With the end of term in sight, we thought we would squeeze in a final July UPDATE for you - and it is a newsy one to end this school year. 

Musing on our recent Summer Conference (and you can read the A Master Class in being a Good Egg! write-up), Executive Director Martin Smith reflects on the overarching themes of inclusion and belonging: "at the heart of what we are as schools and at the heart of how we train and develop ourselves through professional development."  

Martin ends by encouraging all teachers, leaders and colleagues to take a moment to reflect on the huge contribution everyone makes to the lives of children and young people. "We know our profession has challenges ahead of us and some will move on and some will persist. But what is an ever constant is the commitment of everyone in education to do the very best job."
 
Looking to the Autumn Term and being super organised, the Whole School SEND (WSS) Conference is on Thursday 19 November 2026 at Sandy Park in Exeter on the theme of “A Sense of Belonging still Matters.” 
You can help now as the WSS Team are inviting schools across the South West region to share what “Belonging and Mattering” looks and feels like. 

With the appropriate consent, send the Team examples of pupil voice on how they feel valued and included in your School / Trust community. For example, photos, artwork, displays, projects, short video clips, participation in clubs, enrichment activities, pupil testimonials. Keeping you informed, there are SEND updates and guidance later in the newsletter. 

A week and a day before the early bird offer closes on Friday 17 July 2026, remember to register your School / Trust / Federation for SWIFT CPD and Membership for 2026 - 2027. If you do the sums, it makes sense. Find out more and register here 

This month we take a nostalgic view of ALL the UPDATE interviews - starting in April 2022 with Martin Lewis, our launch interviewee and still a SWIFT stalwart. It is worth a look back!

Devon Research School (DRS) shares a post by Hannah Claydon, Deputy Director of Devon Research School, Raising Standards Lead for Year 7 and Teacher of Science at Kingsbridge Community College on embedding Maths skills in the Science classroom.

HOT OFF THE PRESS - you can read the South-West Social Mobility Commission Annual Report on Place Matters . Published yesterday, rather than the North - South divide, the startling headline shows London outperforming every other region on many key measures for pupils eligible for free school meals, whilst the South West remains one of England's weakest-performing regions.

Thinking hot, with soaring temperatures now a constant our sponsor, SchoolPro Safety provides some excellent cooling practical guidance on managing overheating classrooms. Contact the Team here

We join our sponsor Exeter Supply Partnership in celebrating their 10th birthday of providing nursery and primary supply needs and wish them another successful decade! Contact the ESP Team here

Ending the school year with a celebratory look back in pictures, our school catering sponsor Educatering shares some pictures from Christmas to Easter, Chinese New Year and Eid. You can contact the Team to discuss catering for your School and Trust here 
 
That's all folks! When you have a moment to stop, we hope that you will find something of interest in this issue that will add value to your day.

A week tomorrow I will be signing-off from my role as Editor of UPDATE and I would like to extend my very best thoughts to you all for the end of term (and the onwards). I know from my own experience of working in a school for many years the meaning of “being busy” in ending one year and preparing for the next. Such is the cycle of education.

By Jude Baylis, SWIFT Executive Assistant 

Like all things SWIFT the UPDATE interview has evolved into what it is today.

A simple formula. Five questions that reap rich reflections to showcase our work as Teaching School Hubs, and that of our ​Partners and Associates. 

​Looking back, the first iteration of the UPDATE interview appeared in Issue 4 in April 2022 with Martin Lewis - who was then the Appropriate Body Induction Tutor at Kingsbridge Community College (and Martin continues to be a SWIFT stalwart).  After a few evolutions, by Issue 7 the interview had become the defined interview we know today with Esther Best, NPQs Facilitator (the then Headteacher of Oreston Community Academy in Plymstock).
 
With our rooted in partnership mantra, the UPDATE interview has been a way to showcase the dedicated delivery support of valued colleagues across our Golden Thread work – of which there are many to choose from!

Aimee Mills, the then Acting Deputy Headteacher (for Quality of Education) at The Park Community School in Issue 10 (December 2022), Andy Ogden, then Director for CPD and Devon Training School Partnership at Tarka Learning Partnership in Issue 19 (November 2023), Jayne Miners, Primary ECTP Mentor at Halwill Primary School (The Carey Federation) in Issue 38 (October 2025) and Lindsay Cooper Smith, Director of Inclusion for St Christopher’s Academy Trust in Issue 44 (April 2026):
 
“I would wish all children to be educated locally with their peers and to get the support they need at the earliest possible opportunity to make sure there is a genuine holistic approach to inclusion with the family, school and professionals involved.”
 
