“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

The Early Career Teacher Programme (ECTP) is designed to build on the foundations laid by the ECF and offers a carefully sequenced curriculum of training and professional development for ECTs supported by their Mentors in school. 

The key highlights of the SWIFT NIoT Early Career Teacher Programme include:

• ECTE more tailored to build on ITT.
• Reduced Mentor workload.
• Great focus on supporting SEND pupils.
• Greater contextualisation and subject specificity.
• Updated evidence base.

 
We believe the following six reasons will help to provide the strongest possible footing for the induction of our Early Career Teachers:
 
Reason 1 | Highly Contextualised Materials
The NIoT provides context-specific materials (videos, written resources and audios) for:

• Early Years Foundation Stage.
• Primary.
• Secondary (all subjects).
• Post-16.
• SEND schools.
• Alternative Provision.

 
This exemplification from schools of all types, subjects and phases ensures that ECTs and mentors are able to access a programme that is specific to their needs.
 
Reason 2 | Greater Flexibility

• Align ECTs’ study and personal development to School and/or Trust priorities.
• Smart diagnostic tool suggests best fit elective self-studies.
• Removes repetition.
• Provides appropriate level of challenge.

 
During self-study, the ECT will complete a core element of self-study and then a diagnostic, which provides five options of elective self-study in each Term, three of which can be chosen based on diagnostics as the best fit for current knowledge as discussed with the ECT’s Mentor. We are pleased that this will remove any repetition, which has been a previous issue with the ECF, and will provide the appropriate level of challenge for ECTs and allow them to focus on the highest leverage areas for their development. 

Understanding that there is no one-size-fits-all approach, this will ensure that teachers are valued and their time well spent.
 
Reason 3 | Workload and Wellbeing
A reduction in seminar content in Year 1.

• No Year 2 programme for Mentors.
• Unique online wellbeing tools.

 
We understand that time is an issue especially for ECTs and we commend the reduced workload through the streamlined programme delivery and wellbeing monitoring. 
 
The unique NIoT online wellbeing tool is built into the NIoT learning platform and provides the opportunity for ECTs to feedback in regular short pulse surveys on how they are experiencing the programme and will give the NIoT opportunity to offer a helping hand when ECTs need it most.
 
The NIoT has expertly reduced the mentor training programme to one year to manage mentor workload whilst still ensuring impact.
 
Reason 4 | National Expert Webinars
Leading international experts run termly live webinars for ECTs and their mentors so they have opportunities to listen to and interact with leading experts in their fields. These are a very popular element in the existing programme.

• Bradley Busch | Leading expert in understanding and illuminating Cognitive Science in education, and Director of InnerDrive
• Kate Jones | Teacher, leader, bestselling author, blogger and award-winning international speaker, and Senior Associate for Teaching and Learning at Evidence Based Education.
• Alex Quigley | Head of Content and Engagement at the Education Endowment Foundation, experienced school leader, Director of Huntington Research School, in York and EEF in 2018, after working as a. He is the author of multiple books for educators as well as writing a regular column for TES magazine.
• Sonia Thompson | Headteacher at St Matthew's CE Teaching School and also the Director of the Research School.
• Tom Bennett OBE | Founder and Director of researchED, a non-profit organisation that runs teacher conferences about research and education and author.

 
Reason 5 | School-led Research

• The NIoT is unique in having its own, in-house research function.
• Enables NIoT to rapidly respond to research finding to strengthen programme.
• Great example, NIoT worked with SWIFT on research into ECF experience in rural and coastal areas.
• Lessons from this have shaped the new ECTE.

 
Powered not only by research from the Framework, additional research is also provided by the NIoT in-house research team to improve the programme continually and allows the NIoT to be highly responsive to feedback or learning from research, and to adapt the programme quickly to provide the most relevant offer. For example the recent work completed by NIoT and SWIFT on best supporting ECTs in small rural and coastal schools.
 
Reason 6 | Mentor Enhancements

• NIoT programme builds in specialist development to support Mentors.
• Great focus on supporting struggling ECTs.

 
We know that Mentors play an essential role in the induction of ECTs and the NIoT programme builds in specialist development to support them. 

SWIFT also has experience of working with the NIoT in other aspects of the Golden Thread, including as Lead Provider for the National Professional Qualifications (NPQs), and Programme Members’ have been very positive about their experience.

In addition, this year, we are piloting the NIoT’s innovative new Post Graduate Teaching Apprenticeship (PGTA) route into teaching.

Looking to the future, we believe there are significant opportunities with the NIoT as part of their innovative school-led research centre and in their status as the first university for the teaching profession.

With over five years of experience in delivering the ECF programme, supporting over 2000 ECTs and Mentors, our dedicated SWIFT Team bring a wealth of expertise and a commitment to excellence with satisfaction ratings consistently above the national average.

The SWIFT Team are committed to ensuring a seamless transition and to providing high-quality support throughout the ECTP and to support all aspects of programme management, leaving school leaders the time to focus on core business.

​Coupled with Appropriate Body expertise for 500 schools, SWIFT is pleased to offer schools a coherent package for teacher induction.

Watch out for further updates this Summer Term, including an Induction Tutor briefing on Monday 12 May 2025 and a Year 1 ECTP Welcome Webinar on Wednesday 2 July 2025.

You can register ECTs due to join your School/Trust in Year 1 and Year 2 from September 2025 on the link below and we will keep you informed of the next steps. 

Year 2 (September 2024) ECTs and Mentors will continue to access the ECF programme through their current Lead Provider. 

Any Mentors who have previously completed the ECF training programme do not need to undertake the ECTP training for Mentors.

