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

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:

• SWIFT Secondary SEND and Inclusion Briefing/Workshops
• Lego Therapy Workshop
• Online Safety Training for Educators and Professionals
• Healthy Bs - Bladders, Bowels & Bathrooms!
• Professional Communities

• Primary and Secondary Subject Briefing
• EYFS & Primary Courses
• Secondary & Sixth Form Courses
• Other events for your diary​

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:

• SWIFT Secondary Leadership Professional Community
• Adaptive Teaching: primary staff meeting series
• SWIFT Sixth Form Professional Community
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Professional Communities

• Primary and Secondary Subject Briefing
• EYFS & Primary Courses
• Secondary & Sixth Form Courses
• Other events for your diary

A New Chapter for the South West
 
Your Future Story is supported by a powerful coalition of delivery partners, including the Universities of Cambridge, Bristol and Exeter, national social mobility charity The Sutton Trust, Leading Schools South West (LSSW), Multi Academy Trusts across the region and of course, SWIFT.
 
The Programme is built on a long-term, cohort-based model that includes academic mentoring, supra-curricular enrichment, personal development, and regular visits to universities and regional employers.
 
At the centre of the approach is the Teacher Champion - a trained in-school Mentor in every participating school, supporting pupils to sustain high attainment and ambition throughout their secondary education. Alongside them, Senior Leaders are supported through the Leading High Attainment strand of the programme to embed whole-school strategies and maintain a sustained focus on the needs of high-potential, under-resourced pupils.
 
Together, these roles are central to the programme’s ambition to deliver systemic change. Not only improving outcomes for individual students, but also transforming the wider structures and expectations that currently limit opportunity across the region.

Insight to Action | National Voices Share Experience
 
A keynote panel discussion explored how lived experience, long-term partnerships and regional strategy can drive real progress for high-attaining disadvantaged pupils.
 
Mohamed Abdallah, South West Regional Director at the Reach Foundation opened the session by emphasising the importance of connection:
“These children need to hear how significant they are—and how their contribution matters” and described how mentoring rooted in listening and belief can be transformational.
 
Jon Datta, Head of University Access & Digital at The Sutton Trust, highlighted the strengths underserved young people bring:
“These students have experiences that give them resilience, insight and voice. They need the chance to show it.”
 
Drawing on his own educational journey, Matt Cordwent, Associate at Charles Russell Speechlys and University of Exeter alumnus, emphasised the pivotal role of teachers:
“So often it is a single teacher who opens a door. We need to empower more of those teachers to step forward.”
 
Alex Crossman, Executive Headteacher at the London Academy of Excellence Stratford, challenged the sector to move beyond narrow metrics:
“We must avoid transactional narratives. Celebrate the joy and value of subject knowledge itself.”
 
Offering a system-wide perspective, Moira Marder, Chief Executive of the Ted Wragg Trust, warned against fragmentation:
“We can’t continue working in silos. Collaboration across schools, colleges and Local Authorities is the only way to make a real difference.”

Laying Foundations: Training for School Leaders and Mentors

In the afternoon, delegates took part in two professional learning streams designed to equip schools for long-term delivery:
 

• Teacher Champions began induction training focused on building mentoring relationships, engaging families, and sustaining aspiration across key transition points.
• Senior Leaders began the Leading High Attainment programme, which provides strategic tools and frameworks to drive change at school level.

 
Both sessions were co-delivered by Colyton Foundation staff and programme partners and will continue throughout the year as part of a structured professional development offer.

Looking Ahead
 
This Autumn Term, the first cohort of 100 pupils will begin the programme.
New cohorts will join annually until the programme reaches 1,000 pupils across the region.
 
“There was a wonderful energy in the room,” said Nick Wakeling, Director of the Colyton Foundation.
​“A shared sense of belief and commitment to ensuring that young people in the South West have equitable access to opportunity. That’s how lasting change happens. Now the real work begins.”

AI Meets Education | Protecting Privacy, Empowering Learning
 
The adoption of AI in schools to support students on their educational journey has accelerated rapidly.
From lesson planning and report writing to helping with homework, supporting CVs, and even creating art and music – there’s an AI tool for nearly every aspect of school life.
 
Our sponsor SchoolPro TLC share their insights here on this phenomenon that is changing all our lives.  
​

AI in education is rapidly evolving, designed to help students prepare for GCSEs, A Levels, understand the world around them, and navigate life beyond school.

But it is not only students using these tools – teachers, administrators, school leaders, and even parents and carers are exploring AI to reduce workloads, save time, boost productivity, and escape repetitive administrative tasks.
 
AI is revolutionary in its ability to lift the burden of everyday chores, transforming hard work into something more engaging – even fun. But at what cost?
 
This surge in AI use raises an important question: Is AI our friend or foe?
Do the benefits truly outweigh the risks, and should we be concerned about the long-term implications? 

FRIEND

1. Great for Learning 
AI can be useful for personalised learning, tailoring educational content to meet the specific requirement of the student. Using AI in this way will help enhance engagement and understanding of subjects being studied.
 
2. Removing the Tedium from Routine Tasks
AI is able to take over time-consuming tasks like grading, lesson planning, scheduling, report writing, and attendance tracking. By automating these routine duties, teachers are freed up to focus on what truly matters: teaching, building relationships with students, and delivering more personalised support in the classroom.
 
3. No Time Restraints
Unlike schools and educational institutions AI is available 24/7. This not only supports teachers, but also provides students with access to learning tools and support anytime, anywhere.
 
4. Providing Teachers with Support
AI offers teachers access to a wide pool of teaching resources, enabling them to enhance their instructional strategies. This support can lead to more engaging lessons, personalised learning experiences, and ultimately, improved student outcomes.
 
5. Enhancing Future Career Prospects for Students
With AI integrated into education learning, this will help students develop the necessary skills to enter the job market where AI technologies will play a significant role.
​
These are but a few of the benefits of using AI in the educational environment. 

FOE

With every benefit a product or service offers, there often comes a downside, and the use of AI tools is no exception.

1. Data Privacy Risks
When using AI, users may inadvertently enter personal or sensitive data, which is then processed in ways they do not control and this raises important concerns about how this data is stored, used, and protected. The information entered into AI systems may be utilised to train and improve the applications over time, making data privacy and security critical considerations.

