The first week of June and the final half term of school year 2025 - 2026 and we hope this latest UPDATE newsletter will bring value to you.

Executive Director Martin Smith reports on a new chapter afoot for SWIFT with neighbouring Teaching School Hub partner, OneCornwall: 

"The proposal is straightforward. By aligning more closely, we can move beyond operating as parallel Hubs and instead create a single, coherent partnership that is better placed to deliver high-quality professional development at scale. This is about combining capacity, expertise and infrastructure to strengthen what is already working well." 

We want to hear your views. Find out more about the proposals here and you can watch a short animation here . Please feel able to complete the feedback form here by Wednesday 1 July 2026.

Sharing good practice comes naturally in education and we are pleased to showcase the outcomes of a recent peer review with fellow Teaching School Hubs’ of our Appropriate Body Services - one of our Golden Thread responsibilities. You can read how the team thrived in this collaborative and challenging exercise.  

Tes has recently published its Global Wellbeing Report (a topic close to all our hearts) - and we thought it was worth highlighting for you. Wellbeing will be a keynote at our forthcoming Summer Conference on Thursday 18 June 2026 at Exeter Racecourse led by Shaheen Myers, founder and CEO of Balance:ed. The final tickets are available here 

Hot off the press - Colyton Foundation has announced that applications are now open for the 2026 - 2027 cohort of Leading High Attainment. A year-long leadership development programme for secondary school leaders across the South West delivered by the Colyton Foundation in partnership with SWIFT and Devon Research School. You can apply here and register for the information webinar on Thursday 2 July 2026 here  

This month's interview is with Steve Margetts, Principal of Torquay Academy and recently published author of “Everyone Succeeds,” a leadership framework built around 54 codified leadership behaviours. Steve will be leading some professional development sessions for us next academic year. One to watch!

Devon Research School (DRS) shares a post by Adam Wray, Associate Leader at ACE Tiverton School on predictive processing. Living in a neurodiverse household, with family members who experience autism, ADHD and dyslexia, Adam became deeply curious about what happens beneath the surface of thought and perception. It is worth a read to consider your own processing and in the classroom. 

It is that time of year – poised between the end of one school year and starting to think about the next on the not-so-distant horizon and our sponsor, SchoolPro TLC considers the merits of one week or two week timetables in Secondary schools.  Contact the Team here

Educatering our school catering sponsor have been showcasing the importance of local sourcing. Parents have enjoyed a taste at recent parents' evenings and at Pupil Premium Night with more info about support for low-income families. The food pics say it all. If you want to find out how Educatering can support your School/Trust Catering Team contact the Team here 

You will know that Exeter Supply Partnership are committed to supporting you for your nursery and primary supply needs. But they go a step beyond. As well as a full-service approach supporting not only staffing and recruitment needs at no additional cost, they foster a highly skilled, confident and well-supported pool of educators through a dedication to ongoing professional development. Contact the ESP Team here

A few extras this issue.
If you are starting to plan your summer reading, you might like to add Mr T's life thinky collection of books to your list. A wide offering of thoughts, ideas and insights to help you, to help yourself! By Day, Mr T is Christopher Tribble, Headteacher of Honiton Primary School and you can find out more here

Introducing ERA, the Educational Recording Agency: a licensing organisation enabling schools, colleges and universities to access and use FREE high-quality broadcast video and audio for teaching and learning (from UK broadcasters like BBC, C4, C5, ITV etc), whilst also supporting the creators of the content. 
 
Finally - if you are interested in the pithy topic of climate change and find yourself in the Totnes area on Monday 15 June 2026 - you might like to attend a free film night of "Future Council" plus panel discussion with various experts, including George Monbiot. Doors open at KEIVCC (King Edward VI Community College, Ashburton Road, Totnes TQ9 5JX) from 1800 for a 1900 start. Book your place here

We hope you find something to interest you in this issue and we wish you a happy, fulfilling, productive and (sunny!) Summer Half Term. 