By Jen Knowles, Director of SWIFT Teaching School Hubs

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:

• South West Art Teacher's Conference
• Advanced Coaching Programme for School Leaders
• Passive Intervention and Prevention Strategies (PIPS) Training 
• The Maternity Teacher Paternity Teacher (MTPT) Project
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary

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. 

The panel were tasked with exploring how schools can create a more consistent approach to behaviour, tackling policy implementation, and the most common behaviour challenges in school; as well as teacher confidence, and the balance between sanctions.
 
What is working, what is changing, and why behaviour remains one of the most debated topics in education.
 
Each Trust was asked one thing they have done that has had a significant impact on behaviour and to explain why.
As well as thinking aloud, it was a useful exercise to swap notes and to reflect on practice in their own School (s) /Multi Academy Trust - as you will perhaps be doing as you read this report.
 
Speaking for ESW, Matthew started with the positive premise. The Trust has high expectations of all children and are proud of the behaviour in their schools with a firm focus on outcomes and accountability, and schools are supported to be inclusive rather than exclusive. Factually, suspensions and permanent exclusions remain below the national average and ESW do not use a rigid, one-size fits all model to tackle the challenges in recent years, and have moved away from more strident and binary behaviour systems. Teachers value the children as individuals and schools are informed of each child’s USP at both primary and secondary. That said, Matthew recognises that standardised systems in place across School (s)/Trusts can be effective in encouraging respect, enjoyment and importantly, fun for children. 
 
The Trust works on the premise that children are children. The adults in school might have greater experience and wisdom, but that must come with the responsibility to act as a role model for good behaviour by managing the children’s behaviour and being respectful, which in turn, gains the respect of the children – whom it is anticipated, will behave (yes!).

Behaviour is, and will, always be seen across ESW as a form of communication. Teachers want to teach, most children who come to school want to learn and they cannot learn with distractions.
But children cannot learn if they do not feel comfortable, supported, cared for and secure, and which places them in a stronger position to be challenged.  
 
ESW respects the differing contexts and values of their communities and leaders and maintains a common philosophical core to behaviour approaches with high expectations firmly embedded in relational and restorative practice.  
 
Pedagogical principles have been developed and embedded to which all teachers have had opportunity to contribute and essentially, the curriculum is exciting and engaging. Above all, learning is intended to be exciting and delivered in a way that engages young people to thrive in the classroom. In line with many other schools across the country, mobile phones are banned in lessons for all ESW schools.  
 
This is all within the context of the effects and impact of detrimental curriculum development led by previous Governments; plus, the growing mental wellbeing and regulation crisis created by unfettered access to mobile phones and social media and ESW are striving to ride this wave along with other schools and Trusts. 
 
The caveat remains:
No matter what the behaviour systems are,
the key to managing behaviour in any classroom is the teacher understanding that behaviour is nuanced and maintaining good relationships with the children. 

Common to all ESW behaviour management policies are the widely known principles of Ready, Respectful and Safe. Implementation for some Trust schools might be different operationally; but they are all united in the belief that working with children and families is at the heart of inclusion for all. 
Communication with parents/carers is upfront. Whilst it is fair to say that parents can sometimes be the biggest issue in sometimes not supporting when their child has misbehaved, when meeting with parents or carers of troubled children there are clear guidelines and even if parents might occasionally not be in agreement, or it might not always be the successful outcome wanted by children, they are all treated as individuals. 
 
SEND plays a part too. Behaviour sits at the heart of the three-year SEND strategy with Ordinarily Available Inclusive Provision in every classroom as the key tenet in meeting children’s needs and minimising misbehaviour.  
 
Coaching is Trust-wide, and incremental and guides improvements in the quality of practice.
Mathew cited Jim Collins in “Good to Great” and The Window and the Mirror Leadership Model, in which effective and good leaders look out of the window to apportion credit to factors outside themselves when things go well but in the mirror to apportion responsibility, never blaming bad luck when things go poorly. Coaching helps teachers and leaders to always to look in the mirror.   

In conclusion, Matthew said:
“ESW looks for educational solutions to managing behaviour, supported by systems or processes. Ultimately, we want to develop and raise young people, helping them to develop into resilient and rounded young people.”
  
With opportunity for networking, Matthew also benefitted from looking at what other colleagues are doing in their Trusts, understanding how sharing and reflecting boosts the motivation to build and improve to become even better.
 
“The more you talk to other colleagues about what they do, the more it makes you reflect upon your own practice and how you can improve. Links between ESW and a large, national Trust are in motion to collaborate and share good practice with Attendance and Behaviour Leads.”

Other speakers in the mix included Natalie Pereira from Education Policy Institute, Chris Paterson from the Education Endowment Foundation (EEF), Sufian Sadiq from Chiltern Learning Trust and Amy Leonard MBE from The Talent Foundry, part of an Expert Clinic discussing how to support and manage parent and local media communications for behaviour management.
 
This rounded-off a detailed exploration of behaviour in the classroom and the ways children and teachers can be supported.
 
We thank Matthew for sharing his insights and experience on the Expert Panel of this recent Tes Trusts in Education networking and CPD event. 

Report by Jude Baylis, SWIFT Executive Assistant

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

​
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

“I would like to see improvements in how the system connects. I think some MATs are doing well and working in effective partnerships and I am hopeful that we could deepen this partnership and build a more architecturally responsible legacy.”
 
This is an auspicious week.
In fact, a very auspicious first three days for 36 SWIFT Member schools and 1700 staff within our Colyton and Kingsbridge Teaching School Hubs region.
 