Still going strong with us harking back to Issue 28 (November 2024) was Tania Cox, Director of Blackdown Education Partnership Training School – one of our valued Partners: “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.”  

Already a few worthy examples of note here, finding a fitting quotation has been a definite delight for me to set the tone for the whole interview. More to follow as we press on now. 
​
Always curious, I like learning more about colleagues, as in Issue 32 (March 2025) with Robin Scott, CPD & Marketing Coordinator with Exeter Consortium Schools’ Alliance: “Overall, I think it is most rewarding being part of the Teaching School Hubs network that is aiming for big improvements in education. I always feel the South West collaborates well and we want to work with and make our schools even better." Also, Faye Steele, SWIFT Senior Administrator for the Appropriate Body Service in Issue 40 (December 2025) clearly enjoys her work with her memorable words: “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.” How brightly their commitment shone.
 
We always strive to stand tall with our Partners and I have been grateful to interview CEOs, Headteachers, Senior Leadership Team and Teacher colleagues. Starting with Stewart Biddles, CEO of Riviera Education Trust in Issue 15 (June 2023): “There is always more to be gained by working in partnership than by forging ahead alone.” Tom Parkin, Headteacher of South Molton Community Primary School in Issue 17 (September 2023): “Our hope for our children this year is to get back into school and in a positive way.” Fiona Harvey, Deputy Head (Scholarship) at Colyton Grammar School (one half of SWIFT’s Colyton Teaching School Hub) in Issue 22 (February 2024) provided another standout quotation: “I believe as school leaders, we must challenge and be positive in promoting teaching as a career that is brilliant, rewarding and a worthwhile choice.”​

It has been a privilege to hear original insights from respected leaders. The Issue 33 (April 2025) interview with Gary Chown was on the eve of officially becoming CEO of The Harbour Schools Partnership Multi Academy Trust (merging Ventrus and Tarka Trusts): “I would like to see improvements in how the system connects. I think some MATs are doing well and working in effective partnerships and I am hopeful that we could deepen this partnership and build a more architecturally responsible legacy.” And the interview with Mr T – A.K.A. Christopher Tribble, Headteacher at Honiton Primary School and Author in Issue 36 this time last year demonstrated the noblest intentions for his pupils.
 
I have relished learning more about colleagues, as in Issue 32 (March 2025) with Robin Scott, CPD & Marketing Coordinator with Exeter Consortium Schools’ Alliance: “Overall, I think it is most rewarding being part of the Teaching School Hubs network that is aiming for big improvements in education. I always feel the South West collaborates well and we want to work with and make our schools even better." Also, Faye Steele, SWIFT Senior Administrator for the Appropriate Body Service in Issue 40 (December 2025) clearly enjoys her work with her memorable words: “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.” How brightly their commitment shone.

​We take pride in our responsibilities to champion the work of our many Associates – all of whom boost our offer to Schools and Trusts. Issue 12 (February 2023) interview with Emma Sheppard, The MaternityTeacher PaternityTeacher Project (MTPT) Founder and Lead, testified to her passionate staunchness in this important area of the workforce. Supporting the local Department of Education Subject Hubs is integral to our work and Joint CODE Maths Hub Leads, Laura Clitheroe and David Hick were the double act for Issue 23 (March 2024) and it was the turn for lsham English Hub with Hub Lead, Danni Cooke in Issue 29 (December 2024) sharing her infectious love of reading and all things booky.

​Many (most!) of the interviews have spoken to the longevity of our partnerships. Issue 27 (October 2024) with Jon Eaton, Director of Kingsbridge Research School highlighted our ongoing valued partnership, as did Issue 18 (October 2023) with Jenny Sutton, Regional Principal, South and West – National Institute of Teaching (NIoT) speaking volumes then and now of our close working together as NIoT Associates Colleges: “I genuinely love working with our Associate Colleges because [THEY] all want to build a really strong partnership with us, that genuinely ensures the programmes we develop and deliver together are of maximum benefit for teachers and leaders.” Followed by fellow NIoT colleague Katy Micklewright, Head of the Early Careers Programme Faculty in Issue 37 two years later.
 