2. AI Psychosis 
A startling new trend is emerging in our increasingly digital world: people are forming deep emotional bonds with AI systems like ChatGPT – spending hours interacting, confiding, and even building relationships with these tools. This growing dependence is being dubbed “AI Psychosis” across media and social platforms. Whilst not a clinical diagnosis, the term reflects a concerning shift in human behaviour – where reliance on AI begins to blur the lines between reality and artificial companionship.

3. Reliance on Content 
The content delivered by using an AI tool cannot always be relied upon for accuracy. The end content is dependent on many factors of how the AI tool views the sources of the learned material and information.

4. Sharing of Responses 
You have used AI to help write a report and found it incredibly useful. Naturally, you want to share it with a colleague so that they can benefit and use it as a template for their own report writing. There is nothing wrong with that – or is there?

Recent reports suggest that when you share AI chatbot responses, such as those from ChatGPT, the content could potentially be indexed by search engines like Google, making it publicly searchable. This raises important privacy and confidentiality concerns.
 
Sharing of data this way is not always automatically but could be linked to privacy settings with the chatbot. Therefore, it is recommended to “check you settings” prior to using chatbot tools to ensure unnecessary sharing does not occur. 

​Friend or Foe? Building Safe and Positive AI Experiences
There is no doubt AI will bring about vast benefits for schools. Students will prosper, teachers will have more time to spend on teaching and interaction with students, administrators will be free from doing mundane tasks to take on more meaningful projects and money will be saved. So how do we reap the benefits but at the same time keep students, teachers and even the school safe from privacy risks and breaches? By thinking “HARP”
​
H: Human Intervention
It is important not to rely solely on AI-generated information.

AI is not always accurate, so human oversight is essential before trusting or using any AI response. If in doubt, verify the information with trusted sources you have used previously to ensure its reliability.
A: Age Appropriate
When introducing AI tools in the classroom, ensure they are age-appropriate and aligned with students’ educational needs. Monitor how students use AI chatbots or other applications, as recent leaked documents from Meta’s GenAI Content Risk Standards revealed that some AI systems may engage children in conversations that are romantic or sensual. 
It is vital to remain vigilant and guide students towards safe, relevant, and appropriate use of AI technology.

Talk openly with students about the safety risks associated with using AI tools. Encourage them to limit the amount of time they spend interacting with AI to reduce the risk of developing dependency. Educating students on balanced and mindful AI use helps promote healthier, safer habits.

Harness an environment of digital literacy and critical thinking when using AI tools. Remind teachers and students to evaluate outputs and not take responses at face value – “Don’t Believe The Misinformation”.
 
R: Risk Assessments and Policy
Before implementing AI tools, ensure that your school or Trust has conducted thorough risk assessments that weigh the educational benefits against potential privacy and security concerns. Review and update existing policies and procedures to explicitly address AI use, outlining the safeguards and measures in place to protect data privacy and reduce associated risks.

Exactly like any third-party data processor, AI tools must meet GDPR standards. Before using them, ensure they have strong security measures, clear data handling policies, and comply with privacy laws. Treat AI with the same scrutiny.
 
P: Privacy and Security Settings
Set Your AI Tool to Private: Many AI chatbots allow you to adjust privacy settings. Use the toggle switch to set your chats to private, especially if you plan to share conversations with colleagues. This helps protect your data from being publicly accessible.

Delete Chats and Turn Off Memory: Regularly delete your chat history and disable memory features to limit the amount of data the AI collects about you. AI systems build profiles based on your interactions – such as your interests and question patterns – that could reveal sensitive information like religious, political, or social preferences, even if you do not explicitly provide personal details.

Practice Online Safety: Treat AI tools like any other online platform. Consider what security measures are in place to protect your information. Review the company’s privacy policies to understand how your data is used – especially whether it’s leveraged to train and improve AI models.

Report Concerns: Have clear guidance on how to report any inappropriate AI content or misuse.

By Tanya Clark, SchoolPro TLC

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. 

1. What is the Data (Use and Access) Act (DUAA) 2025? 
The DUAA is a new UK law designed to improve how personal data is accessed, shared, and protected. It updates and supplements UK data protection law by clarifying rules on data sharing between public services, streamlining access for individuals, and introducing stronger protections for children and educational settings.
 
2. What does DUAA mean for schools?
DUAA introduces clearer rules for schools on how they collect, use, and share personal data — especially pupil data. It simplifies certain legal bases for data processing, strengthens safeguards for children’s data, and provides greater clarity on data access rights and responsibilities.

3. Can schools still use “public task” as a legal basis under DUAA?
Yes. DUAA confirms that schools can rely on the “public task” lawful basis when processing data for their core educational duties, such as teaching, safeguarding, attendance, and reporting to local authorities or the Department for Education. The onus is on the requesting organisation to decide if the personal data they are requesting is for a “public task”.

4. What are the new rules around digital verification for schools?
Introduction of Digital Verification Services (DVS) aims to replace physical ID checks in services like school admissions, health care and financial services. DUAA enables the use of Digital Verification Services (DVS) to confirm a person’s identity. Schools may be encouraged to use DVS in areas like school admissions or online parent services. However, they must ensure these services meet accessibility, security, and child protection standards.

5. Are there new rights for pupils or parents under DUAA?
Yes. The Act simplifies the subject access request (SAR) process and reinforces a child's right to understand how their data is used. Schools must respond to SARs clearly and within time limits. Where a child is mature enough, they can request their own data without needing parental consent.

6. Do schools have to carry out extensive searches when complying with a data subject access request (DSAR)?
The DUA clarifies that organisations are only obliged to conduct searches that are 'reasonable and proportionate' when responding to SARs. This will empower schools and trusts to push back on overly broad requests and reiterate the principle that you don't need to send information to which the requester already holds or has access to. 
 
This advice is already provided within the ICO’s detailed SAR guidance and so this is unlikely to result in a huge change to existing SAR procedures. However, schools should ensure their SAR procedure is up to date to reflect the requirement to conduct 'reasonable and proportionate searches' and any staff involved in handling SARs are made aware of this change.

7. Can schools share data without consent under DUAA?
In many cases, yes — where there's a valid legal basis, such as a public task or safeguarding. DUAA clarifies when consent is not needed — for example, when sharing information for child protection or legal reporting duties.

8. What are “recognised legitimate interests,” and can schools use them?
DUAA introduces the concept of recognised legitimate interests, such as protecting public health or preventing fraud. Schools may be able to rely on this for non-core uses of data, like anti-bullying initiatives or running school-based research projects, provided safeguards are in place. As these purposes, under DUAA, are classed as being “pre-approved”, schools no longer have to rely on carrying out a legitimate interest assessment.