Earlier this week, on Tuesday 1 April 2025, Tarka and Ventrus - two of our esteemed Multi Academy Trusts (MATs) officially merged to become The Harbour Schools Partnership.
Their logo says it all, with the lighthouse as a beacon and a guiding light across the surrounding area.
 
The new CEO is Gary Chown, one of the most experienced Trust Leaders in the South West, and a Trust CEO for the last 14 years with Ventrus.
 
Building on his experience, Gary is committed to partnership working and system leadership and has worked across the South West as an Education Advisor for the Department for Education and also as an Ofsted inspector.
Gary works in a range of partnerships beyond the Trust, locally, regionally and nationally and has extensive school leadership experience and a strong, proven track record of leading school improvement.
 
The timing was clearly perfect to interview Gary about his reflections as a Trust Leader.
 
1. What have you found to be most personally rewarding in your position to date as CEO of a leading Multi Academy Trust (MAT) in our region?
When I became a Head, I soon realised how isolating and isolated the system is around leadership and how schools, at that time, were almost competing with each other, which did not make sense to me, as someone who had come from business. I have always been driven by forming partnerships and relationships that help people to do their job better.

So, when I am in a room with all our 40 Trust Heads together and you can feel the energy, and see the partnerships and genuine connections they are making, both personally and professionally, that helps them to do their job, this is very rewarding for me and makes me feel that we are doing something well.

2. How has working with SWIFT Colyton and Kingsbridge Teaching School Hubs benefitted Ventrus Multi Academy Trust to date?
I think we have got a really good partnership with SWIFT, because it gives us that opportunity to work with other MATs and leaders.  When you lead any organisation, I think there is a danger, that although you are part of something big, you can still become isolated as a single organisation and it is that connection and role that SWIFT plays in bringing together organisations that is a real strength. I love the way that, in particular Martin Smith (Executive Director), constantly positions the importance of partnership. 

3. What is your number one priority in this first week of the newly merged Tarka and Ventrus MATs as The Harbour Schools Partnership?
Except it does not feel like a first week, because we have been working in preparation for this day for the past 14 months!
You could say therefore, it is business as usual, because we have been working in a revised school improvement model and running as one Trust for seven months with our Trust Heads meeting together. All the Senior Team are appointed and everyone knows where they fit in.
 
But to the question of the number one priority in week 1. One of my roles in the first week will be meeting and talking to some of the key players partly to say “we've done it!” We are now over the line and we are formally one Trust together, but also to refocus our efforts on our next steps.
 
I will be making sure that I recognise and reflect with senior colleagues and thank them for their work and check in with them to make sure those systems launched in this first week are embedding well and teams are settled.

4. What do you consider to be the most significant challenges currently facing Schools and Trusts?
The absolute obvious answer is financial challenges.
 
We have not had any real increase in funding and yet costs are spiralling in all areas, on top of that, Devon has got it particularly tough in terms of comparisons to the national picture, which also includes difficulty with recruitment in some areas. A corollary challenge for Devon and finances is that we have falling birth rates in many areas, which obviously reduces funding levels. To maintain a healthy organisation requires a lot of agility and careful thinking and planning.
 
Another major challenge for us as school leaders is mental health challenges within our schools and the number of children who are genuinely struggling with the demands of modern life.

5. What is your hopeful vision for the future of Multi Academy Trusts within the next five years?
I would like to see improvements in how the system connects. I think some MATs are doing well and working in effective partnerships and I am hopeful that we could deepen this partnership and build a more architecturally responsible legacy.
 
At the moment, I think we have built a bit of a muddle with all good intentions, because there have been no overall architects, or real system design; which should be part of the intent. In reality, there are some Trusts we are working with and supporting who are struggling partly because they were not always as well thought-out, or well-conceived or sometimes as well led over time as they might have been. So, I hope to see a maturing of the system that allows for better outcomes for our pupils with stronger MATs supporting others to make them stronger; as well as a consolidation of our practice that might mean a consolidation or a reduction in the number of MATs.
 
My driver personally for Harbour, is to secure a cultural integrity to the organisation that keeps it safe and sustainable for the next 10, 20, 50 years. A legacy not of an empire, but of something meaningful with a legitimacy and long-term capacity to enhance communities and the lives of the people that we serve.
 
I think the other work MATs should look to develop as they get larger, is to be a stronger voice for communities and a stronger voice for the challenges we face alongside other sectors; for example, health. A definite civic leadership role. I think it is easier to step into that civic leadership role when you have got a well-functioning MAT of a certain scale, so as a leader of a large MAT, I will certainly be focusing my energies in that direction in the months and years ahead.
  
We thank Gary for taking time to speak to us and for his thoughtful interview and we wish the new The Harbour Schools Partnership every success for the staff, students and parents.
 
Interview by Jude Baylis, Executive Assistant 

“Successful motivation is tied to life, survival and thriving.”

The build-up to the Spring Leadership Forum last month was already motivating before we even got started with the speakers.  

A sizeable sign-up of keen delegates from across our Teaching School Hubs, with a number current and past LSSW/SWIFT NPQs Programme Members. Anticipation was stirred.  Or you might say, very motivated. 

Keynote speaker, Peps Mccrea, enthused us with his presentation on The Science of Motivation that drew on his experience as a teacher, teacher trainer, Director of Education at Steplab and educational researcher. With his characteristic positive persona, Peps provided an engaging overview of the evidence-based strategies that can significantly enhance student motivation in classrooms and schools.
 
From conversations with leaders and teachers around the country, Peps is increasingly seeing motivation to be a fundamental part and challenge of the school system. It is fair to say that some aspects of motivation are intuitive, but some are not always obvious. The purpose of his presentation was to dig deeper to provide us with a clearer understanding of how motivation works and to equip us with strategies that reflect the attention and effort students put into their class sessions.