Many of interviews provide professional insights into the cogs central to our educational landscape. In May 2024 issue 24 we met Emma Vyvyan, Regional Lead for the South West for Whole School SEND: “Children teach us new things every day and walking in their shoes ensures that we get to know them as individuals, which requires our fresh and creative thinking in order to ensure that we have the best inclusive approach possible.” January 2025 Issue 30 with Justin Coombs, Executive Director of Assessment Technology at Exam Board, AQA and Amy Lingfield, the then Director of Partnerships at Teach First in Issue 31 February 2025.
Diversity, Equity, Inclusion and Belonging is at the heart of our work in safeguarding members of our community to feel psychologically safe and their authentic selves so that children in schools are led, taught, supported and governed by people who embody the values and model the behaviours of a modern inclusive society. I was pleased therefore to interview for Issue 25 (June 2024) the then Co-Chairs of our SWIFT DEIB Partnership Group, the then Krisha Gandhi of Cranbrook Education Campus and Tom Pether of East Allington Primary School and earlier for Issue 14 (May 2023) Louise Jaunbocus-Cooper, Co-Founder of MixEd.

The interview can be an opportunity to celebrate new ventures as in Issue 41 (January 2026) with Nick Wakeling, Director of the Colyton Foundation: “I hope the sense of a regional movement to support under-resourced pupils will have gathered further momentum, and that the Colyton Foundation will have become a ‘go-to’ hub for all schools and other organisations looking to support higher attainers & HE progression within the region.” Along with Jess Easton, Director of The Engagement Platform (TEP) in Issue 42 the following month: “If people could really understand engagement, where it comes from and what drives it, I think we would see significant improvements in areas we traditionally measure, such as attendance, persistent absence and outcomes.”
 
CPD is integral to our SWIFT work. With an eye on the relevant and interesting, Caroline Sherwood, Deputy Headteacher at Pilton Community College was the interviewee for issue 11 (January 2023) as Programme Lead for the How to Teach Boys to Succeed in School session. Ed Pawson, our SWIFT Religious Education Professional Community Lead and RE Consultant opened my eyes with humble thinking about this core subject in Issue 43 (March 2026): “When I look at my primary colleagues, my fundamental purpose in being an advisor is to help those who do not have RE as their number one subject and have never really studied it and do not feel confident. I would love to be able to feel that I have supported people to enjoy teaching RE and to gain satisfaction.”

​Enthusiasm is part of my DNA, and I respond to enthusiastic interviewees, which especially oozed in the interview with Sam Eyre, Head of CREATE Creative Arts Academy at Coombeshead Academy in Issue 34 (May 2025): “I credit teaching with making me a more creative person because I work in a creative environment every single day with young people that I think makes me a better artist."

​Thinking arty, a particularly fond interview was with Olivia, the artist behind our unique quirky SWIFT artwork in Issue 13 (March 2023). At the time Olivia was a student at Colyton Grammar School and if you are still curious about the history of the artwork you might like to read more here
 
I always like to learn and the Issue 45 (May 2026) interview with Anthony Lees, Deputy Head of School for Marpool Primary School & EdTech Lead for the Cornerstone Academy Trust was mind-bending on the thorny topic of AI: “I believe the power of technology is about bringing equity of opportunity to learners - to all pupils and students - by raising universal provision, and not simply through the accessibility tools, which are the obvious quick wins, (i.e. text to speech, speech to text etc), all of which is hugely important and makes a big difference to teaching and learning.”
 
Sometimes I like to think of the interview as a good omen.  As a lovely precursor to her joining the SWIFT Team a year later as Director of Teaching School Hubs, Jen Knowles, the then Director of West Country Training School Alliance (WCTSA) was in the spotlight for Issue 8 in October 2022 (and we have never looked back). With unforeseen symmetry Jen’s predecessor Chris Harris, SWIFT Deputy Director (Colyton Teaching School Hub) was the following interviewee in Issue 9 (November 2022).
 
With more serendipitous timing, for Issue 20 (December 2023) Tina Graham, Principal of Kingsbridge Community College (KCC) did not know that KCC was set to be awarded the South West Secondary School of the Year 2024 Award for The Sunday Times Parent Power Guide - for academic outcomes and character education, extra-curricular opportunities and student experience, as well as year-on-year improvements. It made the interview all the more glorious.  

