 Now live it's the final UPDATE of 2025 and our ruby edition.
To start us off, Executive Director Martin Smith aptly considers "the collective goodwill that exists within the profession around supporting one another to develop" - not least in our role as Teaching School Hubs. Plus a special Happy Christmas message and a reminder of all the lovely aspects of being a teacher and leader at this time of year. It is proving to be very popular, so remember to sign-up for the Spring Leadership Forum in January with keynote speaker Harry Fletcher-Wood presenting on improving teaching, an intro to the CODE Maths Hub with Laura Clitheroe and a foreword by Martin. Thinking about understanding engagement amongst low-income White children in England’s schools, you can find out more in the report by The Engagement Platform with some suggested support ideas. Read up too on the latest webinar led by the South West English Hubs on the Department for Education's Writing Framework published earlier this year. Keeping it relevant, there is more guidance from the Education Endowment Foundation on Metacognition and self-regulated learning from Devon Research School. Equip yourself with the three new classroom tools to support you putting the evidence into practice. If you are looking to refine your timetabling tools, our sponsor SchoolPro TLC share their year-round timetabling approach to strengthening this essential work within school and they are available to support you if you need that helping hand. Faye Steele, our Senior Administrator for the SWIFT Appropriate Body Service is our December interviewee and how good it is to know that she is at the helm for this integral service with her “relentless unwavering determination to procure the information we need on time and to meet our deadlines and tracking.” We are only as good as our staff and systems! If you are deliberating about taking the bold step to change your contracted catering to in-house, read on as our sponsor Educatering share all the benefits of keeping your own kitchen staff, behind-the-scenes support, compliance and allergen management, staff training, bespoke menu development - and SO much more that makes sense for a fully supported service. Looking ahead to January, if you need any teacher cover, our sponsor Exeter Supply Partnership remind us why not all supply services are the same and the benefits of working with them. For a start, this not-for-profit organisation with true heart puts people first - and that means supporting local schools and teachers. We are nearing the shortest day and if you need a reading boost, remember to check out Mr T’s instructional series (AKA Christopher Tribble, Headteacher at Honiton Primary School). We like an edifying read! We are glad to work with you, support you and hope that you will end the Autumn Term on an uplifting note with the end of term Christmas celebrations. See you in 2026!
0 Comments
Following the release of The Writing Framework, English Hubs are delivering a series of webinars specifically aimed at school leaders and teachers to ensure an understanding of the importance of writing, the key messages, and expectations for writing over the next academic year, and to help planning the next steps in their school.  The third webinar in the series last week looked at the Importance of Reception for English Leads and Early Years teachers with Vanessa Morley and Michael Kimber from the Kernow and Cornerstone English Hubs hosting the session on behalf of the South West English Hubs. The Writing Framework was published by the Department for Education in July this year and outlines a common approach to teaching writing based on evidence and existing good practice. “All our children should be successful writers able to share their ideas confidently and articulately. Enabling children to write clearly and well is critical to success both at school and beyond.” (Foreword by the Secretary of State for Education) The Framework is non-statutory guidance intended to ensure Reception children have the best possible start, feel included in a strong whole school writing culture and start to feel like writers, finding joy in communicating and writing, encouraged to enjoy writing and to experience what it is like to write.  Following a significant drop in writing skills during the pandemic, writing is at its lowest at Early Years Foundation Stage since 2022. The key objective of the Framework is to help schools meet the expectations set out in the Early Years Foundation Stage (EYFS) statutory framework and the National Curriculum, and it also aligns with Ofsted’s Education Inspection Framework and the Reading Framework. The Government’s Plan for Change has set a milestone for 75% of children to reach a Good Level of Development (GLD) at the end of Reception by 2028. The Writing Framework is a national priority with support to schools from the RISE Teams. There is also further support around this area available to schools for free through the National English Hubs from September 2026. It is essential to build on the writing foundation in Reception to underpin children’s skills by the end of Key Stage 2 SATs. Building on foundations for success will help to build a strong writing culture and a community of writers with positive implications later in children’s schooling and GCSE Language success.
The webinar discussed how all children should be supported to with daily teaching to support their writing journey including letter formation and spelling instruction in phonics as well as time to ensure all children have explicit handwriting instruction in addition to this daily lesson. Phonics teaches letters in an order that will generate the most words and handwriting teaches letters in groups of letters with a similar formation. The Writing Framework encourages teachers to: 1. Foster a love of language through shared reading, storytelling, learning and repetition of rhymes, poems and songs. 2. Create opportunities for expressing thoughts and ideas. 3. Encourage high-quality interactions between children and adults. 4. Model high-quality language and echo what children say. 5. Question sensitively.  “The most successful schools teach the two distinct parts of writing – oral composition and transcription – separately in the early stages.” (Ofsted) Whilst children are developing their ability to form letters and spell in Reception, the majority of composition will be oral, and there needs to be lots of practice in how to compose simple sentences orally. Children should be supported in how to make links between talking and writing to say out loud what they wish to write, or else they are unlikely to be able to write it. Teaching needs to be explicit in how to compose sentences regularly and consistently all of which should not be rushed; but with opportunity to practise for oral rehearsal. The key is to keep it simple, thinking about developing quality rather than quantity. Writing is complex and it involves motor and cognitive skills. This can be a challenge for young children in the classroom. The physical development of writing should be supported in how children develop motor skills that underpin writing to develop consistent routines for handwriting in a considered way. Writing can also be encouraged during play. For example, writing menu cards in play kitchens, labelling instructions and activities that support the physicality of writing.  The Writing Framework encourages teachers to be ambitious for all pupils including those identified for SEND and every child should receive and be included in writing instruction. For children who find writing difficult, teachers need to identify and respond to their strengths and difficulties, and it is important that the teacher observes the children’s techniques and spots any errors and then plans on how to close this gap. Success builds motivation and self-motivation is vital to build in every child. Schools are encouraged to have consistently high expectations and to identify the needs in their own school. The English Hubs will be delivering another three Writing Framework webinars in the Spring Term. Webinar 4 will be looking further at transcription, Webinar 5 will explore Composition and the final Webinar 6 will be focusing on Pupils Who Need the Most Support. All six webinars are being recorded and schools can access these through their local English Hub for free. Report by Jude Baylis, SWIFT Executive Assistant   13/11/2025 0 Comments SWIFT EVENTS | Issue 3 | November 2025 We are pleased to bring you the next EVENTS issue with a featured article, highlighted programmes, courses and events from our delivery partners to support your professional development and enhance the work of your school.