It is important to understand that motivation is a system for allocating attention. 
We all know the busy world we live in and finding headspace can be tricky in a constantly buzzing world. Yet we can only think about a very small number of things at once and our brain needs a way of thinking about or considering all of these different aspects demanding our attention. Prioritising and allocating our precious attention is essential in our motivation system that triages these opportunities.
 
Context-specific motivation varies significantly depending on the context and task at hand, which means that you can influence motivation by altering the learning environment.
 
Motivation is not a fixed character trait, but a dynamic response to the environment and this perspective shifts the focus from labelling students as "motivated" or "unmotivated" to recognising the situational factors that influence their motivation levels. Unconscious processes are at work given much of the motivation system operates unconsciously. 

The hopeful news for you as teachers is that Cognitive Science shows that when students pay attention, they learn.
So, yes motivation is very closely tied to learning and is worth the investment as effective motivation strategies will help to direct students’ limited attention towards learning tasks.
 
You will have perhaps heard of intrinsic and extrinsic motivation. The two key components to the motivation mix. Intrinsic motivation is driven by interest in the task itself and persists over time, but takes time to build up. Extrinsic motivators can be useful for initiating engagement. However, reliance on extrinsic rewards should be minimised over time to foster intrinsic motivation.

Let’s keep in mind the following five major strategies to enhance student motivation:

1. Securing Success | Ensuring students experience success early is important and requires effective teaching and clear framing of what success looks like in the classroom. By building on this success, students can be challenged to take more risks to lock into a higher success rate. Ever mindful that success is a highly subjective concept, our perception of success can inevitably look and feel different. But be explicit with students and reinforce over time, and remind them over and over again.
2. Establishing Routines | Routines can be powerful in reducing the cognitive load on students, allowing them to focus less on the process of learning and more on learning content. Consistent routines also create a predictable and safe learning environment for all students.
3. Leveraging Social Norms | The behaviour and attitudes of peers significantly influence individual students. Amplifying positive behaviours and creating a strong sense of belonging can enhance motivation.
4. Building a Sense of Belonging | Students who feel they belong are more likely to be motivated and this can be achieved by recognising individual contributions, fostering common ground, and establishing a strong classroom or school vision.
5. Gaining Buy-In | Explaining the rationale behind learning activities helps students to understand the purpose and value of their efforts. Building trust through credibility, consistency, and care is essential for gaining student buy-in.

 
A caution! Beware the phenomenon of expert-induced blindness in that it can be hard for us to empathise with people who do not know what we know. Because in our heads, success in the classroom is such an obvious thing to us, because that is where we spend a large proportion of our time, we can sometimes overestimate what students perceive or understand success to look like. To counteract this bias, we need to over-communicate and over-explain - a lot!

Our Executive Director, Martin Smith got us motivated for the next academic year when he shared a sneak peek on our bold new offer for 2025 – 2026. The ambitious new professional development plans intended to enhance and support the work in schools and Trusts to which you have steered us.

Leading on from his appearance as a keynote at the Summer Conference, Dan Fitzpatrick will be leading a one-day conference and three webinars on AI's impact on schools. Something we are all twitchy about in an excited, but slightly unknown quantity way. Still on the tech and AI theme, Mr. P ICT will be providing practical tech and AI sessions for primary teachers and middle leaders.

Thinking more about SWIFT membership benefit, you will have free access to 25 Professional Communities, briefings, and Leadership Forums. We are also offering a minimum 30% discount on all professional development events and an early bird discount will give you 10% off if you register before 11 July 2025.
 
You heard it here! ​

We thank our sponsor ONVU Learning for sharing their motivation.
 
Vice President, Matt Tiplin (gentle and genuine motivation personified) explained how their lesson capture tool provides 360-degree video and audio footage to support teacher self-reflection and professional development by enabling and empowering them in a powerful way.

Thinking about inspiring and relevant issues of the day, we have a motivating line-up of speakers.
We encourage you to take a closer look at the flyer below.

Artificial Intelligence | Trust Leadership | Diversity, Equity and Inclusion | Pupil, Parent and Staff Engagement | Regions Group and more.

• Spend the day networking in-person with like-minded colleagues.
• Refresh your thinking with professional development that counts.
• Take time out of your normal routine.
• Enjoy lunch provided by local catering gurus, Goosemoor Educatering.
• Be part of the conversation.

 Ticket price | SWIFT Members £100 and Other Colleagues £150.
#SWIFTConf25 

We thank our Sponsors/Exhibitors | 1-2-1 Learning, 3P Learning Exeter Supply Partnership, Goosemoor Educatering, ONVU Learning and SchoolPro TLC. ​

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:

• SWIFT New Horizons Leadership Event
• Early Years Moderation (Exeter)
• Key Stage 1 Cross-School Writing Moderation
• Talk for Writing Showcase Open Morning
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary ​

With the promise of spring and hope in the air, we are pleased to bring you this March UPDATE.

True to this spirit, Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE considers professional generosity following the LSSW Connect study visit last week to Court Fields and The Castle Schools, part of the Blackdown Education Partnership Multi Academy Trust. Not least in the context of other examples of leadership on the international stage. 

"Both the schools and Trust build their culture on the relationships they build: whether with pupils, staff, parents or communities. Warmth and kindness, with of course, a toughness in the love that goes hand-in-hand with firm and high expectations, is clearly evident in everything the Trust and schools say and do."

Thinking about professional generosity, remember to get your ticket for the Summer Conference 2025
on Thursday 19 June 2025 at the Future Skills Centre. Find out more and book here
 
We report on the National Professional Qualifications Framework Review by the Department for Education and our involvement as part of our Golden Thread delivery. 