The interview can be a way to say thank you and to enhance the sense of occasion.
Issue 26 two years ago at this time of year was with Paul Brooks, retiring Chair of Kingsbridge Community College Governing Body and the SWIFT Trust Board who shared his experienced words of wisdom: “When I was Deputy Principal, I used to say that every child in our school needs to enjoy our school and to come out at the end of each day and know that they have enjoyed something in their lessons. I believe now, as I believed then, that it is possible.”
 
Everyone counts for me in a school. Prior to SWIFT, I worked as PA to a Headteacher in Somerset (plus I’m a foodie); so I particularly enjoyed the interview in Issue 35 (June 2025) with Sarah Plowman, School Catering Manager, and Helen Vincent, School Business Manager at Whipton Barton Infant and Nursery School: “What blew me away … was that it is all about the children and ensuring they have a good, nutritious meal, because they know how that helps with learning, and this absolutely shines through.”
 
Demonstrating the positivity within our educational partnership, for Issue 39 (November 2025), I enjoyed interviewing SWIFT Teacher Training graduate, Harriet Sleath, in her first term as Teacher of Modern Foreign Languages at Teign School, part of Education South West (the other half of SWIFT).
 
From time to time I like to open a window into our Central Team and Fiona McNeile, our SWIFT Programme Manager (and now Director of Business Development) was a lovely interviewee in Issue 16 (July 2023): “I am very fortunate to have a role that is fulfilling in many ways.” As was Martin Smith, Executive Director of SWIFT in Issue 21 (January 2024): “I enjoy nurturing partnerships and I am continuously reminded of their importance in every we do.”
 
Bringing us up to date, the most recent interview last month was with Steve Margetts, Principal of Torquay Academy and Author: “I would describe my leadership style as highly focused on clarity, culture, and people. I believe leaders have to create a clear sense of direction, whilst building an environment where staff and students can thrive.” If you heard Steve speak at the Summer Conference you will already have an insight into the impact of his leadership experience that you can benefit from in the “Everyone Succeeds: Practical leadership behaviours that improve schools” practical professional development sessions next year.

"I believe the power of technology is about bringing equity of opportunity to learners - to all pupils and students - by raising universal provision, and not simply through the accessibility tools, which are the obvious quick wins, (i.e. text to speech, speech to text etc), all of which is hugely important and makes a big difference to teaching and learning.”
 
Deputy Head of School for Marpool Primary School in Devon, Anthony is also the EdTech Lead for the Cornerstone Academy Trust.

Previously Ant was the Primary Lead for The National Centre for Computing Education (NCCE) Computing Hub for Devon and Dorset and for the Cornerstone EdTech Demonstrator School. Other roles include a Specialist Leader of Education (SLE) and SSAT Lead Practitioner Facilitator and Ant is currently supporting the RISE Digital Skills and AI Hub.

For 15 years, Ant has led the Trust's EdTech strategy and approach to online safety, driving the one-to-one device programme within the project-based curriculum, and also maintains the Trust’s Microsoft Showcase School Status. 

The SWIFT Team are grateful to Ant who has trained us over the years on various aspects of digital learning, and we are always grateful to learn from his expertise.

As AI moves apace for us all and is part of the SWIFT professional development programme this year, it seemed a timely juncture to find out more about Ant’s journey and work in the world of digital learning. 

1. What has been your personal journey into digital learning and AI?
Reflecting for this interview, it has been a very interesting journey!
 
I was a class teacher for about ten years, then spent some time in different schools teaching Music. After a short time in Broadclyst Primary School doing various music-related teaching my role gradually moved into EdTech, as I was a bit of a nerd, as well as into Music and choirs. Gradually my role became more about the EdTech and staff development and training and suddenly, I had found a niche for something that I loved.

Broadclyst had already academized at the first opportunity and within a few years of being in post, it became apparent that this area was growing and it needed to become a Multi Academy Trust, and it was by building some Free Schools and taking other schools into the Trust my role evolved into leading EdTech for the Trust, but also staff development and CPD, as we have a lot of Early Career Teachers within the Trust and my role included supporting them.
 
During this time, Cornerstone got further involved in running the Science Hub for the area and gradually, I became a Senior Professional Development Lead for STEM, taking on the running of the primary arm of The National Centre for Computing Education (NCCE) for Devon and Dorset in partnership with Exeter Maths School. My role evolved from leaving the classroom to becoming heavily involved in CPD and the development of colleagues and eventually into leadership and I have been Deputy Head of a few of our Trust schools over that period too.