Passive Intervention and Prevention Strategies (PIPS) Training PIPS training is aimed at all staff working in Primary Schools, Secondary Schools, Special Schools and Alternative Provisions. It aims to support staff in developing a consistent, effective and acceptable team approach to managing behaviour, while, crucially, maintaining positive relationships and minimising risk for all. Find out more and book here Highlighted Courses/Support:
Often the backbones of Schools and Trusts, Business Managers can be the unsung heroes and heroines who oversee the smooth running/ working/ functioning (all!). Aptly, we were glad to start this new term purposefully with the Autumn Term Business Management Professional Community. Chaired by Matt Burrell, Business Manager at St Cuthbert Mayne School, there is a collaborative and informative tone to these online sessions. Fellow Business Managers are encouraged to participate actively, share feedback, and engage in the sessions and to feel empowered through practical insights and professional development opportunities. Professional Communities are FREE for SWIFT Members and are designed to provide updates on priorities that connect to the best of regional, national available evidence. In this session there were five pacy presentations that covered services and tools for reducing food waste, wising up to Artificial intelligence, CPD pathways for School Business Managers, eco-friendly printers and the thorny issue of school recruitment.  Educatering has grown from supporting one school to over 150 across the South West in only four years. Increasingly the go-to for school catering, Head of Educatering, co-founder and passionate and caring foodie for schools Rob Stevens provided some tried and tested ideals to tackle food waste and the dual challenge of unnecessary costs and food waste in school catering. Consider your menu planning tailored to what pupils like to eat. Educatering treating school meals like a restaurant experience, with the children and young people as valued customers. Think about your portion control. Weigh the ingredients to see what they look like as visual guides for the catering team to avoid over-serving. Graduated portion sizes should be based on age groups. Two fish fingers for Foundation children going up to four for Year 6 to meet those growing appetites. Trayless dining. A revelation! Without the temptation of a pudding in waiting on the tray the children are more likely to focus on their main course first and foremost. Almost à la food detective, monitor waste patterns by literally checking the bins to see what food is not being eaten. Engage children in healthy eating initiatives to find out what they like to eat and include on your menus. Pre-order lunch systems are a big way to reduce waste and improve efficiency. And then if you have over-catered at the end of the day, you can tap into the donation route to local charities in your area, use composting procedures, and as a lovely one – package up leftovers and sell to staff to take home for tea. Reducing food waste in schools not only benefits the environment but also increases profitability for your catering budget. We like Educatering’s practical and impactful approach.
Director at SchoolPro TLC, Ben Craig delivered an insightful presentation on AI and Data Protection in education. With rapid advancements in processing power, schools face both opportunities and risks and highlighted the importance of understanding AI as both a friend and foe - not least in sensitive contexts and keeping up with the children and young people in your school who are increasingly savvy about AI. As experts in Data Protection and Compliance and former teachers and school leaders themselves, Ben shared the essentials of AI good use through training your staff, integrating AI responsibly, and maintaining robust Data Protection practices.  Do you know about open and closed AI systems? You might find the following checklist a helpful start in thinking about your use of AI: ✅ Do’s Fact-check AI-generated information before using it. Use AI to assist with lesson planning, resource creation, and administrative tasks. Use school-approved, closed AI tools where possible. Train staff and pupils on responsible AI use and ethical considerations. Be transparent—disclose AI use in reports, planning, or educational content. Monitor AI’s impact and regularly review policies to ensure compliance. ❌ Don’ts Assume AI outputs are always correct or unbiased. Let AI fully replace teacher judgment or professional decisions. Enter personal or sensitive pupil data into public AI tools. Allow students to use AI for plagiarism or to bypass independent work. Use AI in ways that could mislead, manipulate, or automate sensitive decisions. Forget to update privacy notices and AUAs when introducing AI into school workflows. SchoolPro TLC works with nearly 1,000 schools across the UK, offering compliance checks, guidance packs, and policy updates. Their online data protection portal provides essential documents and tools help schools to stay compliant. Practical applications of AI were discussed, such as using it to scribe meetings - but with a caution that it is not a perfect tool. Key to good use of AI is on training your staff, integrating AI responsibly, and maintaining robust Data Protection practices. You might remember the AI focus in our September UDPATE that you can review again here
The ISBL (Institute of School Business Leadership) session focused on tools and pathways to support School Business Managers (SBMs) in their professional growth. A key highlight was the self-assessment tool, which is available free for three months. This tool helps users identify gaps in their knowledge and skills, aligning with what future employers might seek and encourages SBMs to create actionable development plans and apply new skills in their roles.  The tool uses an algorithm to generate a visual report based on average scores across different competency areas. It offers customised feedback, suggested training, and qualifications, and allows users to download a Performance Development Plan. This is particularly useful for performance management discussions, salary negotiations, or transitioning into new roles. ISBL also offers accreditation pathways and a range of training programmes and webinars. The OpEx (Operational Excellence) framework was introduced, focusing on the impact of teaching and learning, CPD, data, skills, and HR. Attendees were encouraged to plan their development journey over one, three, and five years, and to overcome barriers such as time and cost by starting small. Even an hour a week on CPD can make a significant difference.
MyNewTerm addressed the challenges of school recruitment, particularly the high costs and declining support staff applications post-COVID. Founded in 2019, the platform offers a localised and digital solution to streamline recruitment processes and key benefits include:
The platform helps schools to revolutionise recruitment through technology, offering user-friendly tools, reporting features, and a centralised portal for equal opportunities data. Schools using MyNewTerm have seen a noticeable increase in applications and now consider the platform indispensable. RISO’s presentation focused on the eco benefits of print technology. Founded in Tokyo in 1946, RISO has developed durable, energy-efficient machines that produce 96% less waste compared to traditional printers. Their oil-based ink offers advantages over water-based alternatives, including fewer breakdowns and lower energy consumption.  RISO printers are the fastest on the market, with no heat involved so that paper jams are reduce and with improved reliability. They offer the lowest colour copying charges and are considered the greenest product available. RISO provides print audits for schools to assess energy usage and identify cost-saving opportunities, and their approach encourages schools to “do things differently” by adopting sustainable and efficient printing solutions.
We thank all our presenters and Matt Burrell for facilitating this event.
Report by Jude Baylis, SWIFT Executive Assistant 15/10/2025 0 Comments SWIFT EVENTS | Issue 2 | October 2025 The next EVENTS issue has landed with a featured article, highlighted programmes, courses and events from our delivery partners to support your professional development and enhance the work of your school.
Coaching for Leaders The Coaching for Leaders workshop is designed to equip leaders and coaches with the confidence and skills to make a real impact. Participants will gain practical coaching tools, receive feedback on their style, and learn how to engage teams, align goals, and navigate challenging conversations with ease. Find out more and book here. Highlighted Courses/Support:
 The penultimate week of term and we are pleased to bring you the final UPDATE for 2025 - 2026.