9. How does DUAA protect children's data in education?
DUAA includes a special focus on children, requiring schools to: minimise data collection, avoid unnecessary profiling, ensure that digital tools used in classrooms are age-appropriate and privacy-conscious, and document and justify data-sharing decisions.
 
10. What do schools need to document under DUAA?
Schools must maintain clear records showing what data they collect and why, the lawful basis used for each type of processing, how they protect children's data, and their decision- making around digital tools and third-party services.

11. How does the DUAA affect the use of Artificial Intelligence (AI) in schools?
DUAA introduces specific expectations around the use of AI in educational settings, particularly when AI processes personal data. Schools must:

• Assess risk before using AI tools, especially those that influence decisions about pupils (e.g. predicted grades, behavioural alerts).
• Ensure AI systems are transparent and explainable to pupils and parents.
• Avoid using AI that carries a high risk of bias or profiling without strong justification and safeguards.
• Maintain records of automated decision-making and demonstrate that human oversight is in place.

Schools must take extra care when deploying AI tools with children and should carry out Data Protection Impact Assessments (DPIAs) where appropriate.

12. Will there be further guidance for schools?
Yes. DUAA will be supported by updated Codes of Practice from the Information Commissioner’s Office (ICO) and the Department for Education, including tailored guidance for schools and education providers.

SchoolPro TLC will update schools with further guidance and information once Codes of Practice have been published.

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:

• Artificial Intelligence in Education: Developing your school's strategy
• Resilience, Equity and Inclusion in Education Conference 2025
• English and Media Centre Secondary Termly CPD Package
• New SWIFT NIoT Early Career Teacher Programme (ECTP) | Starts September 2025
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Professional Communities

• Primary and Secondary Subject Briefings
• Events for your diary

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. 

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:

• South West Art Teacher's Conference
• Resilience, Equity, and Inclusion in Education Conference 2025
• Leading High Attainment Programme
• Advanced Coaching Programme for School Leaders
• New SWIFT NIoT Early Career Teacher Programme (ECTP) 
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Addressing Educational Disadvantage through Social and Academic Inclusion
• Professional Communities
• Primary Subject Leader Briefings
• Events for your diary

We are back! The start of a new half term with an added impetus as the final chapter of this school year 2024 - 2025 - but with an eye on the next year around the corner. 

Strategic Lead Roger Pope is in contemplative mood prompted by a 40th wedding anniversary party invitation, looking back on some of the changes in education: 

"So, have times changed? Yes, schools are much kinder places, with greater mutual respect and much more driven to be for the benefit of all their students whatever their circumstances. Call it inclusion if you like – it is something much more precious than the word implies."

We bring you details about the Resilience, Equity and Inclusion in Education Conference in November. This is guided by our collective purpose as educators, understanding that equity and inclusion in education are important to ensure that every learner, regardless of their background, location, or situation has the support and resources they need to thrive. We hope you will take a closer look at the line-up for this event and join us if you can.

Ever striving for the best, we are pleased to be working with the Colyton Foundation on Leading High Attainment - a rigorous year-long development programme that equips school leaders to drive systemic improvement in provision for high attainers in their schools.

Our interview for this issue is with Sarah Plowman, School Catering Manager and Helen Vincent, School Business Manager at Whipton Barton Infant and Nursery School who share their enthusiasm for school dinners working closely with our sponsor Educatering. You can also read some of Educatering's top tips on reducing food waste in school. 

Devon Research School explore how to reduce or optimise cognitive load based on the guidance of 
the Education Endowment Foundation’s (EEF) Cognitive Science approaches in the classroom: a review of the evidence We like these features intended to support us in refining good practice.

Our sponsor, ONVU Learning share the second conversation with Discovery Schools Academies Trust CEO, Paul Stone and reveal how thoughtful planning, transparency, and a focus on teaching and learning can drive meaningful change in schools.
 
Exeter Supply Partnership explain how supply teaching can unlock doors to permanent roles and do take advantage of their free recruitment support service to schools that provides teacher profiles, arranges a trial supply day, meeting or interview, before you make a final decision about temporary cover arrangement in your school.

You can meet all our sponsors and discuss with them in-person their services and products at our SWIFT Summer Conference on Thursday 19 June 2025. The final few places are available if you have yet to book. Find out more here 
​​
We very much hope that you will find something of interest and relevance in this month's issue that adds value to your work in school.  We are here to support you.

Further to the previous article on the Use of Generative AI in MATs and Schools from our sponsor SchoolPro TLC, we encourage you to this review this further guidance to ensure you are AI safe in your School and Multi Academy Trust starting with this checklist.
 
General AI Best Practices

• Verify all AI-generated content for accuracy before use.
• Use AI tools to enhance learning and reduce workload, not to replace professional judgment.
• Stick to school-approved AI tools that comply with data protection policies.
• Maintain human oversight—never rely solely on AI for assessments or decisions.
• Be transparent—let students and staff know when AI has been used in content creation.
• Train staff and pupils on AI’s risks, limitations, and ethical considerations.
  
  

Data Protection and Security

• Never input personal, sensitive, or pupil data into AI tools unless explicitly approved.
• Always check whether an AI tool is open or closed before using it.
• If using AI for decision-making (e.g., profiling students), conduct a Data Protection Impact Assessment (DPIA)
• Update policies, privacy notices, and acceptable use agreements (AUA) as needed.
• Consult the SchoolPro TLC Data Protection Officer (DPO) if in doubt.
  
  

Teaching and Pupil Engagement

• Encourage students to use AI as a learning tool (e.g., research, brainstorming) rather than for completing assignments.
• Educate pupils on responsible AI use, plagiarism risks, and fact-checking information.
• Monitor AI’s impact in classrooms — ensure it aligns with safeguarding and educational goals. 

Quick Staff Guide
What is AI and How Can It Be Used in Schools?
Artificial Intelligence (AI) can support teaching, reduce workload, and improve efficiency. When used responsibly, it can:

• Assist with lesson planning, assessment design, and report writing.
• Automate routine admin tasks (e.g., scheduling, summarising data).
• Provide personalised learning support for students, including SEND adaptations.

However, AI must be used with caution to avoid data breaches, bias, misinformation, and over-reliance.

Key Safety Tips

• Check before you trust: AI makes mistakes—fact-check all outputs.
• Protect student data: Never enter personal or sensitive information into AI tools unless specifically approved.
• Understand AI bias: AI models can reinforce biases—review content carefully.
• Use approved tools: Stick to school-approved, closed AI systems whenever possible.
• Update policies: Ensure AI use is reflected in privacy notices, AUAs, and safeguarding policies.