Because of the heavy lean on EdTech, we have been very involved in the Microsoft Showcase School Network and my roles necessitated ensuring, for example that our schools maintain the Showcase Status, training up our staff to be Microsoft Innovative Educator Experts, and securing Microsoft Certified Educator (MCE) accreditation. That has been a fun part of the journey as we have always been at the forefront of trying to push what is innovative in education and how technology can leverage the best support for learners and teachers and as AI has moved to the forefront, it has become our new horizon.

As I said earlier, I am a bit of a nerd and a tinkerer, as far as technology goes, and I have always been aspirationally looking for what is the next best app, the next best tool for myself, but also for technology; which I would call “a hopeful unsettledness.”

2. What do you find to be most rewarding in your role as EdTech Lead for the Cornerstone Academy Trust?
For me at the core, I think it is about supporting and developing colleagues, because I find that very rewarding and I also know that it is the best way to have an impact at scale to improve the opportunities for learners. Now that I am not in the classroom myself, that is my best vehicle and is very rewarding.
 
3. What do you believe to be the main benefits of digital learning and AI in education today?
Building on the second question, I believe the power of technology is about bringing equity of opportunity to learners - to all pupils and students - by raising universal provision, and not simply through the accessibility tools, which are the obvious quick wins, (i.e. text to speech, speech to text etc), all of which is hugely important and makes a big difference to teaching and learning.
 
At Cornerstone, we are very embedded in the Microsoft Platform in Teams, and that ability for learners to collaborate at whatever scale is appropriate for the project cannot be undervalued and I genuinely believe that we are preparing our learners for a future job market that has yet to exist; which you might say, is the ultimate goal for education. We are not looking to be the matrix, to plug learners in and turn-out brilliant form fillers. We are looking to develop young people that have the skills they need, and which we would beratingly call soft skills, the reasoning part of the three R's, and which are so valuable.

On the AI front, the more I listen to some clever people talk about this topic, I think the benefits for students is the speed of feedback that AI can provide learners and the consistency. We are now at a stage where we have proven that consistency of feedback is much better from AI than it is from a teacher, however well-meaning and able. On the staff side, the obvious benefits that are hugely powerful include time-saving, quality, and the ability of AI to draw links between large amounts of information, which as an individual, I do not have the cognitive bandwidth to hold and the ability to draw ideas together and to spot links that maybe an individual practitioner would not be able to do.
 
4. What do you consider to be the main challenges and what steps do you take to overcome them?
Reference EdTech, I think the current main problem is that we are at a point where there is a confusion about what is the place of technology in the lives of young people, both at home and in the classroom.

There is some great work going on here. Mobile phone awareness is perhaps the biggest. For example, Smartphone Free Childhood, who are undertaking absolutely incredible work that I completely endorse in helping parents to see what is the right time and boundaries for smartphone use. However, there can be a lot of confusion about mobile phones in general and devices and there is a huge screen time debate underway that is probably more prevalent than it has ever been. It is important, and very powerful and positive that discussion and debate is going on, of which more and more people, including parents, play a part.
 
The downside is that it leads to a confusion about the place of technology in education and one can sometimes become a stick to beat the other if we are not careful. For us at Cornerstone, what we have learned over the last few years is to simplify our message about how technology contributes to our project-based curriculum and to the opportunities and provision that we are putting in place for learners. For screen time, we try to be very, very clear about the difference between using a device to access resources and to check the information, which is very different to bingeing on Netflix or sitting on your Xbox in the evening.

For AI, there is a danger in avoiding the cognitive heavy lifting that comes from work and the exercise of learning, recalling what you have learned, applying it in situations and creating something new. If we are not careful, there is an opportunity for AI to be seen as a mechanism to skirt around that very important process and not to flex those mind muscles. In a time of increased social media usage, declining attention spans, and an inability to single task - that I see in myself as much as in other people – herein lies the danger for me. I think the solution is for us to be clear with families and all our stakeholders and pupils.
 