In advance of the presentation at the SWIFT Spring Leadership Forum on Thursday 20 March 2025 you can read some of the thinking about the ambitious new SWIFT CPD offer.  

We are pleased to interview Robin Scott, CPD & Marketing Coordinator with Exeter Consortium Schools’ Alliance and one of our valued delivery partners and champions of SWIFT CPD. It is always interesting to discover insights and to celebrate those working diligently behind the scenes. 

Hannah Cox, Co-Deputy Director of Devon Research School considers using exam wrappers to encourage Year 11 Students to reflect on the effectiveness of their revision and wondered how she can encourage students to be reflective about the revision techniques they use, and how can their reflections feed into the revision homework tasks I set?

Our sponsors, meanwhile, showcase how they can support you, with SchoolPro TLC subscribers able to book a Data Protection audit.  If you are looking for supply with a heart, Exeter Supply Partnership offer a not-for-profit ethos and a service that is much more than supply cover supporting teachers/teaching assistants and Schools and Trusts.

Educatering celebrates with food some exciting events for the 2025 Chinese New Year and today's World Book Day (can you spot the famous children's book translated into food?).  Whilst, ONVU Learning empowers educators with their thoughtful and dynamic video capture technology.  It is another way and worth a look.

We hope you find something that adds value for you. 

“Overall, I think it is most rewarding being part of the Teaching School Hubs network that is aiming for big improvements in education. I always feel the South West collaborates well and we want to work with and make our schools even better."

 If you ever have had any contact with Robin about one of our SWIFT courses or events, you will know him to be both highly effective, kind and calm, and welcoming with it.

Robin has been the CPD and Marketing Coordinator with Exeter Consortium Schools’ Alliance for the past six years, working with SWIFT for over five of those years and he has a strong connection with the South West.
 
Robin studied Business Studies at the University of Plymouth with a placement year at Teignbridge District Council, which helpfully raised his awareness of the South West and local area and honed his general admin, communication and design skills.
 
Opting for further study, Robin went to Bournemouth University to undertake a Sport Management Master's Degree, drawing on his Business Studies degree. This eventually led to a job at the University of Exeter in the Sports Park promoting gym memberships, with responsibility for marketing graphics and general social media content. Robin’s experience was further crystallised next working for a PR firm - including a special stand-out project on the Dawlish Seawall rebuild with Network Rail.
 
We enjoy working with Robin and commend his dependability. 

1. How has your background in Business Studies and marketing supported your role as CPD and Marketing Coordinator with Exeter Consortium Schools’ Alliance?
Yes, I think my background has given me a strong foundation as the building bricks for my current role in enhancing my organisation and event management skills.

Whilst I have not done a degree in event management, I believe I understand the processes and I now have a good understanding of what teachers need and want, and what is or is not relevant for them, what does and does not work and how people like to be communicated with. All of which I think plays a big part, especially in today's society as people have very limited time. So, I take extra care in how I construct emails and communications that are straight to the point, but are also appropriately detailed – the success of which I think is reflected in receiving very few queries from my communications.

In terms of my marketing experience, I think it is helpful to communicate opportunities in the right channels.
 
In addition, I have always had a thing about and enjoy understanding and learning new technologies and figuring out new things; which I think is important as if you wish to have a role in marketing and to be successful, you have to stay on top of the latest trends.
 
2. What do you find to be most rewarding as a SWIFT delivery partner?
I like the fact that I have a direct impact on schools and teachers.
Although thinking about it, I do not directly see this impact, even if know that it has an impact, because as delivery partners, we obviously promote and run the courses. Hence it is rewarding when we receive such good feedback from courses. A slightly strange, but interesting concept!  

I think the other thing is because I am not from a teaching background, unlike many other delivery partners, then it is good to work with the rest of the team who are former teachers and senior leaders and it provides a good mix with my marketing and business experience. I can learn from them what is going on in schools at the moment, and the key areas to be considering. But I ought to mention perhaps that my wife has been a primary school teacher for the past eight to nine years, so that is very helpful in providing insights for me.
 
Overall, I think it is most rewarding being part of the Teaching School Hubs network that is aiming for big improvements in education. I always feel the South West collaborates well and we want to work with and make our schools even better and our shared objective goes beyond any potential competition between us as delivery partners.
 
3. How does your involvement in the SWIFT Membership Services Team enrich your role?
As I have already mentioned above, it provides an insight into what schools want and their CPD needs and the direction of travel for education. It enriches my role because most of the other Team Members have teaching experience, which I do not have. Equally, when it comes to communication and marketing, they can look to me and seek my thinking and advice.

As a Team, we are excited that SWIFT Executive Director, Martin Smith is going to be presenting at the Spring Leadership Forum on Thursday 20 March 2025 our bold new offer for the next academic year, which we have been busy working towards this year.
 
4. Knowing your special interest, how are you currently using AI in your work?
Yes, AI is exciting. But above all, what I have learned is that you cannot rely on AI, but it is definitely great to enhance on the side.

I have used it a lot for graphic design and social media, and I also use it in Canva a lot that is great for content creation, and I use it for refining messages.

For example, if we receive lots of text for a trainer for a course and aware that I know that teachers have limited time, and reams and reams of information on an Eventbrite page could be off-putting, we can refine the information to elicit the key points.

So, it is It's useful for creative work, but still requires my professional judgement.

5. What is your greatest wish for teacher professional development at this moment in time?
I would say that it would be great if all teachers had a similar level and/or wish to embrace new and latest technologies whilst maintaining their strong teaching principles, so that we can help and support.