How to Talk to Pupils About AI

• AI is a tool, not a replacement: Students should use AI to support learning, not to do their work for them.
• Plagiarism risks: AI-generated text needs proper citation—copying AI work is academic misconduct.
• Misinformation awareness: AI can make up facts—students must verify sources before using AI-generated content.
• Think critically: Encourage students to question AI responses and improve their digital literacy.

Who to Contact for AI Support
For any AI-related concerns, training needs, or Data Protection questions, contact your School’s IT or Data Protection Lead, Your SchoolPro TLC Data Protection Officer (DPO).

“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.”

A passionate practitioner and Arts educator, Sam Eyre is Head of Creative Arts Academy at Coombeshead Academy and SWIFT Professional Community and Secondary ITT Lead for SWIFT Teacher Training.
 
Dedicated to developing high-quality Art and Design curriculum content accessible and engaging for all young people and teachers, Sam is driven by a professional ethos to provide the best possible Arts education. Throughout his career, Sam has undertaken various roles working with numerous Art Departments, teachers, and young people across the region at the forefront of Arts education in Devon and across the South West, including positions as AST for Devon, SLE (SWTSA), PGCE Secondary Course Lead (University of Plymouth), and Regional Subject Advisor for NSEAD. 

Sam's commitment to Arts education is evident in developing and implementing effective and engaging curriculums that achieves outstanding results and make him an invaluable asset and he has a dynamic lead of the CREATE Creative Academy at Coombeshead Academy now in its second year.
 
Sam is also a fully trained Mental Health First Aider, supporting staff with professional and personal challenges with a dedication to resilience and balanced approaches to ensure success for teachers and students. 

1. How has your journey to teaching and leading Art featured in your professional life?
Essentially, the majority of my professional life has been here at Coombeshead Academy for the past 23 years, which is a long time. Coombeshead and then evolving into Education South West, have always been hugely supportive of the Arts and I feel very, very lucky to be teaching here for so long.
 
I have always been a practising artist in my professional life outside school and that has evolved in lots of different ways and I believe teaching and my own practice have fed into each other. 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. It also gives me credibility in that I am able to show work to my students and I can say, “I'm not simply reading this out of a book or talking about it, I actually do this as well” and I can apply this working experience to my own practice.
 
Back in the day when Coombeshead supported me to become an Advanced Skills Teacher (AST) for Devon, when that role existed, around 2008/2009, Coombeshead, has always been supportive of the Arts, which has grown and grown, and whereas other Art Departments might not be as valued or are shrinking, we have always developed. This has made it a very exciting place to be and, on my journey, to be here, even 23 years in, I am now ready to start!
 
In the last two years we have moved the entire Art Department from one side of school to the other, and have officially become the Creative Arts Academy. That has almost been like getting a new job within the same institution in that we are beginning. But we have got the experience and new members of staff from other schools that are very experienced and the Team are now in a very special place and the journey has evolved and developed.
 
With that experience, we are able to create the best Art Department we possibly can. Whilst this has been part of a long journey, it has fed into the ethos here. To reference an article last week in the TES in which I quoted Bruce Lee who said that you have to be like water to navigate all the challenges and that can be tricky in providing the best level of creativity and experience you can for your young people and teachers. I think my AST work got me out to other schools and see other Art Departments and I became very passionate about supporting other Teachers of Art. It is because I feel very fortunate in my position that I want to spread that support, help and experience.
 
2. From your experience as a teacher and school leader, what do you believe to be the top benefits of Art in education?
Firstly, and thinking big at our very core - I would say creative thinking and self-expression for humanity. When I say to my Year 7 students think about the stereotypical caveperson using handprints on a wall, we have this basic need in us to express ourselves in some way. Whether it is Music, Drama, or Art, there is a need to perform, entertain and express creative thinking, and that is part of human nature
 
To be able to foster and develop this creativity is a big benefit. So many people walk into this Department and one of the first things they say - and often it is a member of the Senior Leadership Team, who say, “I can't draw…I couldn't do that at school.” There is sometimes a fear about creativity.
 
Whereas primary school children and younger children love art and then something happens when you get older where you suddenly think that you cannot do it and cannot draw. The challenge for us as Teachers of Art is to open up creativity and share that it is not only about drawing. It is about photography, textiles and making sculpture and it is important to find that individual talent and self-expression.
 
Another benefit is that the Art Department becomes a sanctuary for what might be slightly stereotypical, but true as well for some of the students who tend not to conform or feel like they do not always fit in and they can find their voice in a different way. Unlike some subjects that are necessarily more conformist in that everyone learns the same. However, I want to see 30 different outcomes in the class from 30 individuals. Because we all have different fashion sense, we all like different music and different tastes and personalities. I want to enable young people to have their own voice or identity.

As well as our own identity, I think confidence is another benefit and the self-esteem to be yourself and this feeds into good mental health [I am the Mental Health First Aider for staff here at Coombeshead.] I believe it is fundamental to give people their self-esteem and confidence in being good at something. When a student might say to me, “I can’t do it,” I always adopt a positive approach: “Let's find out what you can do…what is your story…? What is your message?”
 
We have designed our curriculum in such a way that we are the only GCSE where the students design their course.

I do not act like the expert. But I show the young people the tools and how to use them and guide them in what they want to say. “What's your voice?” And that's it in a nutshell. It's the young people's voices.

3. Do you consider there to be any barriers to Art in the curriculum and if so, how are you working to overcome these barriers?
Yes, there are barriers for Art in the curriculum and there are always going to be.
I think there is always going to be a perception that the Arts are on the outside and on the edge and this feeds back to my last answer in students sometimes thinking, “I'm not good at this...I can't do it…There's no career for me in Art.”

Whereas, in reality the creative industries are one of the biggest employers in the country.

People think about artists and galleries and it is almost like becoming a famous footballer, it only happens to the few. Whereas, if you want to work in the creative industries, there are film studios, makeup artists, fashion designers, photojournalists, people who work in magazines. So, the career pathways in Art are huge.
 
Not only do we need to overcome the perception of young people, but of parents and the community about what the Arts are about; because they might not have had a good experience in their own Art education. It is my ultimate aim to give every young person, whether or not they consider they are good at drawing or painting, the confidence to walk into a gallery as a young adult and to be able to look and understand a piece of art; and to go to the cinema or the theatre and not feel out of place.
 