It is also the final introduction for Roger Pope who steps down at the end of this term from his SWIFT Strategic Lead role. We hope you have enjoyed Roger's reflective intros as much as we have and we thank him for being such a stalwart and dedicated deep thinker that has steered us on our SWIFT journey over the past five years. Aptly, Roger's final feature begins at his beginning when he was on teaching practice in 1979 and brings us right up to date with the brave bold world of AI, ending on a buoyant note about the role of teachers: "I cannot think of a time when the job of teachers is becoming more crucial. Teaching people how to think. Guiding young people in making career and life choices in a rapidly changing and complex world." We report on the Initial Teacher Training (ITT) Strategy Group for Devon, Plymouth, and Torbay case studies exploring best practices in supporting primary ITT placements in rural schools and secondary schools offering placements to multiple ITT providers. If you were with us a few weeks ago at our 2025 Summer Conference, we hope the positive energy is lingering for you. If you need a re-boost, you can read the report and relive some of the highlights in this issue. On the theme of professional development that counts, it is the final week of the early bird offer to sign-up for SWIFT CPD and Membership for 2025 - 2026. Benefit from discounted and free CPD to enhance the work in your school bringing the best of local and national - featuring energising names such as Dan Fitzpatrick, Mr P ICT, Craig Barton and The Engagement Platform. To name but a few. Find more information and register here Whether you know him from his books full of wisdom and good karma, or from the teaching world, you will know that Christopher Tribble has spent his professional career largely engaged in school improvement. Read and relish his wisdom in our July interview. The Colyton Foundation are on a mission here in the South West to help disadvantaged pupils overcome some of the steepest barriers to educational success due to the unique combination of geographical and socio-economic challenges. Find out how the Foundation can support your students in Director Nick Wakeling's article on The South West Landscape: Isolation, Overlooked Talent, and a Region in Need. Our sponsor SchoolPro TLC have been busy compiling some useful FAQs for schools about the new Data (Use and Access) Act 2025 that gained Royal Assent last month. It is worth a read as there will be some implications from a DPO perspective for schools over the next 12 months. Meanwhile our other sponsors are all here to support you. Be ready for your September staffing with Exeter Supply Partnership working with local schools across the county providing a friendly and efficient service. Educatering celebrate their fourth birthday and are going from strength-to-strength providing children in schools with delicious, nutritious, restaurant-quality meals and helping school Catering Teams to feel confident and in control of their kitchens again. Whilst ONVU Learning continue the third conversation with Discovery Schools Academies Trust CEO, Paul Stone and consider how bold educational change is not only envisioned but implemented. It is all here for you and may it count. For this final issue of 2024 - 2025, on behalf of the SWIFT Team, we wish you all a happy and rewarding end of term and a lovely sunny summer holiday.  We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you.
NEW SWIFT CPD and Membership 2025 – 2026 We are delighted to share details of our new, high-quality SWIFT CPD and Membership offer for 2025 - 2026. Registration is now open for Schools, Federations, Trusts and other organisations to join SWIFT Membership for the next school year (register here) and find out more here Highlighted Courses/Support:
We know - because many of you tell us, SWIFT Membership is being part of something special... A community of schools who believe in professional development that makes a difference to practice in the classroom, to lead and support your teams and fosters the best possible outcomes for children and young people.
REGISTER NOW for SWIFT Membership for 2025 - 2026. By registering your School/MAT/Federation (once), ALL your colleagues can access for FREE or at a reduced ticket price our best-ever programme of CPD courses and events. LOW-COST £2 per pupil fee, and a *10% Early Bird discount* for registration before Friday 18 July 2025, PLUS a new lower rate for larger MATs. Understanding financial challenges, Membership fees are frozen. Conferences | Leadership Forums | Professional Communities Primary Subject Briefings | Primary Moderation | Primary Staff Meetings | Secondary Subject Briefings | Secondary Exam Series Secondary Performance Analysis | The Engagement Platform
Join our community!
Discover how SWIFT CPD and Membership can provide good value and high quality professional development to you and your Teams.  We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you.
SWIFT Summer Conference 2025 | #SWIFTConf25 The final few places are available for the SWIFT Summer Conference 2025 on Thursday 19 June 2025 at the Future Skills Centre in Exeter. As our premier leadership event dedicated to empowering educators, fostering innovation, and driving excellence in education, this year's conference promises to be an inspiring and enriching experience. Highlighted Courses:
15/5/2025 0 Comments SWIFT EVENTS | Issue 13 | May 2025 We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you.
SWIFT Summer Conference 2025 | #SWIFTConf25 The SWIFT Summer Conference is a premier event dedicated to empowering educators, fostering innovation and driving excellence in education. Taking place on Thursday 19 June 2025 at the Future Skills Centre in Exeter, this year's conference promises to be an inspiring and enriching experience for all attendees. Highlighted Courses/Support:
24/4/2025 0 Comments New Horizons Leadership Event“Well thought out sessions, great networking opportunity and pitched at a good level.” With its aptly visionary-inspired title, school leaders enjoyed the New Horizons Leadership event at the end of last term, and returned to school with rich insights into key aspects of our ever-changing educational landscape. A key focus of the briefing was on building an understanding of imminent reforms so that school leaders can support their own organisations to scan the horizon with confidence and understanding. Guest speakers were equipped to myth-bust and troubleshoot many areas where schools may be feeling unsure, with snippets of information about the Ofsted Framework reforms, the role of RISE Teams, advances in the increasing use of Artificial Intelligence (AI) to support assessment; as well as exploring data for school improvement.  Helen Philpott and Joe Ambrose from the Southwest Regional Improvement for Standards and Excellence (RISE) Team began the session with an update on the aims of the RISE programme and the potential for further partnership working. To Ofsted as a central marker of the educational landscape and a presentation from Southwest Senior His Majesty's Inspector, Tracey Reynolds on her insights into the Ofsted consultation process and feedback from the testing phase of the proposed reforms. We were grateful to seize the opportunity to ask questions and Tracey was keen to receive their feedback before the end of the consultation phase. One attendee usefully noted how the “Ofsted info will underpin changes to the subject review process.” Sharing his experiences of the pilot testing phase of the proposed new Ofsted Framework, Director of Performance for the Ted Wragg Trust, Jon Lunn, helped attendees to gain a better understanding of how the potential changes may play out in their own school settings. We were then joined by Justin Coombes and Helen Arman from the AQA Executive Team, who shared information about the use of AI for diagnostic and formative data insight tools for schools and MATs, along with the potential strategy as we move towards digital exams. Michelle Sullivan, R.E. Lead for the Blackdown Education Partnership and Somerset R.E. Advisor, provided updates into the changes to the statutory entitlement and requirements for the delivery of Religious Education. Michelle reminded us of the importance of raising the profile of World Views as a highly valuable subject for our young people. We then considered the impact of pupil mobility on the outcomes for our students, as Alan Blackburn, Director for School Performance for Blackdown Education Partnership, shared data to help us reflect on our own school transition practices. Alan also provided vital information for schools to ensure they complete the Key Stage 4 June data checking exercises with accuracy. Leaders were keen to learn about the SWIFT CPD offer for the next academic year from SWIFT Executive Director, Martin Smith with a programme of intentional professional development to support some of the real challenges for schools, including AI, School engagement/attendance, IT and more besides. Colleagues shared that many of the focus areas for upcoming SWIFT CPD aligned with their current school priorities, particularly in light of the key messages being shared by the Ofsted framework focus surrounding schools CPD offer to all staff, and its impact on improvement. We thank all our speakers for their motivating presentations that provided a clearer understanding with up-to-date and relevant information on many of the burning issues of the day. One attendee shared their humbling and honest insight on the pupil mobility that could speak for the whole event: “It challenged my thinking on the impact of mobility on student outcomes which is a real issue we are wrestling with and what we can do to better support students.” As ever, we look forward to supporting school leaders with our exciting and purposeful CPD offer this Summer Term. Report by Tania Cox, Partner Director, Blackdown Education Partnership
 We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you.