Since 2024, SWIFT has been working alongside fellow Hubs including Harris Federation, Star Teaching School Hub Network, Cambridgeshire and Peterborough Teaching School Hub, Northamptonshire Teaching School Hub, and L.E.A.D. Teaching School Hub in a structured programme of self-evaluation and peer scrutiny. The aim is to improve continually the quality, consistency and impact of AB services offered to schools.
 
The process is deliberately rigorous. Participation is voluntary but increasingly considered to be essential to maintain high standards. Each Hub begins with an in-depth self-review before sharing evidence: from systems and paperwork to improvement plans and performance data, with the other participating TSHs. Over the course of a month, peers examine the material before coming together for a full day of presentations, questioning and professional challenge.
 
“We act as evaluation partners to each other…” one leader explained, highlighting the emphasis on constructive critique. “Colleagues ask probing questions so that we can move our learning forwards.”
 
A Framework for Quality
The peer review is underpinned by a Department for Education (DfE) framework structured around five key areas: 1. service quality, 2. rigour of support and challenge, 3. communication, 4. improvement processes and 5. governance.
 
We are delighted to report that for the most recent review at the end of last term, SWIFT Appropriate Body Service (AB) achieved strong outcomes and was judged to have “exceeded” expectations in four of the five areas, and “fully met” the fifth.
 
At the heart of this success is a focus on responsive, accessible service. Leaders point to consistent availability for schools, clear signposting and alignment with current policy as defining characteristics of a high-quality offer:
 
“SWIFT have shared strong evidence through a comprehensive presentation and peer review, continuing to demonstrate an incredibly high-quality AB service which complies with the statutory requirements, but also ensures high levels of commitment to communication, robust challenge and support, as well as quality assurance mechanisms and governance. They have continued to reflect on next steps, considering the growth and development of the Teaching School Hub in the next academic year. SWIFT has an incredibly self-reflective approach with clear next steps identified in relation to improvement.
Thank you for your professional generosity, it is a real privilege to work with you in relation to this Peer Review.”
 
Translating into positive practice, feedback suggests this is making a tangible difference. Nearly 97% of the Induction Tutors our team work with rated the service as Good or Very Good; whilst more than two-thirds reported feeling “really well supported”. ECT feedback echoed this, with comments praising clear guidance, timely feedback and approachable communication.

​Here are a few of the glowing responses from Induction Tutors and Headteachers:

• The AB team provided excellent support and guidance for an ECT who was consistently not meeting the standards in their second year.
• Brilliant response times and support given.
• Excellent communication - very supportive when seeking advice about R’s part-time timetable and reduction.
• Always supportive and always respond immediately - great team!
• Very helpful. Great to know all important information will be shared and is in one place.
• We have felt really supported throughout the year. 
• They were highly responsive, providing practical suggestions through online meetings and consistently following up to ensure progress. Their approach struck a good balance between support and challenge, and they arranged one-on-one check-ins with the teacher to check the support outlined was in place.
• When we have ever had ECTs that have needed support plans, or employed ECTs in more complicated circumstances, we have received excellent guidance on what we need to do and follow up support.
• I would have said Excellent if there was a box.

 
Balancing Support and Challenge
Another key issue highlighted by the peer review is the importance of maintaining both support and accountability. Effective AB Services must not only guide schools but also challenge them to meet national standards.
 
Our approach includes clear expectations aligned with DfE policy, external moderation processes and escalation procedures to address concerns early. Every school-based Support Plan is reviewed, and targeted Quality Assurance visits are conducted annually across at least 10% of schools – and often exceed this benchmark.
 
Innovations such as exit interviews for departing ECTs and “entitlement checks” at key Assessment Points are helping to build a fuller picture of the ECT experience, enabling earlier intervention where needed.
 
Communication as a Cornerstone
Effective communication emerged as another critical theme. Peer reviewers found evidence of “strong communication methods with highly tailored and bespoke approaches”, supported by tools, such as joint calendars, detailed communication logs and regular team briefings.
 