But I also think that teacher professional development needs to be flexible and to fit into teachers’ and leaders’ schedules – whether this becomes more bite-sized, but is still a high-quality.
 
We thank Robin for sharing his insights as our valued delivery partner and we value his marketing and communications expertise.

Interview by Jude Baylis, SWIFT Executive Assistant

As the pinnacle of what the Department for Education (DfE) terms the Golden Thread, National Professional Qualifications (NPQs) – to continue the sewing metaphor – have become a reputable part of the patchwork quilt of professional development for teachers and leaders (that should be noted and commended is entirely voluntary).

We currently work with Lead Providers: the National Institute of Teaching and Teach First who provide the teaching materials, which are delivered by our expert and experienced Facilitators, drawn from local schools and Multi Academy Trusts – all of which is co-ordinated by our hard-working SWIFT Central Team to ensure Programme Members keep on track.
 
As a suite of leadership qualifications, NPQs are based on the best available evidence and best practice of teaching and leadership in education. During the post-Covid recovery years, NPQs were effectively established as essential support for teachers and leaders, underwritten by scholarships for funded places.
 
This has helped to see a significant uplift in colleagues embarking on their NPQ journey. We celebrate NPQs for supporting career progression, improving quality and consistency of leadership, retention of teachers and leaders and quality of teaching (including impact on pupil outcomes).
 
You will understand from your own professional classroom practice, and your school and Multi Academy Trust improvement strategy that life does not stand still in education. Too much is at stake in our rapidly and ever-changing world with the need to equip our children and young people with optimal learning opportunities in line with evolving evidence to improve, enhance and progress.
 
With this educational evolution in mind, the DfE is undertaking a formal Review of the existing ten NPQs.
 
The scope of the Review includes, but is not limited to, consideration of the following key areas: 

• SEND.
• Leadership progression.
• Workload reduction.
• Operational leadership. 

 
Working in partnership with the Education Endowment Foundation (EEF), the DfE are seeking to update the evidence-base underpinning the NPQs and an Expert Steering Group has been convened with representation from Headteachers, Trust CEOs, Lead Providers, and the Chartered College of Teaching, which will be complemented by other stakeholder engagement. 

As a thorough process, the Review is expected to take approximately 18 months; during which time, the existing suite of NPQs will remain in place until completed with time for implementation. 
 
Our Strategic Lead, Roger Pope and member of the now voluntary Teaching School Hubs Council is leading a National NPQs Advisory Group with regional representation from other Teaching School Hubs. The recent launch meeting provided a useful opportunity to discuss various considerations that have been presented to the DfE as part of their information gathering. A compelling reflection (amongst many) from the discussion and, something we can all relate to in curriculum delivery, is of time as the Mother of Depth with the importance of NPQ Programme Members having enough time to cover the programme content and avoiding any dilution of time should the content be expanded.
 
We are pleased to be part of the Review engagement with the DfE and we look forward to contributing ultimately, as part of our commitment to provide professional qualifications that count for our teachers and leaders.

​Report by Jude Baylis, SWIFT Executive Assistant 

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

SWIFT Spring Leadership Forum | Thursday 20 March 2025 | 1530 - 1700
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 next academic year and provide delegates with the opportunity to put forward their own requests for speakers and courses.

Highlighted Courses/Support:

• SWIFT Summer Conference 2025
• Passive Intervention and Prevention Strategies (PIPS) Training
• AQA Writing for GCSE English Language Reaching Grade 7-9
• NPQ DfE Registration Open! Begin Your Leadership Journey Now!
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary​

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. 

“As a national organisation, we value immensely our partnerships with delivery partners, such as SWIFT, to develop a self-sustaining and improving system.”

Amy Lingfield is Director of Partnerships at Teach First before her previous career in communications and employee engagement at Instinctif Partners in the City of London, where she worked with clients including, Thomson Reuters, Aviva and Marriot Bonvoy.
 
Amy was drawn to working for Teach First in seeking to make a difference and to have an impact, and was particularly drawn to the focus on disadvantage and a commitment to a fair education for all. In her nearly ten years with Teach First, Amy has always worked in Partnerships and has enjoyed the roles of School Partnerships Manager, Regional Partnerships Manager, Head of Regional Partnerships London and Head of Regional Partnerships South.
 
As part of Amy’s career change from the City, she completed the Teach First Leadership Development programme and worked in schools in Lewisham before joining Teach First and is grateful for this understanding that complements working for a national provider.
 
SWIFT is pleased to work with Teach First for the delivery of the Early Career Framework and the National Professional Qualifications as part of the Golden Thread of teacher development. 

1. From your own background in business and education, what top three qualities do you bring as Director of Partnerships that Teach First?
From my background in both business and education, I believe the top three qualities that I bring to the role are firstly, the strategic collaboration. I know how to bring businesses, communities and schools together in a way that in my opinion, creates an impact focus.

Secondly, I think is leadership and education.
As an ambassador of the Teach First Leadership Development Programme, I understand the daily challenges that accompany the rewarding career of teaching in the classroom and I wish to ensure that our partnerships are truly built to support teachers and leaders.

Thirdly, I think would be a results-driven innovation, that draws on my business experience to build sustainable high impact initiatives that are focused around disadvantage that makes a difference to our partnerships and the education sector.

2. What do you consider to be the benefits of working with a delivery partner, like SWIFT?
As a national organisation, we value immensely our partnerships with delivery partners, such as SWIFT, to develop a self-sustaining and improving system. We can bring our national reach, our influence, our relationships and expertise in recruiting, retaining and developing teachers and leaders alongside the latest research and work with partners like SWIFT to contextualise for their schools appropriately.
 