SWIFT Summer Conference 2025 | #SWIFTConf25 If you have yet to sign-up for our SWIFT Summer Conference 2025 on Thursday 19 June 2025 at the Future Skills Centre in Exeter, we are pleased to invite you now. This is a premier event dedicated to empowering educators, fostering innovation and driving excellence in education, the conference promises to be an inspiring and enriching experience for all attendees. Highlighted Courses/Support:
 We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities.
SWIFT Summer Conference 2025 We are delighted to invite you to the SWIFT Summer Conference 2025 (#SWIFTConf25). A premier event dedicated to empowering educators, fostering innovation and driving excellence in education. Taking place on Thursday 19 June 2025 at the Future Skills Centre in Exeter, this year's conference promises to be an inspiring and enriching experience for all attendees. Highlighted Courses/Support:
 As we edge ever-closer to spring, we are pleased to bring you this February UPDATE.
Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE reflects on the recent LSSW Connect study visit to The Charter Schools Educational Trust in London with a feature later in this issue. The simple and succinct vision for the Charles Dickens Primary School is that greatness begins with academic excellence, creativity and social intelligence as Roger reports how he saw this in practice in the school during the study visit. In a part one feature, our Director of Teaching School Hubs, Jen Knowles recently met with the SWIFT Diversity, Equity and Inclusion Partnership Group to consider how SWIFT can address DEI across our Golden Thread programme delivery. We will report back once the DEI Group have processed the analysis phase of documents and communications, and share how the SWIFT Teaching School Hubs Team can take action on this important dimension of our work. We report back on the joint initiative working with Colyton Foundation and Atom Learning to promote Free Pupil Premium support for Key Stage 2 children across our South West schools. Take-up has been very encouraging and we hope that schools are seeing the benefits. If you are interested in finding out more about Atom Learning, you can watch a short demo video in the feature. Working with national Lead Providers is key to our delivery work as Teaching School Hubs and in this February issue, we interview Amy Lingfield, Director of Partnerships at Teach First who shares how we align as organisations. You might have spied the new name and logo, but Jon Eaton, Director of the newly rebranded Devon Research School explains what this means for you. Our sponsor, SchoolPro TLC shares their expertise and knowledge about data sharing with school immunisation services. You can meet Director, Ben Craig at next week's School Business Management Professional Community on Tuesday 11 February 2025 between 1300 – 1500. Ben will be presenting on Biometrics, Immunisation Data, SAR Guidance and AI. Book your place here This session is FREE to SWIFT Members or £25 for Non-Members. Our other sponsors are also here to help life in your classrooms and schools to be even more effective and enjoyable. ONVU Learning have developed Smart Moments as part of their lesson video capture technology that allows teachers to flag seamlessly key classroom moments in real-time designed to make post-lesson review easier than ever. Find out how in their feature. Meanwhile Exeter Supply Partnership are heading north of our region and are busy recruiting in North Devon for outstanding primary teachers and Teaching Assistants and working with schools as a not-for-profit organisation who invest in their supply team. Endlessly enthusiastic about all things food, Educatering showcase a special "out of this world" themed catering and show how they care about pupils having a hot school meal every day. Not only to benefit the school kitchen, but to boost concentration for pupils’ afternoon learning. Similarly, if you are thinking about a change to your school /Multi Academy Trust's catering, you can meet Educatering's Head of Catering, Rob Stevens at next week's School Business Management Professional Community (as detailed above). It is all here for you. Thank you for taking the time to read and relish our latest. Since its foundation in 2012, LSSW (Leading Schools South West) has established itself as the go-to provider of National Professional Qualifications (NPQs) throughout the South West. As well as providing NPQs, LSSW seeks to encourage networks between leaders throughout the region, and aims to develop leaders wherever it can.  As part of this mission, LSSW Connect runs leadership study visits. This year sees its fifth annual programme, this time expanded to three separate visits: 1. Charles Dickens Primary School and The Charter School North Dulwich in London (The Charter Schools Educational Trust) 2. The Castle School and Court Fields Schools in Somerset (Blackdown Education Partnership) 3. Ernesettle Community School and Tor Bridge Primary School in Plymouth (The Inspire Multi Academy Trust (South West))  Last week, 32 leaders visited The Charter School North Dulwich . What did we learn? The Charter Schools Educational Trust has a clear sense of vision built around three pillars:
This clear vision is apparent in the relationship between the Trust and its schools. There is a clear belief that schools will excel by having the autonomy to design every aspect of what they do to best suit the needs of the pupils and their catchments.  The investment in staff development and the feeling that staff need creativity and autonomy is essential if they are to inspire pupils and so fulfil the second pillar of that vision. The Trust’s partnerships with schools and parents in the area are strategically planned through organisations such as their Teaching School Hub. The Trust has a clear Theory of Change to help achieve its mission:
We felt this mission in action throughout the schools. In the secondary school there was an atmosphere of purposeful work throughout all lessons. In the primary school, that was also true, and we saw attention to detail in every aspect of the curriculum and fabric of the buildings that came from that vision.  This is a Trust that shows there is more than one way to achieve excellence. Leaders returned to Devon and Cornwall with much food for thought. Report by Roger Pope, SWIFT Strategic Lead
 We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities.
SWIFT Spring Leadership Forum | Thursday 20 March 2025 Our keynote speaker, Peps Mccrea, will be presenting on ‘The Science of Motivation’. In this session, Peps will provide a framework of five big ideas from the evidence on motivation plus five key practical strategies we can use to boost attention and effort in the classroom and will include video footage of great teaching in action. In addition, SWIFT Executive Director, Martin Smith will set out an ambitious SWIFT offer for the next academic year and provide delegates with the opportunity to put forward their own requests for speakers and courses. Highlighted Courses/Support:
We are pleased to report back on the Autumn Leadership Forum on Thursday 21 November 2024. Leadership Forums bring together colleagues and welcome speakers presenting on topics that we hope will be of current interest and relevance.  For our Autumn Forum, Ofsted Assistant Regional Director, Sarah McGinnis was the first speaker with an update on feedback to the Big Listen to help build a better Ofsted. “We will be a learning organisation that operates transparently, listens to challenge and takes action to change.” Education can feel like a cyclical routine with certain known quantities playing their role as moving parts; notably, leaders, teachers, staff and children and young people. But we also know that things change. New leadership can lead to a new ethos, curriculum reviews impact on timetables, new thinking in response to a variety of events and circumstances - artfully articulated in school improvement plans. So, when change is afoot, it feels right to sit up straight and listen, which is exactly what Ofsted have been doing in response to their Big Listen. Instigated by the Chief Inspector (HMCI), Sir Martyn Oliver wanted to hear from the sector and children about their experiences during his first year of office, and Ofsted has engaged extensively.  A public consultation with over 20,000 responses - of which 4,300 were from children and young people; independent research undertaken by five research organisations; events; an independent learning review by former Head of Ofsted, Dame Christine Gilbert and internal engagement with over 1,000 Ofsted staff (including Ofsted inspectors).