This infrastructure ensures that schools receive consistent messaging and timely updates, whilst internal systems allow multiple team members to work seamlessly with the same institutions. Weekly meetings and structured dissemination of policy updates help maintain coherence across large teams.
 
Crucially, communication is not one-way. Evaluation data is collected from 100% of schools through embedded feedback mechanisms, ensuring that stakeholder voice informs ongoing development.
 
Continuous Improvement in Practice
A defining strength of the peer review model is its emphasis on continuous improvement. Rather than a one-off judgement, it creates a cycle of reflection, target-setting and reassessment.
 
For us, this has resulted in a growing list of “marginal gains” with around 20 improvement targets for the coming year. These range from refining how ECTs record feedback on assessments to strengthening training for new AB Associates and enhancing collaboration with Unions.
 
Leaders also stress the value of outward-facing learning. Exposure to different Hub practices allows ideas to be shared and adapted across the system. As one participant said, the process enables Hubs to “magpie” effective approaches from one another while validating their own work.
 
Governance and Future Challenges
The only area identified as “fully met” rather than exceeding expectations was governance, a reflection not of weakness, but of transition. Plans are underway to establish a new, larger Advisory Board bringing together local Leaders, Headteachers and specialists, particularly in SEND. Building on our new One-Cornwall Partnership, the Advisory Board will be joint with SWIFT.
 
This evolution highlights a broader challenge facing AB Services: maintaining clarity, accountability and local relevance as systems grow in scale and complexity. Ensuring robust governance structures, clear roles and effective training will be essential as partnerships expand.
 
A Model for System-Wide Improvement
The AB peer review programme illustrates how structured collaboration can drive improvement across the education system. By combining shared standards with local innovation and mutual challenge, Teaching School Hubs are building a more consistent and effective offer for ECTs and schools.
 
Perhaps most importantly, the process reinforces a shared commitment to learning. Even among high-performing Hubs, the message is clear: improvement is ongoing, and excellence requires both scrutiny and openness.
 
As one TSH leader reflected, being challenged by some of the strongest Hubs nationally is not only demanding – it is essential to ensuring that every ECT receives the support they need to thrive.
 
As part of our Golden Thread delivery, we remain committed to providing the most robust and effective Appropriate Body Service for our schools so that we are confident we are supporting Early Career Teachers at this crucial induction stage of their teaching career.
 
With big thanks to our dynamic and diligent team led by SWIFT Director of Teaching School Hubs and Appropriate Body Service Lead, Jen Knowles: thank you Senior Administrator, Faye Steele, and Associates Tania Cox and Chris Barnett for always going the extra mile and making a difference, along with our dedicated Team of Assessors and our super schools for their ongoing support of ECTs.

​It makes it all an effective joined-up collaborative system.

Report by Jude Baylis, SWIFT Executive Assistant

Now live it's the final UPDATE of 2025 and our ruby edition.

To start us off, Executive Director Martin Smith aptly considers "the collective goodwill that exists within the profession around supporting one another to develop" - not least in our role as Teaching School Hubs. Plus a special Happy Christmas message and a reminder of all the lovely aspects of being a teacher and leader at this time of year.

It is proving to be very popular, so remember to sign-up for the Spring Leadership Forum in January with keynote speaker Harry Fletcher-Wood presenting on improving teaching, an intro to the CODE Maths Hub with Laura Clitheroe and a foreword by Martin.

Thinking about understanding engagement amongst low-income White children in England’s schools, you can find out more in the report by The Engagement Platform with some suggested support ideas. Read up too on the latest webinar led by the South West English Hubs on the Department for Education's Writing Framework published earlier this year.

Keeping it relevant, there is more guidance from the Education Endowment Foundation on Metacognition and self-regulated learning from Devon Research School. Equip yourself with the three new classroom tools to support you putting the evidence into practice.

If you are looking to refine your timetabling tools, our sponsor SchoolPro TLC share their year-round timetabling approach to strengthening this essential work within school and they are available to support you if you need that helping hand.