Of course, there are the logistical barriers of funding and time on the curriculum and all those aspects that we constantly face; which we have always faced and has always been the challenge. We need to find the positive solutions and these barriers are not only here at Coombeshead, but are nationwide. We are fighting against curriculum design and time being cut from the Art curriculum to feed into English and Maths, because they are seen as the more important and employable subjects to raise our profile in removing barriers; which I have been doing for the past 23 years.

I think my job, along with other Teachers of Art is to give teachers the confidence to do all this and to give them the skills and the passion. I feel very passionate and responsible for this region and we are very fortunate in Devon and the South West to have an amazing network of Teachers of Art who are passionate and committed and work hard to work overcome those barriers.

4. How are your roles with SWIFT /Teacher Training enhancing your current role at CREATE Creative Arts Academy?
Working on the SWIFT Teacher Training course is a privilege working as a part of a team to develop a new curriculum for a new ITT course. Because 23 years ago my PGCE course leaders were incredible and a real inspiration and have impacted not only on my career, but on my life. To be part of teaching training today and build on that experience 23 years later, is wonderful. The fact that we are hosting the Art subject curriculum days for trainees here at Coombeshead is a significant addition to the Department. We have a group of training teachers seeing real teaching life here, every Friday, which hopefully feeds enthusiasm and passion into their placement schools.
 
For myself and my Team, it keeps us on our toes. Similar to learning to drive, you learn to drive, you pass the test and then slowly over a number of years we become slightly worse drivers, don't we?! I think we get into habits and into our own ways and it is good to keep our own learning fresh and new, and on top of our game. All the time, we are constantly reviewing our own practice. I am certainly no expert. Indeed, I will probably retire one Friday in the future and wake up on the Monday and think, I wish I had done that.

It is important to try to get better and better and this is where working with SWIFT has been helpful for me in leading the Art Professional Community; having time to work with other teachers and also leading the annual Art Teachers’ Conference, and other professional development events that brings the network together, and gives teachers confidence. We can share good practice and ideas, because this is not a solitary profession. It is a team effort, enabled by this work with SWIFT.

5. What would be your number one wish for the future of Art in schools and Multi Academy Trusts (MATs)?
Very simply, creativity needs to be at the heart of the curriculum.
I recently saw some lovely practice in a primary school that in a local MAT that blew me away. So many schools are using iPads and technology, but this particular primary have gone in a different direction in journaling in sketch books. Not only for creative practice, but for all their learning. Imagine a sketchbook, something like Darwin would have used, as a diary of learning with drawings and annotations as experiments to show their thinking.
 
This idea of sketchbooks as a place for all learning regardless of the subject is a collective, because students are not separate across their five periods in a day: they are the same person travelling around. So, if all that learning is in one place, I think that is aspirational and I would like to explore further that idea and I am in conversation with the Headteacher of that Trust and looking at how they have introduced this practice with their young people, because it is something I would like to do.
 
I think we have got a lot to learn from primary education in secondary. Whereas, it is sometimes seen as the other way around. But I think we can learn from fostering and harnessing creativity into secondary education.
 
I think my other wish would be more funding, more time in the curriculum, and all those other logistical aspects.
 
But for my number one wish, it is for creativity to be at the heart of the curriculum; because no matter what subject you are doing, there is creativity involved.
 
Interview by Jude Baylis, SWIFT Executive Assistant

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. 

Have you embarked yet on your Artificial Intelligence (AI) journey?

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The use of AI in schools is rapidly growing, offering numerous benefits, such as enhanced efficiency, personalised learning, and improved decision-making.

​However, AI also presents challenges, including Data Protection risks, ethical considerations, the risk of bias, and concerns over transparency.

Given the rapid advancements in AI and the growing reliance on these technologies in education, it is crucial for MATs and schools to establish clear policies that balance innovation with safeguarding concerns.
 
Our sponsor, SchoolPro TLC provides some helpful guidance here and a framework for the responsible use of AI in schools, ensuring compliance with UK GDPR, recommendations from the Information Commissioner’s Office (ICO), the Department for Education (DfE), and guidance from Ofsted. 

What is Generative AI?
Generative AI refers to AI systems that can create new content, such as text, images, video or audio. Unlike traditional AI, which follows explicit programming to complete specific tasks, generative AI uses machine learning to create original outputs from input data.

The UK Government and the ICO define AI as technology that mimics cognitive functions associated with human intelligence, such as learning and problem-solving. AI is increasingly used in MATs and schools for both educational and administrative purposes, raising questions about responsible implementation, data security and the ethical implications of its use.

Open vs Closed AI Systems
Understanding the distinction between open and closed AI systems is essential when assessing risk and implementing AI within educational settings:

• Open AI Systems | These include publicly available AI models (e.g., ChatGPT, Google Gemini) that continuously learn from user inputs. They may store, share, or learn from the information entered, including personal or sensitive data. Schools should avoid entering identifiable information into these tools to protect personal and special category data.
• Closed AI Systems | These are proprietary AI solutions controlled by an organisation (e.g., school-specific AI tools integrated into a school’s Learning Management System). Closed systems offer greater security and compliance as external parties cannot access the data input. If a school uses closed AI tools to process personal data, this must be included in the school’s Privacy Notice.

Can Open AI Systems Be Configured as Closed?
Some AI tools, such as Google Gemini, Microsoft Copilot, and other cloud-based AI models, are generally considered open AI systems by default. However, it is possible that they can be configured to function as closed systems depending on their settings and the environment in which they are deployed.

For example, within a Google Workspace for Education environment, Google Gemini can be configured to:

• Operate within a restricted school domain, preventing data from being shared externally.
• Be managed through Google Admin Console, where IT teams can disable data collection and adjust privacy settings.
• Restrict AI usage to pre-approved applications, ensuring compliance with school policies.

In such cases, an AI tool that is generally open in a public setting may be functionally closed within a well-managed, restricted environment. Schools should consult their IT lead or Data Protection Officer (DPO) to determine whether an AI tool is configured to meet Data Protection requirements before use.
MATs and schools should assess AI applications before use to determine their suitability based on these classifications and apply appropriate safeguards, such as data minimisation and access controls. 

Scope of AI in MATs and Schools
Pupil Usage
AI has the potential to enhance learning through activities such as:

• Personalised tutoring
• Research support
• Critical thinking development
• Adaptive learning platforms

However, students must be educated on the ethical use of AI, particularly in avoiding over-reliance and plagiarism. Acceptable Use Agreements should explicitly outline permissible and prohibited AI use.