Change with goodwill and good intentions and the mantra to build a better Ofsted based on the feedback results is focusing on the following three R’s to: 1. Reset 2. Refine 3. Rebuild During Sarah’s presentation, there was there was a palpable can-do-ness, a willingness to listen, to foster a positive and professional dialogue, Open honest conversations, combined with transparency and consistency and support for school leadership - and the Ofsted teams as well. The various Big Listen feedback results was an important exercise to underpin the changes and were thoughtfully condensed into seven core messages – the Seven C’s:
 Sarah also explained in more detail about ungraded inspections further to extensive piloting and listening with an emerging greater flexibility, no shifting the goal posts and opportunity for dialogue between school leaders and the inspection team to work together to plan the inspection and to demonstrate impact. Another C = collaboration. Looking to the future, the Big Listen certainly feels like a significant opportunity for positive and hopeful change. The consultation continues in January.
We were also listening attentively to our second speaker, Professor (Dr) Tanya Ovenden-Hope, Dean of Place and Social Purpose and Professor of Education, Plymouth Marjon University. Tanya has been instrumental in shaping thinking around what educational isolation looks like and how it plays out in the South West from her extensive research around the South West, and also the UK and into the United States, Norway, Australia and other areas. Tanya’s own geography started in Kent where she grew up in rural, coastal socio-economically deprived, Romney Marsh before moving to Cornwall where she has lived for the past 30 years that has both benefits and economic deprivation, geographical remoteness and cultural isolation.  Educational isolation is when a school is in a place that experiences high levels of socio-economic deprivation, cultural isolation, and geographical remoteness. Most educationally isolated schools in the UK are in rural, coastal or ex-industrial areas away from the large urban conurbations. The concept evolved from schools identifying these three factors as the key challenges they faced as a consequence of place. One fifth of the South West is rural/coastal. In 2020, in England, 19% of all primary schools and 16% of secondary schools were in a rural area (DfE). The South West is impacted more significantly because of the type of schools and places they are serving compared to other places in the country. Educational isolation is not a deficit model of schools. It seeks to identify and conceptualise the place-based challenges for schools and once these are understood, strategies can be put in place to mitigate them.  The effects of educational isolation can limit a school's access to resources needed for school improvement; including and very significantly, recruiting and retaining a high-quality workforce and notably Early Career Teachers, a lack of churn with middle career teachers and more unqualified teachers in schools; limited access to professional development and learning; limited access to school-to-school support and externally funded interventions. All of which can ultimately limit outcomes for pupils. Although in her paper, “Getting a Fair Deal,” Tanya showed how school leaders in coastal schools did everything they could to ensure their children and young people had opportunities of cultural diversity, and trips and visits as they wanted their children and young people to have a full and balanced curriculum. This is why educational isolation offers an important model that Government can use to identify the ways in which it needs to target resources. In some cases, however, educational isolation can add other benefits and richness that can be utilised by the schools in different ways, including outdoor learning for a rural school.
Of significant concern, research shows that persistently disadvantaged pupils in educationally isolated schools do less well and have poorer outcomes than similarly disadvantaged pupils in urban schools. The definition however needed clarity. For example, in defining geographical remoteness. In the busy summer season, even a short distance in Cornwall can be doubled when the tourists arrive. Hence, Tanya uses the complex software, Track Data, to look at the exact time taken at different points in the day, and different points in the year to get from one place to another. School-to-school support has changed since the pandemic with opportunity to access high-quality professional learning online. Although it can still be more difficult for educationally isolated schools to get to places where high quality professional development and learning because of travel time and costs and time out of school. Compared to the urban situation, Tanya’s work with colleagues in London local authorities shows that disadvantaged children are doing very well. Partly perhaps from the investment of the London Challenge. But advantageous collaborative working practices with London schools were already established, working closely in terms of resource-sharing and opportunities for school improvement and enhancement. Significantly, London schools benefited from close proximity geographically and could share staff, ideas and professional learning - all of which supports school improvement and school enhancement.  Urban and rural areas clearly present different infrastructural challenges. It is less disruptive in London and other densely populated urban areas for school leaders who wish to progress and move on in their career. There are more likely to be close-by schools to move to and therefore less need to move house, plus the other practical implications of children moving schools and spouses finding work. Rural and coastal areas present other infrastructural challenges for young staff. Housing is costly. There is also the prospect of winter. Teachers might be attracted by the memory of a happy summer holiday, but then have to work through a winter here; which is very different. Rental properties available in the winter are not always available in the summer because they are used for Airbnb, pushing up the rental prices. Buying a house in the South West depends on the location. But a more affordable area might not be supported with the same resources. Other push and pull factors of moving to and staying in rural schools include limited public transport and travel time, few non-seasonal employment opportunities for spouses, fewer leisure or cultural opportunities, variable WIFI – all of which can impact on a sustainable and stable high-quality teaching workforce.  For those staff who have been in the same school for a long time, internal promotion opportunities can be low. Although this is changing with the progression of Multi Academy Trusts who are using promotional opportunities within the Trust as a way of maintaining and sustaining their retention of teachers. When speaking at an educational conference in Blackpool earlier this year Tanya reported that none of the 200+ leaders in attendance recognised any positive impact from the Opportunity Area Funding. Blackpool suffers from extreme child poverty that cascades through into school and places additional demands onto teachers in terms of additional support for child welfare and well-being; which is similarly experienced in the South West. It is worth noting that data can be skewed because of multiple indices. The South West has affluence and poverty juxtaposed which nullifies the data. Hence, the educational isolation concept is helpful because it can target down to the granular level of the school where support is needed and identify place-based challenges that school faces.  As a positive example, Tanya cited a South West Multi Academy Trust she worked with who wanted to create a structure to support their educationally isolated schools and to give them access to resources. For example, small schools who do not have a minibus, to get their children to the swimming pool for swimming lessons. In her “Locality Matters Report,” Tanya showed how the MAT successfully circumvented some of the place-based challenges, transport and even housing issues for teachers coming into schools by creating a Hub model. Their 20 schools were geographically co-located into groups of four, two fives and six with a Hub Lead who was an existing Headteacher for one of those schools and supported their Hub schools by creating a network for the school leaders to work and collaborate together. One of the unexpected findings of the research were the relationships that developed between the school leaders who became very caring of each other and the opportunities to develop their schools within the Hubs. This led to collaboration and sharing resources, including minibuses, Ofsted materials, as well as teachers and administration staff. The Hub became their own community of practice; and fed out to parents and carers in the wider community, running events outside school as a Hub and created an ethos and presence in their locality. It was supported by the MAT’s communication strategy to support the Hubs through concentric circles of communication. The Executive Leadership Team were aware of the Hub issues through the Hub Leads and then through the schools to the teachers via the Headteachers. Named the “Locality Matters Report,” Tanya showed how the MAT successfully circumvented some of the place-based challenges, transport and even housing issues for teachers coming into schools within their Hubs.  We thank Tanya for sharing her research and wisdom on this important topic that resonates for many schools here in the South West. You can also read more about the recent research of the National Institute of Teaching into how to support educationally isolated schools and particularly those in coastal and rural areas and how to support their Early Career Teachers here More Leadership Forums Watch out more details about the Spring Leadership Forum details and save the date for the 2025 Summer Conference on Thursday 19 June 2025 at the Future Skills Centre in Exeter. Reports by Jude Baylis, SWIFT Executive Assistant  We thank our sponsors ONVU Learning for supporting this event and you can see the presentation by Vice President, Matt Tiplin below: 28/11/2024 0 Comments SWIFT EVENTS | ISSUE 6 | November 2024 We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities.
Leading Effective Disadvantage Provision for Primary School Pupils The programme will support effective planning for disadvantaged pupils in primary schools, showing how to measure the impact of strategies, but also knowing what to stop doing. Marc Rowland will share his expertise to teach and empower participants, also presenting on social isolation and focusing on what strong leadership of school culture and expectations can look like as a key to unlocking better outcomes. Highlighted Courses/Support:
Last month we hosted an in-person workshop on Social Stories™ led by Lisa McCullagh of South West Autism Support Services.  Lisa first discovered the value of Social Stories nearly 25 years ago when she used her son’s special interest in Mr Bean with the aim of helping him to learn the social requirements of lining-up in the playground. This was followed in 2006 when she attended a workshop by Social Stories pioneer, Carol Gray who shared how she invented the concept to “describe a situation, skill or concept in terms of relevant social cues, perspectives and common responses in a specifically defined style and format.” Back in 1989, Carol began writing stories for her students to share information with them that they seemed to be missing. Information that we so often take for granted and many of these stories resulted in immediate and marked improvement in her students’ responses to daily events and interactions. Social Stories are based on a social understanding approach, which assumes that to teach “appropriate social responses” to a student with an autistic spectrum disorder could hold little meaning if others do not understand the student’s perspective, or the student does not understand what is occurring around them and why. The first step to teaching social skills is to ensure, beyond all assumptions, that the student has accurate and specific social information. A Social Story is not something that tells a child they are doing wrong. But rather, it informs and guides. It is not to be referred to in a punitive way and it may also be seen as a social demand for those young people who experience demand avoidance. Before you commence a Social Story, Gray recommends essential information-gathering via the art of observing, talking and collaborating with the aim of promoting understanding; rather than changing behaviour and the goal of sharing the information. The aim of a Social Story is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Half of all social stories developed should affirm something that an individual does well. It should never be intended to change the individual’s behaviour, but to improve the individual’s understanding of events and expectations may lead to more effective responses. The Ten Defining Criteria and Guidelines for Writing a Social Story 1️. Meaningful | A Social Story meaningfully shares social information with a child in a reassuring way and at least half of the story applauds achievements. 2️. Structure | The story has an introduction that clearly defines the topic, a body that adds detail and a conclusion which reinforces and summarises information. A beginning, middle and end. 3️. Questions | A social story answers the “wh” questions (why, what, where, when and who). 4️. Perspective | It should be written from the first or third-person perspective (I, my, and he, she, they) and not second person (you!). 5️. Language | Use positive language with descriptive sentences, with the option to include any one or more five remaining sentence types (perspective, cooperative, directive, affirmative and/or control sentences). 6️. Perspective Sentences | Consider sentences that refer to, or describe, a person’s internal state, their knowledge, thoughts, feelings, beliefs, opinions, motivation or physical condition and health. 7️. Description | Describe more than direct. 8️. Format | Consider a format that is tailored to the abilities and interests of the audience that is usually literally accurate. 9️. Illustrations | Use individually tailored illustrations to enhance the meaning of the text. 10. Title | This should meet all the applicable Social Story criteria and share accurate information. The topic may pose a wh- question, and is written in the first or third person, uses positive language or announces something the child does well and is easily understood /interesting by/to the audience and contains/ is accompanied by illustration.
Guidelines for Initial Writing of Social Stories 1. Observe a targeted situation. To take Lisa’s example from her own experience, this could be lining-up in the playground. 2. Take plenty of notes, ask questions. Do people line-up differently, say in morning break or to go to assembly? What are the sensory and social demands involved? 3. Speak with all adults involved, parents and school staff, Mealtime Assistants, Teaching Assistants, Teachers etc. 4. What do you feel is the “motivation” for the current response or learned response? 5. Consider anxiety responses, transitional difficulties and sensory needs. What does the child say is happening (their perceptions)? The child’s perception is key to addressing the issues. 6. State what usually occurs, then state what may change. Let children know what they often can expect but what sometimes may happen. It keeps the information honest and realistic and as predictable as can be. 7. Keep the information well within the child’s comprehension level. Use font size and vocabulary within their abilities. 8. Avoid using term such as “always”, “will” or “never.” Instead try to use words such as “usually,” “often,” “sometimes” and “occasionally.” 9. Always use the present tense so that it is relevant to current situations. Some Social Stories can be used in the future tense if it is a preparation for something that may happen. For example, as an upcoming school holidays, a trip, going to an appointment. 10. Illustrations can be helpful a visual reminder to reinforce the written word, but should not distract from the message of the story. For example, use photographs to demonstrate an area such as a classroom, playground, or toilet. It can also be illustrated via a theme of a child’s special interest. 11. If it is a lengthy Social Story, break it down into steps by using a separate page per “stage.” 12. Remember the aim is to use the Social Story as a reminder and in a manner that increases the child’s confidence and skill level and reduces anxiety or unfamiliarity. 13. Keep a laminated copy availability once you are able to fade out the Social Story for any reoccurring incidences.  Making Sense of the Sentences Descriptive sentences objectively address the wh- questions: where, the situation takes place, who is involved, what they are doing, and why they may be doing it. Descriptive Sentences are accurate, assumption-free statements of fact. For example:
Perspective sentences give a glimpse into the minds of those involved in the story and can provide details about the emotions and thoughts of others. This is a type of perspective sentence that may appear in a Social Story. Most of the time, perspective sentences describe the thoughts and feelings of other people. For example:
Directive Sentences suggest desired responses tailored to the individual and identify a possible response/solution, and/or gently direct behaviours. If possible, try to avoid the use of words like “must,” “need” or “should.” Using the word try opens the space for the student to learn the appropriate behaviours for a social situation. For example:
Control Sentences are used as a mnemonic device and are often authored by the student himself. It can be a sentence to help remember the story or to deal with the situation. Control sentences may not be used in every story and may be specifically paired with a visual cue to be used as a reminder for the individual of the focus of the story. For example:
 Using Comic Strip Conversations Created by Carol Gray, Comic Strip Conversations (CSCs) are simple visual representations of conversation using stick figures and symbols to represent social interactions and abstract aspects of conversation and colour can be used to represent the emotional content of a statement or message. By seeing the different elements of a conversation presented visually, some of the more abstract aspects of social communication (such as recognising the feelings of others) are made more 'concrete' and are therefore easier to understand. Comic strip conversations can also offer an insight into how an autistic person perceives a situation and can show the things that are actually said in a conversation, how people might be feeling and what people's intentions might be. Comic Strip Conversations can help autistic children to understand concepts that they find particularly difficult. By drawing as they talk, CSCs can be used to learn about different social situations. In a comic strip conversation, the autistic person takes the lead role, with parents, carers or teachers offering support and guidance. Comic Strip Conversations can be used to plan for a situation in the future that may be causing anxiety or concern. For example, an exam or a social event. However, remember that plans can sometimes change and it is important to present the information in a way that allows for unexpected changes to a situation. How to Create your Own Comic Strip Conversation 1. Start with small talk (for example, talking about the weather) to get the person you are supporting familiar with drawing whilst talking and to mimic ordinary social interactions. 2. Ask a range of questions about a specific situation or type of social interaction and the autistic person answers by speaking and drawing their response. 3. Summarise the event or situation you have discussed by using the drawings as a guide. 4. Think about how to address any identified problems or concerns. 5. Develop an Action Plan for similar situations in the future; which will be a helpful guide for the autistic person. 6. For complex situations, or for people who have difficulty reporting events in sequence, comic strip boxes may be used, or drawings can be numbered in the sequence in which they occur. 7. You can use paper, pencils, crayons and markers, and computer word processing applications, or use an app. Ask the person you are supporting to choose what materials they would like to use. 8. You can prepare your Comic Strip conversations in a notebook, or save on a smartphone or tablet to refer back to as helpful, and to recall key concepts. Thank You and More Information
We thank Lisa for leading this informative workshop session and for the useful notes here. For more information, you can click on the links below. We are pleased to be working with The Colyton Foundation and Atom Learning to provide FREE access to Atom Home for all Key Stage 2 Pupil Premium/Free School Meals pupils in Cornwall, Devon, Dorset and Somerset primary schools.  The Purpose of this Initiative Evidence shows that children from under-resourced backgrounds in the South West are amongst the least likely in England to attain highly at school, and to access Higher Education. The Colyton Foundation aims to work collaboratively with schools and universities throughout the South West to increase levels of high attainment for under-resourced children, guided by their ‘cradle to career’ philosophy. Partnering with leading universities and Multi Academy Trusts, The Colyton Foundation are dedicated to supporting high attainment for young people in primary and secondary schools, and Further Education. As part of this work, The Colyton Foundation has established a partnership with Atom Learning to support pupils from under-resourced backgrounds to attain highly at Key Stage 2 by giving them access to Atom Home. This responsive online learning platform is proven to support successful attainment through tailored support that builds confidence, strengthens knowledge, and prepares children for the transition to secondary education. Benefits for your Pupils We understand the challenges faced by schools in ensuring that all children, especially those experiencing disadvantage, have access to the best possible educational resources. This Atom Learning initiative is designed to provide that much-needed support, at no cost to your school. 1. Tailored Learning Atom Home adapts to each child’s learning level, ensuring they receive the right support for their individual needs. 2. Key Stage 2 Focus The platform covers all essential content in English, Maths, and Science, supporting your efforts to raise attainment. 3. Comprehensive Resources Pupils will have access to an extensive library of teacher-created practice questions, learning challenges, and resources to support their mastery of the curriculum. "We are delighted to be working together on this exciting new partnership with Atom Learning, the Colyton Foundation and SWIFT, which gives Year 2 pupil premium children and families in Cornwall, Devon, Dorset & Somerset free attainment support through the Atom Home platform. This is a significant partnership with the Colyton Foundation, which seeks to advance the education of children and young people in the South West of England, who are identified as having high academic potential, but face barriers in progressing their educational aspirations due to social or economic disadvantage." (Tim Harris, The Colyton Foundation) About Atom Learning Atom Learning is an online learning and teaching company for Key Stages 2 – 3 with a range of products for families and schools to support with learning, exam preparation, teaching and assessment. Atom Home is the home learning and exam preparation platform for Key Stage 2 pupils. Practice questions, video tutorials and learning resources are created by experienced teachers and Atom provides targeted support to help all learners thrive. Areas are identified where each pupil needs support and the difficulty of tasks is adjusted accordingly to provide a personalised learning experience. This offer is FREE to all Key Stage 2 Pupil Premium pupils in Cornwall, Devon, Dorset and Somerset primary schools. Normally Atom Home would cost £575.90 per year. Access Atom for your Pupil Premium Pupils You can find more information about how to access and implement Atom Home for Key Stage 2 Pupil Premium / Free School Meals (FSM) pupils in your school in the link below.  25/9/2024 0 Comments Teach Like a Champion (TLAC) | Building Strong Classroom Culture | Exciting New ProgrammeFor those of you familiar with teaching technique guru, Doug Lemov, you will already have an understanding and appreciation of his compelling work and wisdom in the classroom.
This Autumn Term, SWIFT are champion-pleased to introduce the “Teach Like a Champion - Building Strong Classroom Culture Train the Trainer Training” programme for schools. Led by the US-based Trainers from Doug Lemov's worldwide training team, this exciting new SWIFT programme will be using some of the strategies from his best-selling book, 'Teach Like a Champion 3.0' to train up your designated leader to be a Champion in your school. By ‘Building Strong Classroom Cultures’ the programme is designed to build school cultures and practices that enable joy and academic achievement for your learners that aligns with your School Improvement Priorities to drive tangible high-quality teaching and learning outcomes. Your champion will master research-based pedagogical approaches and key skills in creating classrooms with strong and engaging cultures that lead to rigorous and engaging academic instruction so that your pupils and young people thrive (and by extension, your teachers too).  Structured as a series of five 90-minute online Tuesday train-the-trainer interactive training sessions with the following intentional and appealing titles: SESSION 1 Radar/Be Seen Looking | 5 November 2024 | 1600 - 1730 SESSION 2 Least Invasive Interventions | 10 December 2024 | 1600 - 1730 SESSION 3 What to Do and Do It Again | 11 February 2025 | 1600 - 1730 SESSION 4 Systems and Routine and Strong Voice | 25 March 2025 | 1600 - 1730 SESSION 5 Positive Framing and Precise Praise | 10 June 2025 | 1600 - 1730 Each session is led by Teach Like a Champion Trainers based on an impactful implementation model to encourage a motivating momentum for your TLAC Champions-in-the-making. In addition, there will be opportunity to attend optional termly Professional Community Forums to review impact and share good practice with fellow programme members.