Faye Steele, our Senior Administrator for the SWIFT Appropriate Body Service is our December interviewee and how good it is to know that she is at the helm for this integral service with her “relentless unwavering determination to procure the information we need on time and to meet our deadlines and tracking.” We are only as good as our staff and systems!
 
If you are deliberating about taking the bold step to change your contracted catering to in-house, read on as our sponsor Educatering share all the benefits of keeping your own kitchen staff, behind-the-scenes support, compliance and allergen management, staff training, bespoke menu development - and SO much more that makes sense for a fully supported service.  

Looking ahead to January, if you need any teacher cover, our sponsor Exeter Supply Partnership remind us why not all supply services are the same and the benefits of working with them. For a start, this not-for-profit organisation with true heart puts people first - and that means supporting local schools and teachers.

We are nearing the shortest day and if you need a reading boost, remember to check out Mr T’s instructional series (AKA Christopher Tribble, Headteacher at Honiton Primary School). We like an edifying read!

We are glad to work with you, support you and hope that you will end the Autumn Term on an uplifting note with the end of term Christmas celebrations.

See you in 2026! 

“With this essential relationship with our schools in place I believe in a relentless unwavering determination to procure the information we need on time and to meet our deadlines and tracking.”

​Faye's passion for admin systems started with her HND in European Business Administration at her local college in Torquay.  Taking these new skills and deciding to pursue temporary contracts was a key factor in building resilience and learning to embrace change and the ability to hit the ground running.   Faye’s roles were naturally streamlined and focused within HR and Education, and after taking a year out to backpack around the world, she returned to the world of education, joining a commercial training organisation that supported small businesses.  Her skills developed beyond administrative processes, into adult training, NVQ assessing and new business advice and guidance. 
 
Life changed dramatically when her first son was born and she kept her mind busy by helping with the admin tasks for a local HR consultancy. Once her children were of school age, Faye pursued new opportunities and contacts in primary education and joined Riviera Education Trust as CPD Administrator and Clerk to the Board of Directors and is still part of the Trust today.  Her role developed over the years, working within the Strategic Partnership, under the umbrella of SWIFT and the Appropriate Body for Kingsbridge Teaching School Hub. 
 
Fast forward four years and Faye was promoted to the Senior Administrator Lead for the Appropriate Body, enabling her to be involved in the integration of the Colyton and Kingsbridge Teams into one Appropriate Body Service (AB) and to design and coordinate the integral systems for the SWIFT AB Team.  
 
At this moment in time Faye feels super-lucky to be working with a wonderful team committed and passionate about education and supporting teachers to become the best teachers that they can be.  To play a part in that supportive development of teachers and in turn, the future of children's education, gives Faye true meaning in her working life – not least on a December morning!
 
1. What skills and experience do you bring to your role as Senior Administrator of the SWIFT Appropriate Body Service?
I think being organised is a key function of my job. From my working history, I have undertaken a number of admin roles in different settings, and I liked learning something new in every role. I always apply myself and enjoy learning something new and I consider tasks like project management. I look at the end goal and the end of the academic year and think, what do we need to achieve by the end of this year and work backwards to complete task on a termly basis.  Having worked in the role with SWIFT for four years, it works well to breakdown those tasks and achievements each term.
 
I think it helps that I am reflective and constantly looking at our systems in place and thinking how can we make this work better? How can we easier track that information? How can we manipulate the information we have to make sure that all the parties in our AB Team can access the information they need to be able to do their job effectively.
 
Being reflective and constantly reviewing our practices to be as efficient as possible for all participants is something I have refined.  My job is very much about tracking all of the information and based around an integral system, which was essential when we recently joined the two Appropriate Body Services to become SWIFT AB, it was helpful for me to apply that reflective approach to the systems to ensure that we have learned lessons from the two AB Services and looking and deciding what works best from both.

2. What do you find to be more rewarding?
That is tricky! Lots.
 
I feel very lucky because I get to work with ECTs, Induction Tutors and Headteachers, as I am the first port of call for them for the SWIFT Appropriate Body Service.
 
