity to be more effective and to make a difference. Tim praised SWIFT Deputy Director, Chris Harris for his last SWIFT conference before he moves to his new post and thanked him for all his hard work and leadership. Finally, thank YOU for YOUR support. As the inspiring Nelson Mandela said: “It always seems impossible until it’s done.” The 2023 Summer Conference was a memorable time together with a purposeful and positive atmosphere. An optimistic collective call to action to create a sense of belonging and support in our school communities, to provide an education in which children and young people can flourish, working together and for schools to be lighthouses to withstand the Diversity, Equity and Inclusion storms. As well as time to network, it was an occasion to meet our sponsors and exhibitors. We are grateful to all our sponsors who help us to fund a range of high-profile and high-quality professional development presenters; whilst bringing another dimension with their practical and relevant products and services to support teachers, leaders and schools. Rhys Gwillym introduced Praestantia Technology who provide IT technology and audio-visual solutions and consultancy with excellence and simplicity exclusively for educational settings so that, schools and MATs can focus on providing an outstanding learning environment. With their own links to education, Praestantia provide SIMS support, Broadband and Online Safety guidance, IT Security and school servers and backup. Consider them a hands-on IT safety net. For those in the audience who had yet to be captivated by award-winning Lyfta’s photography, Rahul Karavadra took us on a brief tour of their topical, enlightening and compassionate storyworlds that reach out across the world to enter the classroom and share different cultures and perspectives. Lyfta helps teachers to nurture the global citizens of tomorrow. You can watch their intro video here Family-run school catering experts with over 60 years’ experience, Educatering, were at the chef’s table providing food demos of their delicious food cooked using local ingredients, and mindful of healthy, nourishing and good value food grown close to home within our region. Delegates enjoyed tasting their tasty food throughout the day and finding out more about how Educatering can support school catering with bespoke menus. We thank the other exhibitors for being with us and for brightening the day with their innovative and useful educational products and services: Applicaa Ltd, Cornerstones Education, Devon Education Services, Exeter Maths School, Plymouth Argyle Community Trust, PRICE Training Teaching Personnel and Volt Entrepreneurs Ltd (you can find their website links at the end of this report) and with grateful thanks to Conferences South West for organising and overseeing. Thinking green this year, our SWIFT team stood tall with a lower carbon footprint conference: reduced plastic and paper and delegates using the QR code on the conference programme for more information. Once again, we thank EVERYONE involved in this year's Summer Conference: our speakers, sponsors and exhibitors, and of course, our delegates. Report by Jude Owens, PA to the SWIFT Executive Team Find out more about sponsors and exhibitors here:
23/6/2023 0 Comments SWIFT Events Newsletter | Issue 27This issue includes a featured article and some highlighted programmes, courses and events. from our partners to support your professional development and enhance the work of your school. Simply click on the booking link, to the course or event you are interested in, to get more details or book straight on!
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