Staff Usage
Teachers and administrators can potentially use AI for activities such as:

• Lesson planning
• Curriculum development
• Report writing (without identifiable student data)
• Student performance analysis
• Administrative tasks such as scheduling and resource management

Staff must verify AI-generated content for accuracy and must not input personal or sensitive data into generative AI tools without prior assessment.

Governors and Leadership
Governors and senior leadership teams play a crucial role in overseeing AI implementation, ensuring compliance with Data Protection laws, and updating policies as AI capabilities evolve.

Core Principles for AI Use
Transparency
MATs and schools must conduct Data Protection Impact Assessments (DPIAs) when AI tools process personal data. DPIAs help identify risks and establish mitigating strategies to protect sensitive student and staff information.
 
Schools should also be transparent about how they use generative AI tools, ensuring that staff, students, Governors, parents, and carers understand how their personal data is processed.

Accountability
Roles and responsibilities for AI use must be clearly defined and schools should:

• Assign AI oversight responsibilities to senior leaders.
• Implement AI governance committees where appropriate.
• Ensure staff are trained in AI risk management and Data Protection.

 
Compliance with Data Protection Legislation
Schools must ensure that AI tools comply with UK GDPR and their Data Protection Policies.
To protect data when using generative AI tools, schools should:

• Seek advice from their Data Protection Officer (DPO) and IT lead before using AI tools.
• Verify whether an AI tool is open or closed before use.
• Ensure no identifiable information is entered into open AI tools.
• Acknowledge or reference AI use in academic work. 
• Fact-check AI-generated results for accuracy before use.

AI and Data Protection in Schools 
AI use must comply with UK GDPR and the Data Protection Act 2018 in order to safeguard personal data. Schools reserve the right to monitor AI usage to prevent misuse and ensure compliance with academic integrity policies.

Data Privacy and Protection
The use of personal data in AI tools must be handled with extreme caution.
Schools and MATs should adopt the following principles:

• Avoid Using Personal Data in AI Tools | It is recommended that personal data is not entered into AI applications unless absolutely necessary.
• Strictly Necessary Use | If personal data must be used within an AI system, the school or MAT must ensure:
  • Full compliance with UK GDPR and school data privacy policies.
  • Appropriate safeguards such as anonymisation or pseudonymisation are in place.
  • Clear documentation of the processing, including a completed DPIA.
• Transparency in Automated Decision-Making | Schools must be open about any use of AI in decision-making or profiling, ensuring pupils, parents, and staff understand how their data is processed.
• Legal Basis for AI Data Processing | If AI tools process personal data, the appropriate legal basis should be identified and any relevant actions implemented as a result before use.
• Security Measures | AI-generated data should be protected using encryption, access controls, and secure storage.

 
Additionally, some generative AI tools collect and store additional data, such as:

• Location
• IP address
• System and browser information

 
Schools must review and disclose how any data collected by generative AI tools is processed and stored in their Privacy Notice.

Ofsted Expectations for AI Use in Education
Ofsted does not directly inspect the quality of AI tools but considers their impact on safeguarding, educational quality, and decision-making within schools.

Schools must ensure:

• Safety, Security, and Robustness: AI solutions used in schools must be secure and protect user data, with mechanisms to identify and rectify bias or errors.
• Transparency: Schools must be clear about how AI is used and ensure that AI-generated suggestions are understood.
• Fairness: AI tools should be ethically appropriate, addressing bias related to small groups and protected characteristics.
• Accountability: Schools must ensure clear roles and responsibilities for monitoring and evaluating AI.
• Contestability and Redress: Staff must be empowered to override AI suggestions, ensuring human decision-making remains central. Complaints regarding AI errors must be appropriately addressed.

Leaders are responsible for ensuring that AI enhances education and care without negatively affecting outcomes.

Integration into Policies and Agreements
To ensure compliance, transparency, and ethical AI use, schools and MATs should update their existing policies to include provisions for AI. We have drafted recommended text to add to key policies and privacy notices in order to support this process. This information for parts of our AI Guidance pack for schools and is included in the following document: 
2 - Generative AI in MATs and Schools - Policy Updates. 

Report by Soton Soleye and Ben Craig, School Pro TLC

Starting 2025 with good communication intentions, we are pleased to bring you the January UPDATE. 

Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE rings in the news year with good news that scholarship funding is being repeated for Cohort 4b:

"For many schools and Trusts, they are a key outcome of annual progress and development discussions with an allowance of funding built into annual budgets. In short, they are becoming an entitlement for staff."
 
You can find more information and how to apply here

For our January interviewee, we find out more about working for Exam Board AQA from Justin Coombs, Executive Director of Assessment Technology.

If you are currently on parental leave, or you have colleagues in your school/Multi Academy Trust (MAT), we encourage you to read more about The MaternityTeacher PaternityTeacher Project’s (MTPT) FREE return to work workshops - with the next session coming up on Monday 3 February 2025.

Our Data Protection expert sponsor, SchoolPro TLC unpicks the recently updated Subject Access Request (SAR) Department for Education guidance. As former school teachers and leaders, they are standing by to help you.

Meanwhile with our other sponsors. Goosemoor Educatering share some festive food and 2024 visual highlights and do feel able to get in contact should you like to find out more about catering for your school/MAT and/or foodie nutritional input to your curriculum. 

Exeter Supply Partnership are ready for the new year to support your primary supply teaching needs with their ethical not-for-profit ethos and ONVU Learning are also ready to support you with their dynamic teaching and learning classroom tool. Intrigued? Click the UPDATE link below to find out more.

Welcome back! With our warmest wishes for a happy and hopeful 2025. 

The proof of delicious healthy food is certainly in the pictures, as you can see here some of their foodie highlights from 2024.  

Because they care, Educatering Team build on their love of food with positive healthy relationships with School Catering Teams.

As well as using the best produce, Educatering also provide two or three-week rolling menus for School Catering Teams. 

​They believe the best way to maximise the uptake in school meals, other than by providing better produce, is by creating exciting meals which the children will enjoy whilst also being nutritional.
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Menus can be tailored and pupil voice and staff feedback is always well received.  Menus are updated termly or twice a year based upon preferences to move with the seasons allowing more local and seasonal produce to be used .

More Information 

Opportunity to Meet the Educatering Team

​Head of Catering, Rob Stevens will be presenting at the SWIFT School Business Management Professional Community on Tuesday 11 February 2025 AND the SWIFT Estates Management Professional Community on Tuesday 11 March 2025.