SWIFT are the absolute experts within their context as Teaching School Hubs and are committed to the schools they work with. The Team brings a wealth of experience to ensure the Teach First products that we are developing as an organisation are exemplary and best serve the schools that need them most.

Our colleagues at SWIFT are very committed to providing the best possible experience for their schools and to ensure that we, at Teach First, are facilitating this experience and are providing open and honest feedback to us on a regular basis.

3. What has been most personally rewarding about working SWIFT?
Personally, I have thoroughly enjoyed watching the benefits of our collaboration on many aspects, including for example, ITT accreditation, working in partnership to improve our systems and processes at Teach First.

Certainly, for me, working on the review process provided an opportunity to take a step back and to enjoy and reflect on how far our partnerships have evolved and also to look to our future working together; which felt like a big turning point for our partnership in driving forwards. There is also clear alignment between our organisations in that we are both striving to provide a high-quality service for our schools.

On a personal note, I believe that SWIFT colleagues, Jen Knowles, Fiona McNeile and Martin Smith are already committed and focused to driving our partnership forwards to achieve our mutual aims and goals. For us, our SWIFT colleagues always have their schools and Multi Academy Trust partners at the forefront of their mind in decision-making and it is a genuine pleasure to support them in serving their community.

4. What do you believe to be the current challenges for teaching recruitment faced by Teach First?
Essentially, I think there are a breadth of challenges facing us, but lots to hope for and aspects that are starting to change. In particular, I think there are two current challenges, in the Graduate recruitment market into teaching and how this plays out in disadvantaged schools.

I believe there is a need for more flexible working in teaching and am pleased to see this is starting to shift. However, I think due to the structured teaching school terms, there has been a lack of flexible working available and the breadth of the job can sometimes be perceived as unattractive for Gen Z whom we wish to attract into the profession. Pay and often, location are also important, as the cost of living is so high, and many more students are choosing to stay at home and do not necessarily want to move. Therefore, getting to a school location can be tricky for them.

In our experience, disadvantaged schools generally face more recruitment difficulties with specific challenges for schools serving disadvantaged communities that are often exacerbated by funding challenges; which can sometimes impact on workload in those schools. I believe we need to see more funding and support for disadvantaged schools and communities to support both recruitment and retention in disadvantaged areas.
 
In terms of the Graduate recruitment space into teaching, competition for candidates remains tough in a relatively buoyant market with a career in teaching perhaps not the most popular profession choice amongst Graduates. It can be perceived as quite stressful, and not very well paid when compared with other Graduate jobs. Hence, attracting Graduates into the market and therefore new entrants into the market is challenging and many of the most sought-after Graduates may choose to pursue other careers. Gen Z typically value making a change in their career, but not necessarily at the expense of their financial or mental health.
 
But I still believe teaching is a rewarding and worthwhile career and I empathise with and commend teachers in the classroom inspiring the next generation of teachers.

5. What are your hopes for the future teacher training and how do you see Teach First evolving in this space?
Once again, I think for us at Teach First, it is a focus on disadvantage.
We want to see better funding and more support for schools, which could stimulate working in disadvantaged schools as an attractive place to work.

I think we also want to be working closely with our Delivery Partners, such as SWIFT to be looking at how in partnership we are able to support schools so they are not more disadvantaged within their geographical context with an enriched offer.
 
I think it will also be important that we see the continuing professional development offer bedding in, so that more future teachers will recognise the genuine development opportunities within the sector and start to see the dynamic career trajectory from an early stage.

Finally, I think the changes in the apprenticeship space will provide a valuable opportunity, and we are excited at Teach First about this new avenue into teaching that should provide openings to attract a new market of entrants into the profession and should certainly develop and grow more teachers from within their communities.

We thank Amy for her uplifting interview and for being our valued partner.

Interview by Jude Baylis, SWIFT Executive Assistant

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))

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:

• Coaching for Leaders
• AQA Writing for GCSE English Language Reaching Grade 7-9
• Good NPQ News 
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary

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

Ensuring an Ambitious Curriculum for Early Years Pupils
This half day session will support you to consider how areas of learning fit into whole school curriculum planning, ensuring progression from Early Years into Key Stage One.
 
Highlighted Courses/Support:

• Supporting Children with ASD and High Anxiety
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Good NPQ News to ring in the New Year!
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary

“Looking back now, I’m really grateful that my learning and exams gave me structure, motivation and skills for my working life.”
 
Justin Coombs joined national awarding Exam Board, AQA nearly ten years ago and is presently Executive Director of Assessment Technology, with responsibility for the design and development of the software systems used to deliver assessment, including administration of candidate entries and results, and scanning and marking of scripts.
 
Prior to joining AQA, Justin worked in software development roles in financial services, data science and medical technology.  In his role as Director of Systems Implementation at dunnhumby, Justin led the international rollout of their core data science platform through a significant phase of expansion.

Whilst Justin cannot now recall in any great detail his experience of exams as a learner – apart from an uncomfortable French A Level exam when he was poorly with a terrible bug - he certainly excelled in his exams; and embraced the content and skills learned from his subjects.
 
At A Level, Justin studied Maths, Further Maths, French and German and then went on to study Psychology and Philosophy at the University of Oxford.
 
We are pleased to find out more now about his role and insights of working for AQA.

1. What do you find to be most personally rewarding working for AQA?
For me, the most rewarding part of working for AQA is when we get to the annual A Level and GCSE results’ days.
 
As exams run through the Summer, we see huge volumes of exam papers arriving at our scanning centre in Milton Keynes, which provides an insight into the scale of the job that we do for the nation. So, it is great when we get to results day to take a moment appreciating the media coverage showing millions of learners across the country getting the grades they have worked for.
 