  We are pleased to bring you this first EVENTS newsletter of school year 2024 - 2025.
Supporting your Professional Development This issue includes the following programmes, courses and events from our partners for your professional development intended to support and enhance the work of your school:
SWIFT Membership 2024 - 2025 We would also like to take this opportunity to welcome you to SWIFT Membership for 2024 – 2025 and we are delighted that so many Schools, Federations, Multi Academy Trusts and other organisations have joined or renewed for this school year. SWIFT Membership can provide your school with significant cost savings on our programme of professional development - a number of which are free for members. You can find our full range of courses for 2024 – 2025 HERE You can register for 2024 – 2025 SWIFT Membership HERE On behalf of us all at SWIFT and our Partners, we look forward to working with you and supporting your professional development this year. 11/7/2024 0 Comments SWIFT EVENTS Newsletter | Issue 17 This final EVENTS issue for the academic year 2024 - 2024 includes a featured article, as well as highlighted programmes, courses and events from our partners to support your professional development and enhance the work of your school. Featured in this issue we have: SWIFT Membership 2024 - 2025 | Registration now open We are delighted to open registration to Schools, Federations, Trusts and other bodies to join SWIFT Membership for 2024 - 2025. Find out more in our Membership Brochure HERE and the link for registration is HERE. Highlighted Programmes:
 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. 3/7/2024 0 Comments Excellent Teachers Creating Excellent Memories | Reflections on the Characteristics of Great Teachers with ONVU Learning Why did you become a teacher? Which teachers do you remember? Our sponsor, ONVU Learning thinks deeply about the dynamics of teaching and learning and reflects here on excellent teachers to inspire the next generation of teachers. We all remember that one teacher who was more than an educator. A Mentor, a guide, and a catalyst for personal and intellectual growth. Their passion for their subject matter was infectious, igniting a similar enthusiasm in you. They possessed an uncanny ability to recognise and nurture your individual strengths, encouraging you to pursue your dreams with confidence. Their lessons may have extended beyond textbooks, imparting valuable life skills and wisdom that resonated long after the school bell rang. Through their unwavering support and belief, they instilled a sense of purpose and self-worth, with memories of their kindness, patience and innovative teaching methods remaining a source of inspiration. Perhaps it was that inspiration that led you to teaching. Creating Lasting Impressions Excellent teachers have the unique ability to create lasting, positive memories for their students, shaping their lives in profound ways. As educators, they transcend the traditional role of a subject teacher. Through dedication and enthusiasm, their classrooms are transformed into spaces of inspiration and discovery. They foster a love for learning, ignite passions, and build confidence, leaving an indelible mark on their students. For some, the absence of such teachers in their own education becomes a powerful motivator to be the teacher they never had. These reflections underline a critical truth: inspirational teachers are not only transmitters of knowledge but are pivotal in nurturing well-rounded, motivated individuals who carry their influence long into adulthood. Empowering Teachers for Excellence: Strategies to Create a Supportive, Judgment-Free Environment Empowering teachers to excel requires a clear vision and a nurturing environment that supports their growth without judgment. Schools must foster a culture where teachers feel valued, heard, and encouraged to innovate; which means creating collaborative spaces for sharing best practice, challenges, and successes. By involving teachers in decision-making processes and policy development, schools can cultivate a sense of ownership and commitment. Recognising and celebrating teachers' achievements can significantly boost morale and motivation. Ensuring teachers have access to necessary resources and a supportive administration creates a foundation where they can focus on what they do best: teaching and inspiring students. Tailored Teacher Professional Development: Introducing Practical, Customizable Tools Effective teacher development must be bespoke, in recognising the varying stages of a teacher's career and their unique classroom dynamics. Initial Teacher Training (ITT) and the Early Career Framework (ECF) establish foundational practices and habits. However, further professional development needs to be adaptive, helping experienced teachers maintain good practices whilst responding to new challenges, such as changing student demographics. Practical examples include coaching approaches to fine-tune teaching practices, growing teacher agency to encourage confident, well-chosen risks, and making it standard practice to discuss teaching methods alongside insights from authentic lesson observation feedback. This approach ensures that professional development is not a formality, but a meaningful, growth-oriented process that aligns with the evolving educational landscape.  Sustainable Strategies for Teacher and Student Success: Actionable Steps for Schools To sustain and enhance teacher development, schools must implement strategies that ensure continuous growth and competitive advantage. 1. Keep whole school training days focused on vision and policy, rather than granular, practical implementation, allowing for a clear, unified direction. 2. Middle leaders should be equipped to evaluate the impact of actions, moving beyond mere box-ticking to genuine, impactful assessments. 3. Teachers should be provided with the tools to play, practise and perform, and the confidence to know that they will be supported and judged fairly - including fostering an ingrained understanding of their cohort's needs, interests, curriculum demands, and expected outcomes. By embedding these sustainable strategies, schools can create an environment where both teachers and students thrive, ensuring long-term success and a lasting positive impact on the educational community.  How is ONVU Learning Supporting Teachers and Schools to Create Lasting Impressions ONVU Learning’s complete 360-degree lesson capture solution helps educators to reflect, collaborate and analyse the entire teaching and learning process. By using 360-degree cameras, your teachers can capture the entire classroom allowing them to review and share clips of best practice from our web-based platform, to improve teaching techniques and empowering teacher autonomy. Schools across the country have been implementing ONVU Learning to enhance their Early Career Framework programmes, to enhance and scale effective Teacher Continuous Professional Development programmes, and ultimately, to improve teaching standards and learning outcomes. Learning is a complex process in which teachers are pivotal. If teachers are to be effective contributors to children’s change in behaviours, attitudes, knowledge and skills then they need a tool that helps them see teaching and learning inside their classroom with clarity and without judgement. By putting the teacher in the driving seat, ONVU Learning allows you to customise your professional development by choosing which lessons to record, choosing what to share and what to keep private, tag and comment on key moments during your lesson and collaborate with colleagues without taking up valuable resource time. To Find Out More Join ONVU Learning at a FREE webinar on Excellent Teachers Create Excellent Memories on Thursday 11 July 2024 from 0830 – 0900. Hosted by ONVU Learning’s Matt Tiplin and Stella James, you will explore transformative strategies that empower teachers to excel in order to enhance student achievements. You will also look at personalised development plans that combine the best practices of memorable teaching with innovative growth opportunities tailored for teachers.  |
SWIFT News
|
RSS Feed
|
SPONSORED BY
|
|
|
|
|
Join us, be a part of our SWIFT community |
© COPYRIGHT 2022 SOUTH WEST INSTITUTE FOR TEACHING SWIFT. ALL RIGHTS RESERVED | Website by brightblueC
VIEW OUR PRIVACY NOTICES | VIEW OUR COURSE T&CS
VIEW OUR PRIVACY NOTICES | VIEW OUR COURSE T&CS