5. What are your hopes (ideally) for the future of digital learning and AI in education?
Cornerstone is one of the founding organisations of the Digital Skills and AI Hub, which is a RISE-funded project currently giving us opportunities to test and learn, which we are doing at scale with two other Trusts, and with ten different working parties who are trying out how AI can be used in all sorts of different contexts, classroom, student feedback, back office processes, business, finance, workload, and for leadership and governance.

With the test and learn, we are looking at what can we learn? What is the right way forward?
My real aspiration is that as AI evolves into a more mature technology for education, and we develop those safe and ethical tools for education, as we are at a place where sometimes we have to compromise on the facility in order to use it safely. As an example, I would say that as an organisation, we are in the Microsoft world, hence our tenancy is on Teams, including SharePoint etc and CoPilot is very safe within that world. However, there are incredible things that can also be done with Claude, ChatGPT and Gemini and all sorts of other tools. But they are not safely in our tenancy, and we are not using them and will be missing opportunities at the moment. Yet, it is more important that our learners' data is safe and ring-fenced than we explore those opportunities.

But over time, as the tech matures, it is my hope that safe and ethical facility becomes more available and there will be lots of tools that we can use. If I were to name-drop a few, I would say through Magma and Olex.ai who are developing tools that not only mark and return grades to pupils (because that has been around for a while); but now tools that take the input submitted by the pupil and develop new challenges and tasks for the learner based on what the students submitted. That is exciting because we are into a time of bespoke use of technology for each individual, rather than pushing them through a conveyor-belt of experiences.
 
From the work of the Digital Skills and AI Hub it has been clear to us that the biggest impact for schools is those who are experimenting and testing. I would encourage other Schools and Trusts to join the Hub and get involved. This is an exciting time in education and to be involved in the process of shaping the future impact of AI in education.

5. What would be your five Top Tips for using AI?
TIP 1: Start with the problem, not the tool.
What is it that is limiting learning? What is challenging teachers?

TIP 2: Use AI to amplify teacher thinking, not replace it.
AI can draft a good lesson, but it does not know your pupils. It is about doing something to enhance the learners. The power comes from the teacher's ability to refine and adapt, not from the ability of the AI to produce something quickly.

TIP 3:  Turn one thing into many.
AI gives you the ability to take smart wins from a single text or lesson and allows you to create multiple things for different age ability readers, and cognitive levels and response expectations.

You could add more challenging questions, more inference and deduction, and not simply recall and to generate discussion prompts.

TIP 4: Model great learning, not simply great answers.
You can get pupils to use AI to get answers instantly.
As we are a primary MAT, we do not give our pupils direct access to chat-based AI as that is clearly legally inappropriate and not the goal.

We are however, looking at how we can use AI to help teach pupils how to think. To spot the question, mistakes, how to improve and refine responses over time. That is where I think the power is in using AI as a thinking partner, and critical friend, rather than your first draught buddy.

Let the tool get to know you because the more your AI tool understands your context, role and drivers and your objectives, the better quality the response. Rubbish in, rubbish out.

TIP 5: Start small - but start now.
A whole AI strategy for your school might be down the road.
In the first instance pick a single problem. For example, planning feedback.  Trial it and get it up and running because the AI and digital technology is not yet mature, but is evolving all the time and the only way to be on board is to start dipping in your toe.

We thank Ant for his thought-provoking interview and his thoughtful leadership on the increasingly compelling topic of digital learning and AI.
​
Interview by Jude Baylis, SWIFT Executive Assistant  

“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.​

Two thirds of the school year complete, we are pleased to bring you this April UPDATE.

At this time of renewal and hope, Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE reflects on inclusion in a move towards greater universal provision when the system is not working: outcomes are poor, children and parents experience the system badly and the funding is unsustainable.

"How can we build capacity, confidence, and skills in schools so that meeting the needs of most children through universal provision becomes more of the norm?"

On a positive tilt, we are keeping motivated after the Spring Leadership Forum and presentation by Peps Mccrea on The Science of Motivation: “Successful motivation is tied to life, survival and thriving.”  Executive Director of SWIFT, Martin Smith encouraged us to keep motivated with a look to the next academic year and the bold new CPD offer and we thank ONVU Learning Vice President Matt Tiplin for sharing how their video capture tech enables teachers to feel empowered to self-reflect on their teaching in a powerful way.

We also report on Education South West (ESW) CEO, Matthew Shanks who was a member on the expert panel of the recent Tes Trusts in Education Networking and CPD Event on the "gnarly topic" of behaviour in school.  