The Laurel Trust is committed to raise hopes and horizons for vulnerable children and their families across the South West region and is keen to support schools serving disadvantaged communities to make sustainable differences to children’s learning and life chances.
 
In recent years, through grant funding and support, the Trust has worked with cohorts of schools and other agencies to put evidence-informed research into practice and supported projects across the country in diverse settings, including areas of deprivation and disadvantage in cities, urban, rural and coastal areas from Okehampton to Blyth and from Ipswich to Blackpool.
 
The opportunity to apply in the current funding round is now open and will remain open until:
​Friday 28 February 2025 at 1700.

The theme for projects this year is:
Effective Transition | Educational readiness for every school at every phase.

The grants are designed to support groups of schools to work together to re-imagine education in our current world, and to place emphasis on a culture rooted in emotional and academic resilience. The proposed research must focus on improving the life chances for children and young people from educationally disadvantaged backgrounds.

With this in mind The Laurel Trust is looking to support imaginative collaborations between schools, which develop innovative approaches that foster collaboration and creativity to promote continuity of learning, well-being and resilience, and which build sustainable relationships between teachers and families to support the readiness of children and young people for the next phase of their education.
 
Applications are encouraged from all stages of educational transition, including Early Years and Special Schools. This year The Laurel Trust are particularly welcoming applications from the areas in which they have had fewer applications in the past – and this includes the South West!
 
If you have an exciting project that you feel would be of interest to The Laurel Trust and you would like to apply for a grant in this coming cohort, you can find more information, an application form and guidance on making your application on the links below. You can read summaries of all previous projects, funded by the Trust and the project findings and recommendations are freely available for use in your own setting. 

The Laurel Trust sends a heartfelt thank you to every school for all they have achieved for children and communities and as this Autumn Term draws to a close, they wish you all a happy and peaceful Christmas and a very happy new Year.
​
By Derrick Brett, Director of The Laurel Trust 

We are pleased to bring you this next UPDATE. 

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

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

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

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

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

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

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

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

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

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

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

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

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

​SWIFT is pleased to be collaborating with the Colyton Foundation and Colyton Grammar School on a new initiative for schools.

The Colyton Foundation is a school-centred charity which aims to increase access to competitive higher education courses for young people in the South West, particularly those who have experienced disadvantage.
 
Working in partnership with SWIFT, we are pleased to share details of a programme of support for students in South West schools considering applications to Oxford, Cambridge and universities in the USA, plus those applying for Medicine, Veterinary Science and Dentistry. The programme also seeks to develop the knowledge and expertise of teachers and advisors supporting higher education applications in participating schools.

This programme aims to use the knowledge and capacity Colyton has developed in this area to support students in schools and colleges which may have fewer applicants to these destinations each year.
 
The programme combines advice, guidance and subject specific preparation for students with continuing professional development for Sixth Form teachers and advisors, designed to develop their ability to support future competitive applications.
 
Teachers and advisors receive a half day training course early in the programme and are encouraged to shadow student participants during other programme elements to develop their capacity to support students in future.
 
The fee for participation of the programme, to include CPD for one teacher/advisor and application support for up to four students, is £975 per school.
 
In line with the Colyton Foundation’s aims as a charity supporting schools, every attempt has been made to keep the cost to schools as low as possible.
  
Bespoke quotations are available where numbers of participating students and staff vary, and where multiple schools within a Multi Academy Trust wish to participate in the programme.

For More Information
If you would like to discuss the potential for collaboration with your school or college further, please get in contact on the links below.

​By Nick Wakeling, Director, Colyton Foundation

We are pleased to bring you this next EVENTS newsletter with details of professional development opportunities. 

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: 

• '12 Dialogues for Boys & Young Men' Being Safe & Safe to be Around
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Outstanding Curriculum Design for Primary Languages Programme
• Understanding and Monitoring Early Years - for Subject Leaders
• An Introduction to Trauma Awareness for teachers and leaders
• Lego Therapy Workshop
• Leading Effective Disadvantage Provision for Primary School Pupils
• Professional Communities
• Primary Subject Leader Briefings
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Events for your diary

SWIFT Autumn Term 2024 Leadership Forum | A WEEK TODAY | Thursday 21 November 2024
Committed to bringing together leaders from all educational settings within the area, our online Leadership Forums link to the best of local, regional and national.

For our 2024 Autumn Term event, we have two speakers:
Sarah McGinnis, Ofsted Assistant Regional Director and Professor (Dr) Tanya Ovenden-Hope, Dean of Place and Social Purpose and Professor of Education, Plymouth Marjon University.

Find more information here 

The guidance is relevant for leaders within educational institutions, as it outlines the legal and ethical responsibilities involved and helps you to navigate compliance with Data Protection laws, and provides best practices for implementing biometric technologies in a way that safeguards students and staff members personal information.

What is Biometric Data?
Biometric data is a type of personal information. Article 4(14) of the UK GDPR defines biometric data as:

“Personal data resulting from specific technical processing relating to the physical, physiological or behavioural characteristics of a natural person, which allow or confirm someone’s unique identification of that natural person, such as facial images or fingerprint data.”

This means that personal information is only biometric data if it:

• relates to someone’s physical, physiological, or behavioural characteristics (e.g. the way someone types, a person’s voice, fingerprints, or face);
• has been processed using specific technologies (e.g. an audio recording of someone talking is analysed with specific software to detect qualities like tone, pitch, accents, and inflections); and
• can uniquely identify (recognise) the person to whom it relates.

Who Can Consent to Biometric Data
Consent for biometric data needs to be treated differently than other consents and has specific, stringent criteria.

The Data Protection Act gives pupils rights over their own data when they are considered to have adequate capacity to understand. Most pupils will reach this level of understanding at around age 13.
​
However, the Protection of Freedoms Act 2012, which governs the use of biometric data in schools in the UK, has different requirements. Under this Act, the consent of at least one parent is required to process the biometric data of a child under 18. If the child or any parent objects, the school cannot process the child's biometric data.

Schools must notify each parent of a pupil or student under the age of 18 if they wish to take and subsequently use the child’s biometric data as part of an automated biometric recognition system.
As long as the child or a parent does not object, the written consent of only one parent will be required for a school or college to process the child’s biometric information.
​A child does not have to object in writing but a parent’s objection must be written.