We can also enjoy listening to stories about them progressing onto university and college and, whatever comes next and reflect and be thankful for the fact that we have been able to help to move them forward.
 
2. What was your own experience of learning for GCSEs and A Levels?
I was fortunate in that I engaged with most of the subjects at GCSE and A Level; and much of this learning has been invaluable in my subsequent career. There is hardly a subject area that I have not applied – from the core skills of Maths and Computer Science typically associated with IT careers to the Geography, Modern Languages and Science, which have all helped me along my career journey.

3. What do you consider to be the most significant change in the exams system in recent years?
This is an interesting question, because aside from the COVID pandemic, where we obviously had to operate in a completely different system; the exams system has largely been stable since the last round of reform in 2017/2018.
 
However, at AQA, we have been working to refresh all our systems in order to make the lives of teachers and Exams Officers easier with the introduction of new technology and features, such as the digital media portal, which released new features for uploading audio and video over the last two summers.

4. What do you believe distinguishes AQA from other awarding bodies?
Fundamentally, the fact that AQA is a not-for-profit charity, rather than a commercial organisation.
 
Hence, at our core is our charitable purpose of delivering fair and accurate results and never to let a learner down. This means that we wish to ensure accurate and fair results for learners on results day that reflects their performance. It means that we offer some qualifications that other Exam Boards would not be able to offer, because we are driven by doing the right thing for education, rather than doing the right thing for shareholders.

5. How would you like to see exams evolve over the next ten years and how realistic is this thinking?
We anticipate that exams will evolve gradually over the coming years.
 
We are planning for an incremental shift towards digital assessment, as we recognise that digital skills are critical for today's young people who will be entering the workplace in the 2030 and 2040s. We know that many of today's students are used to doing a lot of their work on digital devices, but we still recognise the ‘digital divide’ in access to technology, so want to make sure every step we take drives greater equality.
 
But these evolutionary changes can only be within the boundaries of what schools can support. Furthermore, we completely recognise the challenges of teacher workload – so, we want to make sure that whenever we’re ready to introduce technology it has a positive impact for teachers and school leaders too.
 
We thank Justin for his dedication to all those learners who will be sitting and who have sat AQA exams in their educational career.

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. 

Team Achievements
The SchoolPro TLC Teams have their own expertise and are proud to have excelled in various projects with a commitment to deliver exceptional results and ultimately, to strive to exceed client expectations. Special recognition goes to the Data Protection Office Team for their outstanding performance in supporting schools with:
 
892 data breaches
671 Subject Access Requests
181 data decisions
 
The Data Protection Impact Assessors (DPIAs) saw a 74% increase on last year with 73 completed.
PLUS, numerous compliance checks and audits undertaken by the team and this does not even include an attempt to count the number of emails and phone calls responses!
 
The Training Team have supported (through the SchoolPro TLC online training platform) 11,922 school staff course completions across Cyber Security, Data Protection and Safeguarding training courses.
 
They have also run onsite and remote staff training sessions throughout the year and developed a number of new training courses focused on different Data Protection topics, including Subject Access Requests (SAR) management and How To Be A Data Protection Champion.

Finally, the launch of the ‘After School Sessions’ enjoyed a successful first in a sequence of training events on Safeguarding and Data Protection in the SchoolPro TLC Gloucestershire HQ in November.

Community Engagement
School Pro TLC are proud to have strengthened their commitment to corporate social responsibility, and participated in several initiatives that have made a positive impact on our community.
 
They continue with the SME Climate Hub Commitment and hope to carry on reducing emissions  into the new year and beyond with a target to achieve net zero by 2030.
 
Partnering with The Ocean Network in support of Surfers Against Sewage, this is an exciting relationship as they become a voice for the ocean in helping to protect the UK’s unique coastal environment. A cause that is close to the Team’s hearts.

Click on the logos below to find out more!

Looking Ahead | Strategic Goals for Next Year
Planning is in earnest for the launch of the new portal, which will increase team capacity with the intention of best serving schools and Trusts, whilst building on successes, and exploring new opportunities with partnerships to support SchoolPro TLC clients with even more cost-effective and high-quality services.
 
If you have yet to meet SchoolPro Safety, this new brand was launched in September, and offers a range of Health and Safety services; and will be joined by the upcoming SchoolPro Safeguarding, due to launch early this year.

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.
​
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.

Find out about Sen.se (Special Educational Needs. Somerset Expertise), a collaborative partnership between all the special schools and three Pupil Referral Units (PRUs) across Somerset. 

The Laurel Trust is working with the schools and Sen.se to foster their ground-breaking work on creating viable routes to employment for young people with special educational needs.

Our project was intended to help to gain a better understanding of the barriers preventing young
people accessing the supported employment opportunities available in the rural county of Somerset.

Read about some of the challenges and barriers identified in getting young people with SEND to access work opportunities. For a start, the aspiration of parent/carers and some school/college staff with regard to young people gaining employment is low as they have never imagined their child living this scenario.

We always like to meet the people working behind the scenes and you can find out more about Derrick Brett, new consultant Director here.

Derrick's interest in in action research
was inspired from his Master of Education degree at Cambridge University and involvement in the “Improving the Quality of Education for All” initiative.

This inspirational work highlighted the profound effect that personal involvement in
research could have on school colleagues, their commitment to life long learning, their
collaboration with others and their
capacity to challenge themselves.  

More Information | Funding for Innovative School-Based Projects 
​
The Laurel Trust invites applications for grants 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 closing date for this applications round is Friday 28 February 2025 at 1700.

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