Most ECTs glide through their induction period, but some have a little wobble, and some wobbles can sometimes snowball, so I am glad that I am their contact to advise and help them with the guidance that we use and to signpost and allocate them to either our primary or secondary leads where necessary. Where I am not entirely sure of a query, I can always contact the Early Career Teacher Programme Team.
 
I find it rewarding knowing that I have made the ECTs’ induction a bit easier and proactively supported them when they needed some help, because my job revolves around those integral systems. As a tracking and spreadsheet queen, I can also help my Team by smoothing the work of SWIFT AB Leads: Tania Cox, Chris Barnett, and Jen Knowles.
 
So, I like to think that I get rewards from all ends of the scale. 

3. How do you ensure compliance with Department for Education statutory induction requirements?
Obviously, I need to understand the statutory requirements in the first place and keep up-to-date every time anything changes.
 
The biggest factor for me is building good relationships with our ECTs, Induction Tutors, and Headteachers to start with, which probably begins with good communication and ensuring that their first email communication from me is friendly and straight to the point. We understand that our colleagues in schools are busy people, and it is important to provide the right information at the right time, and obviously always offer support, and that they know that I am here to help them and to build on the relationship. 

With this essential relationship with our schools in place I believe in a relentless unwavering determination to procure the information we need on time and to meet our deadlines and tracking, and that all the tracking information is available so that we know whom we need to contact, by when, and what information is missing.
 
4. How do you develop your relationships with Schools and Mentors?
Yes, so building on the previous question, it starts with effective email comms, and making sure all stakeholders have all the right information they need from me at the right time, as we understand they are busy people. It is also about acting promptly if they ask a question or need something, that it is provided promptly and followed up in a timely manner with a continual offer of support. Always understanding that we know what we are asking of them, especially at busy times. 

5. What have you found to be the most significant update from the new statutory guidance issued earlier this year?
I think the most significant update is that the Early Career Framework has changed to the Early Career Teacher Programme (ECTP), which integrates Initial Teacher Training (ITT). Although ITT is not my strand of work, there has been a huge change in vocabulary and terminology, and I had learned to navigate and understand the changes and what they mean, but also understand that our ECTs, ITT Induction Tutors and Mentors are going to reach out to us and ask when they are uncertain too.
 
I understand that there is an obvious learning curve here for us all, but I think what has impacted on my day-to-day work the most is that the Teacher Regulation Agency (TRA) and Department for Education (DfE) have changed the core tool that we use to report. Working through these changes was a huge piece of work last summer, and also the way that we report our ECTs induction start dates and pass dates when they leave and move onto a different school. It has been necessary to adjust our admin processes accordingly and ensure that we are recording the correct information at the right time and manipulating it in a format that we can easily upload and report in time for the DfE.​

We are delighted to announce that sign-up for the SWIFT Early Career Framework (ECF) and Appropriate Body (AB) Service 2022 - 2023 is now open, full details of which can be found on the ECF and AB website pages.

If you have new Year 1 or Year 2 Early Career Teachers (ECTs) starting at your school this September, then you will need to register for these services via the sign-up link below.

Please note, you do not need to complete this sign-up form for any ECTs who are already participating in our ECF programme and AB service.

The form should be completed by your school ECF Lead/Induction Tutor and it will be helpful to have the following information to hand:
 

• Number of new Year 1 and Year 2 teachers that you anticipate starting at your school in September 2022
• School URN (Unique Reference Number)
• Finance Manager name
• Finance email address
• Finance postal address if different from your school

Information Webinar
In addition, following the recent series of ECF and AB information events, we are pleased to announce that we will be running an additional webinar for any schools who are new to either our ECF or AB service on: Tuesday 24 May 2022 | 1545 - 1645.

​If you would like to join us and learn more about the SWIFT ECF programme and AB service, please register for the webinar:

Any Questions?
If you have any further questions about either the SWIFT Early Career Framework or Appropriate Body service, then please do not hesitate to get in contact with our team: