We are pleased to bring you this next UPDATE. 

Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE reflects on the work ethic of his former pupils (working on his house) in the context of the current Department for Education (DfE) Curriculum Review and the Government's announcement to tackle the problem of the high number of people of working age not in work: 

"I find myself in the position of, as it were, consuming my own product. Does our school produce people who are not only good at their job, but good at relating to their clients and good at making the most of their lives?"

A theme close to our hearts here in the South West, we report on the recent National Institute of Teaching study into the experiences of delivering Early Career Framework (ECF)-based programmes in different school contexts across England, with a particular focus on schools in rural and coastal communities.

This resonates with the report on educational isolation at our Autumn Leadership Forum by Professor (Dr) Tanya Ovenden-Hope, Dean of Place and Social Purpose and Professor of Education, Plymouth Marjon University. Ofsted Assistant Regional Director, Sarah McGinnis reports back on the Big Listen commitment to help to build a better Ofsted.

We interview Ilsham English Hub Lead and Early Years and Phonics Specialist Leader of Education, Danni Cooke with the Learning Academy Partnership South West whose dedication to reading, English and all things literacy is abundantly clear.    

This issue features exciting educational opportunities.
If you are looking for a professional learning opportunity to visit other schools, you might wish to apply for the LSSW Connect Leadership Study Visit Programme taking place in January. 

School-centred charity, the Colyton Foundation is offering support for Sixth Forms for competitive Higher Education applications. Worth a read for those schools considering applications for their students to Oxford, Cambridge and universities in the USA; plus those applying for Medicine, Veterinary Science and Dentistry. 

If you have yet to meet The Laurel Trust, you can find out more about the work of this national charity to support schools with a funding opportunity. The theme this year is Effective Transition | Educational readiness for every school at every phase.

On the topic of considered collaboration, Kingsbridge Research School provides a thoughtful feature on why it is important to engage people in planning.

Our sponsor, SchoolPro Safety presents some excellent guidance on staff mobile phone safety and safeguarding in school that is a very worthwhile. We need them, but we need to use them safely and sensibly in school. 

Also, Exeter Supply Partnership are here/ there if you need them and with their caring ethic to support your school and the supply teacher.  You can step into the world of ONVU Learning with a video demo of the 360-degree camera technology by VP Matt Tiplin and see how this can support professional development in your school and Trust.

If Educatering has yet to reach your school kitchen, the pictures say it all in this issue. Healthy and exciting that bring alive school dinners with an international twist this time and support for Children in Need 2024.

We hope you enjoy reading and discovering in this issue of UPDATE and we wish you all a rewarding end to the Autumn Term and a Happy Christmas very soon.

In our role as an Associate College of the National Institute of Teaching (NIoT), SWIFT was pleased to be involved in a recent study that resonated with our Teaching School Hubs (TSHs) area.

The study was designed to understand experiences of delivering Early Career Framework (ECF)-based programmes in different school contexts across England, with a particular focus on schools in rural and coastal communities, and especially small schools (the definition is intentionally broad).
 
Working alongside the David Ross Education Trust (DRET), a Multi Academy Trust with a Teaching School Hub in North Lincolnshire and North East Lincolnshire, the one-year collaborative study also aimed to identify good practice delivered by these rural, coastal and small schools to deliver ECF programmes and to support Early Career Teachers (ECTs), and to understand how these can be adapted to better support schools.
 
It is pleasing that the impetus came from conversations between the NIoT and our SWIFT Team in highlighting the importance of generating formal evidence into how small schools in Devon are experiencing the ECF, and what support they may need. It is particularly pleasing our Director of TSHs, Jen Knowles was part of the study author team and Director of Business Development, Fiona McNeile provided feedback through the RAG board for the Research Team.

This was a mixed methods study, conducted between February to May 2024.
It involved a survey of 132 participants in 68 schools across England, and qualitative interviews with staff from nine schools within six Multi Academy Trusts (MATs) in rural and coastal communities.

The study found that whilst the ECF was valued, and most experiences were positive overall, all schools are facing similar challenges. Some schools are struggling to deliver ECF programmes, but this did not appear linked to school context.
 
80% of all ECTs were very or somewhat satisfied by their induction offer.
91% of Mentors felt able to manage their mentoring workload alongside their other duties, which was a consistent trend across schools of different sizes and locations.
 
There were some differences in the delivery of ECF programmes for schools in rural and coastal communities, compared to urban and inland schools, but this did not seem to affect overall satisfaction. Overall, there were different approaches to delivering the ECF, linked to school culture and context.
 
Small schools had particular strengths in delivering ECF programmes. For example, offering whole-school support to ECTs. However, fulfilling the requirements of the ECF, particularly around staff time and timetabling, could be challenging for schools with small staff bodies, and the support of Trusts (or other external) was very important, particularly in rural and coastal communities.

The Early Career Framework
The ECF is an established two-year package of support and training for state schools in England.

In-school Mentors are essential in supporting Early Career Teachers (ECTs) and this support is mutually valued. However, it can place a burden on Mentors alongside their existing workloads and equally for schools, the Government-required entitlement for time off-timetable for the training and mentoring activities can pose logistical and financial challenges for schools.

Key questions that are currently being considered in Initial Teacher Education and also questions around content repetitiveness, and suitedness of ECF programme content for different school contexts.
 

Value-Added Research 
After asking the questions, the value of any research is putting into practice the findings and the onwards work and this study has highlighted some important signposts that the NIoT, SWIFT and DRET, as providers of the Early Career Framework (ECF) will be considering in the continued design and deliver of the NIoT ECF programme.

Similarly, the signposts will be useful for other ECF providers and schools across the country as a platform for discussion about how to continue to strengthen support for Early Career Teachers. 

"Personally, the thing I enjoy the most of working for a Teaching School Hub is the diverse range of schools and colleagues I get the opportunity to work with and their absolute wealth of expertise and experience shared with me.”

Tania Cox is the Trust Director of Training and Learning for Blackdown Education Partnership and works with schools across the Trust, as well as schools across the South West, linked with her SWIFT Teaching Hub Partnership roles of Appropriate Body Service for Early Career Teachers (ECTs), Early Career Framework Facilitator, Initial Teacher Training Campus Lead and Course Facilitator, and Membership Services Lead for Continuing Professional Development (CPD).
 
After graduating in Environmental Science, followed by a PGCE, Tania has 20+ years of primary teaching experience, having worked across all primary Key Stages in a range of teaching and leadership roles, including a recent Headship of a primary school in the First Federation Trust in Devon. Last year, Tania successfully completed a Masters Degree in Education Leadership & Management (MSc).
 
Tania has always been passionate about supporting staff at all phases of their careers to progress in a way that supports their interests and bespoke career pathways, and has been involved in supporting trainees, Early Career Teachers and Mentors, and draws on this experience to support her current role to oversee trainee and ECT induction and development.
 
The driving factor behind Tania’s work is knowing that the support and investment in staff at all stages, but particularly in the early stages of colleague’s careers, enables staff to thrive, grow as expert practitioners and ultimately benefit the children in our schools. 

1. Drawing on your experience as a former Headteacher, what key skills do you bring to your roles with SWIFT? 
The main benefit of my experience as a former Headteacher is a living and breathing understanding of the challenges faced by schools.
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As a result of my first-hand experience of these significant challenges, I can bring this understanding into my various roles with SWIFT; Membership Services, Appropriate Body and Initial Teacher Training. This is particularly true when thinking about regional and individual challenges faced by schools. For example, I can help to shape the SWIFT Membership Services CPD provision based on local Trust and School Improvement Priorities.  

We know that a significant challenge faced by schools is insufficient funding and resources, and this insight informs how we can help schools to find the most cost-effective, value for money sources of professional development opportunities for staff by understanding school needs as a starting point. 
This also contributes to my support for Early Career Techers (ECTs), Mentors and School Leaders in the work I do with the SWIFT Appropriate Body Service, in trying to find creative solutions to challenges that may occur during their induction.  

My role as Headteacher has also guided my strong belief in investing in people and ensuring the Golden Thread of professional development supports staff to grow from trainee to ECT, to middle leadership and beyond. I have always been proactive and proud to support colleagues either to progress through the leadership scale or to develop a specialism or an area of expertise. Having that understanding helps me to think about my work with SWIFT Membership Services in considering appropriate training we can provide colleagues that enables them to progress most effectively, which benefits staff significantly and ultimately, the children we serve. 

I have experienced teacher recruitment and retention challenges, and enjoy working with SWIFT Initial Teacher Training to ensure that we are recruiting and training the best people to work in our schools, leading through to helping ECTs to continue their teaching profession journey. It is my hope that this investment provides a solid foundation for teachers to thrive, and not only survive their early career stage and to remain in the profession in the future.  

In terms of skills that I bring to my work with SWIFT from my role as a Headteacher, I would add empathy, diplomacy and negotiation skills; because my current role can sometimes place me in situations where I have to support schools and teachers and to find a positive outcome.

Finally, my direct work with colleagues in schools benefits me because I am no longer primarily based teaching in a school, and I could otherwise find myself quite distanced. But the work that I undertake with trainee teachers in delivering training, and delivering seminars for the Early Career Framework as well as visiting schools and supporting ECTs and trainees in their schools is an enjoyable aspect of my role with SWIFT and also keeps me connected to the classroom environment. 

2. What do you find to be most rewarding as a SWIFT Appropriate Body Service Lead?
As already mentioned, there are times when things do not always go smoothly for a number of reasons. There are occasions where ECTs can find their two-year induction to be a particularly challenging time. Understandably, they are suddenly removed from having a lot of support as a trainee teacher, to having a full-time class, and many of the roles and responsibilities of their 20 + years experienced colleagues; which can be very challenging for some ECTs.

This is why I enjoy supporting ECTs who might be finding this a challenge and supporting those schools who perhaps have not had an ECT in their school until now. Helping Induction Tutors in schools to navigate all the systems and procedures to help them have a good experience through induction. For example, helping schools to develop a support plan and finding that teachers can meet the Teaching Standards at the end of that journey is particularly rewarding.

Continuing this work, I love my training facilitator role for ITT, and Early Career Framework Delivery Lead for Year 1; working directly with trainees and ECTs; seeing how theory delivered in seminars links with their practice, watching them grow and develop over the year.

3. From your experience working with SWIFT, what do you consider to be the current biggest challenges in education?
As mentioned earlier, I think the current biggest challenge in education is funding and therefore providing resources in schools, which is becoming increasingly difficult. Even though schools wish to invest in professional development for teachers and available services, it is becoming increasingly challenging because of limited funding.
 
We know that here in the South West there is quite a high level of disadvantage for our students in many of our schools for one reason or another; which is another big challenge, of which I am aware, certainly when I am working with trainee teachers and Early Career Teachers.
 
Another significantly reported challenge that I experience through my work is the high level of need in schools balanced with available resources when we think about Special Educational Needs, and some of the challenges that presents due to the lack of available agencies and support services, which can consequently impact on workload and well-being for staff. 

4. What do you most enjoy about working for a Teaching School Hub?
I have now been in this role for exactly a year and personally, the thing I enjoy the most about working for a Teaching School Hub is the diverse range of schools and the colleagues I work with and their absolute wealth of expertise and experience shared with me.
 
Being a primary practitioner, I have learned a lot from secondary colleagues and am also fortunate to have access to the most up-to-date research and thinking through the work that the teaching hub provides. The training that I deliver through the Early Career Framework and initial teacher training enables me to access the most current thinking in education. Being a facilitator also encourages me to continuously reflect on your own leadership and practice, drawing on my prior experiences to share will colleagues - both what has worked and not worked! 

I value working with colleagues across the whole of the South West, in addition to my work within Blackdown Education Partnership, which is mutually beneficial in building networks and collaborations.
I can support schools in providing the optimum professional development opportunities. Schools can also be supported with their teacher recruitment challenges through trainee placements. 
 
I also enjoy drawing on the expertise within those schools. For example, people who might lead Professional Communities and who can mentor trainee teachers.

5. What are your three main hopes for the future of the teaching profession?
How to narrow this to three things?!
 
Thinking about the teaching profession, I would have once said reforms to Ofsted; but I would probably not prioritise this as highly now that there appear to be some positive adaptations in progress.
 
Firstly, I would focus on teacher retention and improved retention, with schools offering more competitive salaries, flexible working arrangements, specialist training, promoting leadership, a work-life balance and better well-being, in addition to alternative routes to gaining QTS.
 
I have worked with some amazing colleagues, but they do not have a degree and many Teaching Assistants who have been in the role for years and are virtually, teaching classes, but do not have that specific qualification to progress into teaching officially.

Hence, I think we need to be looking at alternative routes, which seems to be beginning to happen, and I would like to see that happen more rapidly.
 
Secondly, increased professional development and collaborative practice.
Having more time dedicated for professional development, including that important follow-up. Not only sending someone on the training, but giving thought to how the training will be implemented and most impactful so that afterwards, the specific training has supported and upskilled teachers.

Thirdly, more opportunities for collaboration and sharing good practice and expertise.
I am a very strong believer that shared practice and collaboration can be hugely impactful and we should be outward-looking, outside of our Schools and Trusts, at all levels, by ensuring we are equipped and confident to make the best decisions to suit the learners in our school, to serve our communities as a common goal.
 
That is why I love working with SWIFT and my role supports that idea, and ethos of collaborative working together, networking and partnership strengthened by those common goals. 

We thank Tania for sharing insights into her roles and for her valued contributions as a SWIFT Partner.
Interview by Jude Baylis, SWIFT Executive Assistant

The results are in from our annual Teaching School Hub (TSH) School Leader Satisfaction Survey for 2023 – 2024.
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School leaders were invited to complete a short satisfaction survey on how they believe they have been supported by SWIFT on the Golden Thread programmes plus other Continuing Professional Development, including the High Prior Attainment training day led by The Colyton Foundation.

We are consistently committed to listening and responding to our school leaders and teachers and are grateful to those of you who took the time to feedback about what matters most so that we can improve our programme delivery.
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Working together as SWIFT, Colyton and Kingsbridge Teaching School Hubs seek to deliver programmes intended to upskill staff in order to boost teacher recruitment and retention; ultimately, to promote better educational outcomes for all pupils in schools, especially the disadvantaged. Hence, it is important to us that our programme delivery is high-quality, relevant and adds value to the endeavours of busy schools in our constantly changing times.
 
A key survey question was whether leaders had been able to access professional development relevant to their setting’s needs and development goals. Certainly, this has individual implications for us as a starting point – although future planning would benefit from more detail. However, a resounding 63% completed agreed, 31% somewhat agreed and a thoughtful and very honest 6% neither agreed or disagreed. 
 
School leaders were also invited to note their satisfaction with their school’s overall experience of working with Teaching School Hubs last year. 69% completed agreed, 30% somewhat agreed and 1% neither agreed or disagreed. The numbers speak for themselves. But clearly prompt a deeper thinking about the sometimes-subjective understanding of survey dynamics. 

With opportunity for further comments, we are very grateful to those school leaders who took the time to share their thoughts. Overall, the prompt, supportive responses and smooth administration and organisation by our SWIFT Team was praised.
 
Several leaders praised our support for Early Career Teachers (ECTs) as part of the Appropriate Body Service and the guidance and advice provided for them to fully support the ECT and help them to make robust progress and they liked our platform to upload and provide evidence for their ECTs.
 
Particularly positive was a comment about benefitting from being part of our wider SWIFT network and appreciation of professionalism and core values. Partnership is at the heart of our SWIFT work and it is rewarding that is reflected back at us. Another school leader commended our seminars as productive, meaningful and relevant, which is very positive.
 
One leader had yet to work with the Teaching School Hubs, which is a valid consideration for us about our marketing and how we present SWIFT to schools. We certainly understand that the educational landscape can be cluttered and confusing.
 
Guiding comments were constructive about improved clarity of our communications. For example, dates for expected termly ECT progress forms to assist time management and planning for schools. Although interestingly, another praised the clarity of ECF assessments etc.
 
Given the variety of communications from different members of the SWIFT Team, one school leader would ideally prefer to have a single point of contact. We also value the reflective comment about SWIFT emails being crisper and concise in view of numerous email communications and we will take this point seriously in considering the reading workload for school leaders and teachers.
 
And finally, in tune with the modern time, one responder was interested in climate awareness training for leaders. It is important to us that we bring meaningful training to you, so watch this space.
 
64 school leaders responded to the survey and we are grateful for your honest feedback and reflections that will helpfully steer us in our onwards work.
61% leaders responded from Devon schools, 23% from schools in Plymouth and 16% in Torbay.
Primary school leaders were the highest responders at 55%, followed by 34% from secondary, and 6% from Special Schools, 3% Alternative Provision and 2% from the private sector. 

Nevertheless, the results were encouraging and thoughtful feedback and we are grateful to all those school leaders who took the time to respond.

Beyond the survey, please feel able to message us with any comments, reflections and/or suggestions about how we can work better and smarter to serve you. We are always pleased to hear from you and you can click on the links below to contact us.  

Report by Jude Owens, SWIFT Executive Assistant

We are pleased to bring you this final UPDATE of the academic year 2023 - 2024. 

Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE begins by considering the secret behind the atmosphere of purpose and calm on a recent LSSW Connect Study Tour Visit to Dixons Academy Trust in Leeds and Bradford:

"I was struck by how clearly the leaders articulate what they are doing, why they are doing it and how they are doing it. They speak with a confidence and clarity that is inspiring. They have developed systems that work for every aspect of their operation. They check those systems are working. They invest in staff training and growth. And everything is rooted in the transparent vision and values of the Trust and the individual schools."

And ends with a rallying cry to end the year - inspiring all school leaders and staff to return energised after a good break this summer.

We look back on the 2024 Summer Conference with collaboration at its heart, knowing that some events are worth reliving.  We thank, once again, all our speakers, sponsors  and of course, the delegates for being with us.  
“If everyone is moving forward together, then success takes care of itself.” (Henry Ford)

Primary and Secondary Teachers of Art recently enjoyed their very own dedicated Devon Art Teachers' Conference with an enriching and engaging agenda, plus inspiration from the Bovey Tracey’s annual Craft Festival.

As a thank you to all Governors, but celebrating this one as he prepares to retire, we interview Paul Brooks, Chair of Kingsbridge Community College Governing Body and SWIFT Trust Board who shares his thoughtful insights into education over the past 40 years.
 
With the ever-important issues of attendance, Kingsbridge Research School explains the Education Endowment Foundation’s new guidance on supporting schools with attendance structured around six evidence-informed themes.

Another readable feature is from our sponsor SchoolPro TLC who shares their GDPR and Data Protection expertise in understanding the Birmingham Children’s Services Data Breach and the implications and guidance for school and MAT leaders. 

Our sponsors have been busy too. 
The foodie pictures say it all as Educatering whets our appetites in showcasing their menu of delightfully nutritious and exciting food in its school year wrap up. Lucky schools.
 
Exeter Supply Partnership understands the importance of professional development for teachers, but appreciates access whilst working as a supply teacher or Teaching Assistant is not always easy.
This is why they provide access to FREE courses and webinars to support their Supply Team to keep up-to-date whilst working and to help them to prepare for the next step in their career.

ONVU Learning reflects on excellent teachers creating excellent memories and the characteristics of great teachers. If this sounds like something for you, you can meet and find out more about ONVU Learning in a FREE webinar on Thursday 11 July 2024 from 0830 – 0900. Register here

Wherever you are, we hope that these final few weeks will be enjoyable and fulfilling for you all.   
We are not there yet, but the summer break awaits and we wish you the loveliest holiday and thank you for working with us this year.  

SWIFT Membership goes from strength to strength and this academic year over 220 schools are members of SWIFT.

SWIFT Membership offers Schools and Trusts outstanding value.
Our low-cost, £2 per pupil fee offers you unlimited access to the following highlights:   

• Members’ discount on an extensive range of professional development courses and conferences.  We work with leading national trainers, such as Paul Dix and Mark Rowland; as well as experts from the South West region.
• FREE/ unlimited access to 25+ termly Subject and Leadership Professional Communities.
• FREE/ unlimited access to termly Leadership Forum and Curriculum Forums.  
• FREE/ unlimited access to Primary Subject Leader Briefings for Early Years, English, Maths and Science.
• FREE access to Secondary School Performance Analysis through Jon Lunn (Performance Director for Ted Wragg MAT).
• Subsidised Leadership Study Visits to Schools and Trusts within the South West region AND England (limited places).  

SWIFT Membership saves staff time as well as money.
Our booking system on Eventbrite enables quick access to all our events and makes it quick and easy to register.

Many of the 2024 - 2025 courses are live for bookings now HERE and many more will be added across the year.

Increasingly, schools are using SWIFT to support staff training linked to appraisal, providing a quick, one-stop-shop for staff development needs.
 
Powering SWIFT Membership is the dynamic SWIFT partnership of Schools and Trusts that curate, design and facilitate courses, Professional Communities, Forums and Conferences.
We are proud to work with these brilliant teams from across the Devon, Plymouth and Torbay area reflect the best of the school-led system.

With the Summer Term well underway and a Bank Holiday afoot, we are pleased to bring you this May issue of UPDATE.

Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE opens with thoughts on the different contexts for teachers, doctors and surgeons:

"Think of the complexity of a school, where in a class, 30 people are all interacting with one another, or a school where hundreds are interacting. Factor in the added complexity of the family and friendships context. The fact that every child learns slightly – or even hugely – differently, brings an infinitely varied range of previous learning and experience to any given moment in a lesson, an infinite range of emotional responses and is growing and changing by the day…hour…minute. Add in the complementary complexity of the teacher"

​Read some of the highlights from the The MaternityTeacher PaternityTeacher Project and WomenEd The Mother of All Pay Gaps Conference and the Summer Term Estates Management Professional Community.

Newly appointed Regional Lead for the South West for Whole School SEND, Emma Vyvyan Find shares some of her good intentions in our interview and their professional development offer to support you and your children and young people.

Helen Thorneycroft from the Kingsbridge Research School guides on teachers emphasising the ​‘Why’ while modelling: ​“Teacher discussions that allow students to elaborate on their ideas or their methods, to reason out their thinking and question their strategies, have been associated with progress measured in the form of improved test scores.”

Sensitive to staff data sharing in mental health emergencies, data experts SchoolPro TLC outline essential guidance based on recent updates from the Information Commissioner’s Office (ICO) and provides some key takeaways for you.

Our other sponsors provide details of their services. 
Educatering awakens appetites with new menus this Summer Term and photos to prove it and also prove their local credentials with supplier appreciation for their valued partnership with Dartmoor Farmers, who have been farming the land for thousands of years and who provide beef and lamb for school lunches.

ONVU Learning considers the merits of teacher-led continuing professional development and championing autonomy in professional development and challenges traditional professional development models. You can meet ONVU Learning in a FREE Excellent Teachers Create Excellent Memories Webinar on Thursday 11 July 2024 from 0830 – 0900 and at our Summer Conference on Thursday 13 June 2024. 

And Exeter Supply Partnership Teacher provides top tips for getting into primary supply teaching with their professional support and care. "There are many supply teaching agencies out there, so you need to find the one that suits you and your needs best."

We wish you a fulfilling remainder of this term and a lovely Bank Holiday weekend. 

“I enjoy nurturing partnerships and I am continuously reminded of their importance in every we do.”

​As we embrace this new year as a time of renewal and revitalisation and as the culmination of the first four-years cycle of Teaching School Hubs, it seemed opportune to check in with our Executive Director, Martin Smith to reflect on his role in leading the Colyton and Kingsbridge Teaching School Hubs, as you will know as SWIFT (South West Institute for Teaching).
 
Martin started his career as a Teacher of History in Herefordshire and became an Advanced Skills Teacher early in his career, working as a Teaching and Learning consultant for Gloucestershire Local Authority. For four years he was Deputy Head of a rural 11 to 18-years school in Herefordshire, before becoming a secondary Headteacher in East Devon for eight years.

As the backdrop to his current leadership, Martin led the formation of the Dartmoor Teaching School Alliance and in 2020 he was appointed founding Director of Teaching Schools South West (TSSW) as one of six Department for Education’s test and learn Teaching School Hubs with Kingsbridge Community College the lead school. A year later, with the roll-out of 81 further Teaching School Hubs as national centres of excellence, Martin orchestrated combined of operations with the newly formed Colyton Teaching School Hub, with Colyton Grammar School the lead school to create SWIFT.
 
1. What did you anticipate from your role of leading the Test and Learn Teaching Schools South West (TSSW)?
I anticipated that there was a great opportunity to create a system for schools that was more joined-up with less duplication, and less overload of providers delivering similar programmes.
 
This, of course, was mainly the professional development Early Career Framework (ECF) programme, before the launch of the reformed National Professional Qualifications (NPQ's) and before the Department for Education’s Golden Thread of professional development.
 
My role was to focus on bringing together partners who were experienced in making significant contributions in the area and included the former Teaching School Alliances and Multi Academy Trusts who were emerging onto the scene and growing rapidly.

As part of my role, I anticipated bringing together the different components into a coherent partnership framework.
 
2. What do you believe to be the most important function for Teaching School Hubs and has that changed over the past four years?
The most important function is to provide high-quality professional development for teachers and leaders because we know that if teachers and leaders engage in high-quality professional development, it has a positive impact on the quality of what they do in the classroom and the outcomes for young people.

Teaching School Hubs also have a key role to play in the teacher recruitment and retention agenda.
Recruitment, by improving initial teacher training (ITT) and making it accessible to more people.
Retention, in running high-quality Early Career Framework programmes that support new teachers, and inspire them to stay in the profession for longer, and to provide a pathway for more experienced school leaders through the NPQs so that this journey of growing and developing continues beyond the first few years of teaching.

Therefore, well trained and supported teachers are more likely to stay in the profession for the longer-term and Teaching School Hubs are making an important contribution to the recruitment and retention of teachers.

It is also important to create a coherent and accessible professional development structure for Schools and Trusts.

One of the drawbacks of the previous iterations of Teaching Schools was working with a large and disparate number of Teaching School Alliances – along the lines of 14 across Devon, Plymouth and Torbay, all of which were providing their own professional development and initial teacher training and as a Teaching School Hub we wanted to create a clear and accessible marketplace for schools to access high-quality professional development. A clear marketplace incentivises and supports schools to engage in professional development.
 
3. What has been the most constructive learning point to date in your tenure as Executive Director of SWIFT?
It is more of a validation and something that is constantly validated for me is the importance of partnership in building long-term high-quality partnerships based on strong relationships with trust, a genuine collaboration, sharing and a generosity between partners. I enjoy nurturing partnerships and I am continuously reminded of their importance in every we do.
 
4. What do you find to be the most personally rewarding for you in the role?
Personally, I have always enjoyed seeing people flourish in their roles and organisations and knowing that as Teaching School Hubs, we are enabling colleagues across the profession to take on new opportunities. Whether it is to design an ITT curriculum, become an ECF Mentor, lead ECF Mentors or facilitate an NPQ.

I think that these opportunities across the partnership are truly inspiring and we know that they can make an important difference to people's professional lives.
 
In addition, we now have a not-insignificant SWIFT Central Team of ten people and it is very gratifying to see them grow and develop as individuals and as a team to embrace challenges and celebrate successes.

5. What would be your vision and hope (s) for the next four years of Teaching School Hubs?
If we are successful in our re-designation for the next four years, I think my vision will largely remain the same to create those high-quality pathways for teachers from initial teacher training through to Executive Headship and to continue to develop and ensure that these opportunities are meaningful and relevant.
 
We always want to give schools in the South West the best of regional, national and available evidence.
We have always believed very strongly in our vision to give South West leaders the best opportunities available and we are committed to this mission that continues, not least with the exciting opportunity we now have with SWIFT Teacher Training to increase the number of teachers entering the profession across our area.

There are many great ITT providers within our region and we want to work alongside those existing providers to support potential trainees with the requisite skills and commitment who wish to get into teaching.

I also hope that we can adapt to the changing educational context towards larger Multi Academy Trusts (MATs) and at a practical level, as Teaching School Hubs, we are very keen to be responsive to the needs of growing MATs and offer more personalised approaches to ITT and NPQs that allows them to access the benefits of a national programme, but at the same time put their own Trust stamp on the experience.

We thank Martin for his reflections and his continued leadership of SWIFT.

Interview by Jude Owens, SWIFT Executive Assistant

In this final issue for this academic year, ​ESW Associate & Strategic Leader of Teaching & Research Schools | Education South West, Roger Pope CBE considers in this continued post-pandemic aftermath, “Why is it that our leadership skills are being challenged to such lengths?”
 
"So, this is when we have to dig deep into our leadership reserves. It’s a time when we have to believe in ourselves, to let go of what we cannot change and focus on those things that we can influence in our own schools."

Building on SWIFT's commitment to Diversity, Equality and Inclusion (DEI), SWIFT's Professional Community lead, Ruhaina Alford, Executive Headteacher of The Carey Federation gives us an end of term report. 

At this point of end of term completeness, you can read about SWIFT's Director, Chris Harris's reflections as he ends his tenure with us and an interview with Programme Manager, Fiona McNeile who continues the good work of our programme delivery. And have your say in the Annual Teaching School Hub School Leader Satisfaction Survey.

Our sponsor, SchoolPro TLC provides guidance on taking subject access requests seriously and find out some of the latest from Educatering, Exeter Supply Partnership, Lyfta and Praestantia Technology.

“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.​

"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. 

Last week, the Department for Education (DfE) presented a live webinar to discover how to support staff at all levels and access the wide-ranging support available from the Department to improve staff experiences and ultimately improve pupil outcomes. The event also featured guest Headteachers who shared their passion for teacher development and discussed examples of how the programmes are supporting the staff and young people in their settings.

The webinar included: 

• An overview of the Golden Thread, and the high-quality, ongoing training opportunities.
• The benefits of helping to train the next generation of teachers by hosting ITT trainees in your schools, and the support available to you.​
• The advantages of the DfE-funded provider-led Early Career Framework (ECF) based programmes, what we are doing to improve their implementation and delivery, and how we are supporting schools, Early Career Teachers and Mentors to understand them. 
• The National Professional Qualifications (NPQs) available to staff across the country, the unprecedented available support , and how to access the qualifications.

To watch the webinar recording, click on the link below and you can also download a copy of the PowerPoint presentation and collated Q&A document.