To another Multi Academy Trust (MAT) within our region. This has been an especially auspicious week for Gary Chown and team, as the new CEO of The Harbour Schools Partnership MAT, following the official merger of Tarka and Ventrus MATs on Tuesday 1 April 2025. We wish Harbour every continued success and you can read more in this issue's interview. 

Thinking about leadership, if you have yet to hear about our annual flagship leadership event, we remind you of the SWIFT 2025 Summer Conference coming up in June. A stunning line-up of speakers - and to think it is on your doorstep. Tickets are limited, so register your place and book in your diary and we will be glad to see you there.

We share details of the new edition of the Education Endowment Foundation's (EEF) guidance on the deployment of Teaching Assistants. It is worth a read to value even more these precious colleagues in the classroom.

Our sponsor SchoolPro TLC turns to a topic that is gaining cautious momentum. Have you embarked on your Artificial Intelligence journey yet? The SchoolPro team provide some very clear guidance on the use of generative AI in MATs and Schools. Read it and be forearmed!

We thank ONVU Learning, once again, who outline in this issue how their tech enabled collaboration lesson capture tool is working in the classroom and supporting teaching and learning. 

You can keep in contact with Exeter Supply Partnership for updates and instructive articles on supply teaching to support your next steps in teaching. Whilst in the school kitchens and dining halls, Educatering are providing nutritional and exciting food, working with School Catering Teams for a complete school catering service. 

Thank you for reading and we wish you all a happy springtime Easter break. 

1. What has been most personally rewarding from your involvement with the Kingsbridge Community College Governing Body?
It has been most personally rewarding to continue to be involved in what I think is a really top-class organisation that has a very important role in our educational landscape.
 
I have been involved in Teaching Schools from their very beginning and I immediately believed it was the very best way of developing teaching and learning within our schools.
 
I think teaching at the moment is as hard as it has ever been, and maybe even harder and I am passionate that teachers from the start of the career and all the way through, have the opportunity to experience the very best training; because when we come into teaching, I think we all have an idea of what makes a good teacher, which essentially comes from our own background and provides a great starting point for our classroom practice.
 
But developing and improving that practice can be challenging and I think the only way you can do it is if you have from the very start of your career the opportunity to experience high-quality professional development and support in your school. For me, this can come about by schools working together and learning from research and striving to ensure that their teachers benefit from such opportunities. This way, I believe that teachers can get the very best outcomes for their students.
 
My involvement over the last few years as Chair of the SWIFT Trust Board has given me the opportunity to see and be impressed by the way in which SWIFT has developed from what was an idea of schools collaborating together by sharing data and seeking improvements in a much more structured way.
 
Teaching School Hubs, like SWIFT, are providing opportunities that enable the very best development in our teachers and school leaders. That is why I am so excited that SWIFT is moving into initial teacher training, because I think that keeps the Golden Thread (as the Department for Education terms it) going from the start of a teacher's career with the Appropriate Body Service and Early Career Framework to National Professional Qualifications. For me, that is the very best model and I consider this to be a golden opportunity in delivering that best model.
 
Being a Governor on the SWIFT Trust Board and working with the other Governors is a way to give back in helping to see and contribute to the work that is being done, monitoring and checking this work and supporting it to be the very, very best.
 
2. And what has been the most challenging?
Truthfully, I have been pleasantly heartened in how well the SWIFT programmes have been progressing. The Appropriate Body Service and Early Career Framework roles are being led so effectively that targets have been exceeded in terms of the volume of participants and their feedback is very positive. I think that the SWIFT Team is doing a magnificent job in continually implementing, developing and monitoring this work.
 
For me the main challenge going forward will be the successful implementation of initial teacher training, because that requires a much broader range of stakeholders and very thorough monitoring. The provision will be subject to Ofsted inspections and hence, the biggest challenge will be ensuring this provision is as effective and robust as possible.

Indeed, I am a tad sad that I am leaving when the course is about to start at the end of August, because I think that it has the potential to be very exciting for SWIFT.

The current biggest challenge for all Governing Bodies is to support their schools in what are very difficult financial circumstances. Schools are having to make decisions now much more on the basis of what they can afford, than on the basis of what is best for their students, than at any other time over the past 25 years that I have been involved in school leadership. Governors have a demanding role in supporting schools to make the very best decisions in these constrained circumstances.