What does this mean for MAT’s and Schools?
The decision to implement automated biometric technology is the decision of MATs and schools. However, careful consideration should be taken to assess the purpose of its use, the necessity and proportionality of processing, and consider the potential implications, such as operational requirements, handling of personal information, possible data breaches, and legal obligations.
It is also important for schools to reflect on the ethical considerations around the use of biometric data, including privacy concerns and the potential for future misuse of such data, even when collected in a lawful manner.

Schools should consider whether biometric data is truly necessary and proportional for the task at hand.

Here are some key actions for schools considering or already using biometric data:

1. Conduct a Data Protection Impact Assessment (DPIA)
Before implementing any biometric system, schools should carry out a DPIA to assess risks and determine whether biometric data processing is necessary and proportionate. This should be reviewed regularly to account for any changes in technology or usage.

2. Obtain Proper Consent
Ensure written parental consent is obtained in compliance with the Protection of Freedoms Act 2012. Schools should also have a clear, documented process for managing consent withdrawals or objections from either the student or their parents.

3. Be Transparent with Parents and Students
Provide clear, accessible information explaining how biometric data will be used, stored, and protected. Schools should offer regular opportunities for parents and students to ask questions or raise concerns.

4. Implement Robust Security Measures
Ensure that any biometric data collected is stored securely, with encryption and access controls in place to prevent unauthorised access. Schools should also regularly review their security practices to ensure they remain adequate in light of evolving risks.

5. Choose Vendors Carefully
When selecting a third-party contractor, schools must perform due diligence to ensure that the vendor complies with UK GDPR and has strong Data Protection measures in place. A contract should clearly outline Data Protection responsibilities and require the vendor to carry out DPIAs.

6. Regularly Audit Data Practices
Conduct regular audits of how biometric data is processed, ensuring that all practices remain compliant with relevant legislation. This includes reviewing how data is stored, who has access to it, and how consent is managed.

7. Prepare for Data Breaches
Develop a clear plan for managing data breaches involving biometric data, including informing affected students, parents, and the ICO if necessary. Ensure that all staff members are aware of the procedure for reporting a breach.

By incorporating these steps, schools can ensure they not only comply with legal requirements but also protect the privacy and rights of their students.

For more detailed information, including lawful basis considerations and best practices, please read
​full guidance provided by the ICO.

By Soton Soleye, SchoolPro TLC

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: 

• National Professional Qualifications 
• Primary Staff Meeting Series
• Advanced Coaching Programme for School Leaders
• '12 Dialogues for Boys & Young Men' Being Safe & Safe to be Around
• Teach Like a Champion (TLAC): Building Strong Classroom Culture
• Professional Communities
• Primary Subject Leader Briefings
• Teaching & Assessment in Primary Science Focus4TAPS 3 Day Programme
• Events for your diary

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.

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:

• National Professional Qualifications 
• Primary Staff Meeting Series
• SWIFT Early Career Framework and Appropriate Body Serve Registration 
• Advanced Coaching Programme for School Leaders
• When the Adults Change - Behaviours Change Two-Year Whole School Programme
• Professional Communities
• Primary Subject Leader Briefings
• '12 Dialogues for Boys & Young Men' Being Safe & Safe to be Around
• Events for your diary

​Led by the inspirational Art Subject Specialist, Sam Eyre, from Coombeshead Academy, and supported by Joe Long, Art Lead at The Spires College, Primary and Secondary Art Teachers attended the 2024 Devon Art Teachers’ Conference last month with an informative and inspiring agenda.
 

Attendees benefitted from updates and feedback on the AQA assessment objectives from Aly Diggle-Perry and Sandra Allan from AQA Examination Board, who provided a valuable opportunity for attendees to see an exhibition of exemplar work from students to support assessment. 

There were lots of resources and links to tap into about grants, funding and projects by freelance artist Claire Harmer; a former teacher, who uses South Devon as the inspiration for her work and works directly with schools (find more information here). ​

Teachers were challenged to delve into the world of AI, as Sam presented opportunities and challenges of implementing artificial intelligence in the art classroom, such as how to use AI to create digital pictures. Enriching information that may help to keep us one step ahead of our learners!
 
One of the most valuable parts of the day centred on networking with colleagues and sharing from experiences, with teachers having an opportunity to share their challenges and find solutions to improve their practice for their pupils. 

There was also time to explore the vast array of arts and crafts at Bovey Tracey’s annual Craft Festival and to meet many crafts people and observe workshops, demonstrations and talks, taking away ideas to use back in their own settings. 

MAKE Southwest 
Hosted by Educational Manager Ian Wilkins at MAKE Southwest in Bovey Tracey, this craft education charity is funded by Arts Council England with a thriving membership of over 300 crafts people, with an engaging exhibitions programme and retail gallery, championing the highest standards of craftsmanship since its formation in 1955 and has become a leading advocate for crafts education. 

A FREE Creative Opportunity for Torbay Schools
Craft Council Material World Project - a funded opportunity for school teachers
Outreach Programme

Craft School is open to all schools nationwide, but other geographical areas have been identified where they would like to increase participation in Blackburn, Kirklees and Torbay with a wish to boost participation from schools with higher levels of Pupil Premium funding.

The Craft School Outreach programme will offer additional training to prepare and support teachers through the delivery of Craft School working with 12 teachers from six schools in each region over two academic years.
The programme is offered to schools free of charge and will aim to:

• Increase teacher confidence and skills delivering practical craft activity.
• Introduce and build confidence with the Crafts Council’s Make First pedagogy.
• Provide support and inspiration as teachers deliver Craft School with their learners for the first time; work with them to explore the application of Make First in their settings.
• Build a local network to support craft education by building relationships between schools.

 
Two members of staff from each school, notably Teachers, Teaching Assistants, Technicians or other support staff are all welcome to participate and will be able to attend professional development sessions, which will include an element of practical making.

Torbay Project Timeline
​Thursday 11 July 2024 from 1630 – 1830 | First face-to-face professional development session.
September 2024 | Second Torbay professional development session.
September 2024 | Enrol in Craft School: Material World.
October 2024 | Third Torbay professional development session.
September / October 2024 | Start to deliver Craft School: Material World with learners.
To make use of Craft School Teacher toolkit, professional development sessions and other resources.
December 2024 | First Torbay online support session.
February 2025 | Second Torbay online support session.
April 2025 | Submit evidence of learners’ work and making journeys to Craft School: Material World (online portal).
May 2025 | Judges select work for awards (one per Key Stage).
June 2025 | Online celebration event for all participants.