Initital Teacher Training with
South West Institute for Teaching (SWIFT)

Welcome to our Teaching School

We work in close partnership with South West Institute for Teaching (SWIFT), is committed to leading school improvement.

We are a vibrant partnership of schools across the Blackdown Education Partnership, working in collaboration with schools across the South West, dedicated to improving outcomes for children.

We focus on the needs of our members and work collaboratively to ensure that these needs are met, ensuring excellence for all. We strive to ensure every child is taught by an exceptional teacher, in a school that nurtures, challenges and supports their potential, and work closely with SWIFT to provide a range of high-quality Professional Development Opportunities at all career stages, including;

· Initial Teacher Training (QTS and PGCE) for Primary and Secondary phase,

· Early Career Teacher Programme (ECTP) training and Appropriate Body,

· National Professional Qualifications (NPQs),

· A comprehensive suite of additional training events to match school needs.

More information about these can be found on the links below.

Some of the many benefits of working with Blackdown Education Partnership Teaching School include:

· A proven track record of trainee teachers thriving on the SWIFT ITT programme, working with primary and secondary schools in our trust and in collaboration with schools across the South West.

· School-based placements in our excellent trust schools, including expert mentoring and opportunities to secure future employment.

· Access to a strong network of schools with specialist expertise and experience.

· Regular opportunities to collaborate on shared priorities.

· Access to high quality and bespoke CPD, which is based on the needs of partnership schools.

· A strong focus on retention of staff through ongoing quality CPD.

· Priority booking and free/ discounted places at all CPD events as partner members of SWIFT.

· Regular updates and insight on the work of the Devon Teaching School and National Institute of Teaching (NIOT)

Tania Cox, BEP Director for Training and Learning
coxt@bep.ac

OUR TRAINEES have great things to say about their journey into teaching. Meet Kate Chamberlain and read about her journey with SWIFT Teacher Training

What are the benefits of being placed in 2 schools for placements?

Being placed in two different schools gave me a broader experience of different teaching environments and student demographics, It helped me adapt my pedagogical and behaviour management strategies to suit different contexts and gave me more confidence to handle a range of different situations in the classroom. I also had the experience of learning from mentors and members of staff with ranges of experience and responsibility, which allowed me to learn from a wide range of teaching staff and leadership styles.

What are the benefits of being in school so early in the course/ for so much of the course (a ‘schools-direct’ approach), compared with a more theory-based approach in a training establishment?

I strongly believe that I learned most in the classroom, where I could actually practice teaching rather than observe or be told information. I don’t think that so many strategies would have become natural to me if I hadn’t practiced them as much as I did in schools. Being in school from the beginning made the theory we learned at the beginning feel more relevant and immediately applicable too. I could see educational principles in action and reflect on them through real experiences. It also helped me build relationships with pupils and staff very early on, which I think is so important in placement. I think the longer you have in school, the more you get a sense of what being a teacher is really like.

How does training close to home benefit you as a trainee?

Training close to home made the year much more manageable. SWIFT were very accommodating with my placement requests too. I was able to focus on my teaching and assignments without the added pressure of long commutes or needing to relocate completely. It also meant I had a strong personal support network nearby, which was really helpful during a demanding year, where I could meet with another trainee for a coffee, or pop back into school for parents evenings without the issue of lots of travel.

What is the impact of having a more local campus area for the programme?

Having a local campus made it easier to attend training days and stay connected with peers and our tutors. It also gave a sense of belonging to a professional community which I really enjoyed. I appreciated being able to access resources and support without having to travel far, especially when juggling teaching commitments. Having the local Exeter campus was brilliant for building relationships with other trainees in a similar position, which I believe is incredibly important.

How are school-based mentors impacting your progress as a teacher?

My school-based mentors were vital to my progress week by week. They offered practical guidance every day and regular feedback that helped me improve throughout the process. They were approachable and invested in my development, often going out of their way to support me in planning and reflections. Their experience was invaluable in helping me develop confidence and resilience as a trainee teacher.

What is the most enjoyable/ rewarding part of your training year?

The most rewarding part has been seeing the progress my students have made and knowing I’ve played a role in their learning journey. When you can actually tell you have made a difference and see the learning happening across a term, it is so rewarding. Moments where a lesson goes really well, or when a student has a breakthrough, have been incredibly fulfilling. Building positive relationships with pupils and feeling like a trusted adult in their school life has also been very meaningful while on placement.

How do the ITAP weeks support you to improve your teaching practice?

The ITAP weeks were a great opportunity to focus in on specific strategies of my teaching, like questioning, adaptive teaching and oracy. They also provided an opportunity to visit different schools, which also prepared me for interview lessons as the layout was often very similar.

How well supported have been on the course? Who has supported you? 

I’ve felt well supported throughout the course. My subject knowledge facilitator especially, was always available for guidance and gave thoughtful, constructive feedback on my assessment points. He also helped me prepare for job interviews and gave personalised lessons on subject knowledge to improve on my areas of history where my knowledge is weaker. My school mentors were supportive, encouraging, and always honest, which I think is so important, so that you can learn from the feedback week to week. I also found peer support from other trainees, particularly during the end of the placement, invaluable. We shared ideas and really kept eachother going throughout the tougher days.

How has the course supported you to apply for teaching posts?

The course gave clear guidance on how to prepare for job applications and interviews. Because I was already in schools, I had a good understanding of what to expect and what schools might be looking for. My subject knowledge facilitator also prepared me by helping me put together a personal statement, giving feedback on it, and giving common interview questions that I could prepare for. The ITAPS in different schools were also good experience for interview style lessons.

What would you recommend about the SWIFT ITT course to a potential trainee? 

I’d recommend SWIFT ITT for its strong focus on practical experience and how much time you spend learning first hand in the classroom. The supportive mentors and local connections were also really beneficial. The blend of hands on teaching and structured professional development helped me grow quickly and confidently.

Meet Rob Collins and read about his journey with SWIFT Teacher Training

What are the benefits of being placed in 2 schools for placements?

For me the benefit was experiencing contrasting placements. My first placement was in a small village school and my second placement was situated in a town, which allowed me to witness the experiences of children from diverse backgrounds. Additionally, teaching within both KS1 and KS2 means I feel more prepared to teach in any primary age group in the future.

What are the benefits of being in school so early in the course/ for so much of the course (a ‘schools-direct’ approach), compared with a more theory-based approach in a training establishment?

Spending so much time in school allows you to experience the routine of schools across the year and more importantly to build professional relationships with the pupils you are teaching, and the teaching staff you are working alongside. It also means that you can quickly apply the knowledge learnt in theory sessions to practical situations within your placement school.

How does training close to home benefit you as a trainee?

The teaching days can be long, so training close to home certainly helps with managing your work/life balance. It also provides experience in the type of schools in your area and through attending larger cross trust meetings and events.

What is the impact of having a more local campus area for the programme?

The campus staff have personal knowledge of our placement schools and have built positive relationships with the leaders and mentors within the schools and trusts that we are based. Being managed by a small, campus team, who know all their trainees well, means you have dedicated support throughout the course. Should any issues arise, you know that the campus staff will be able to provide help and guidance and provide the right level of support required.

How are school-based mentors impacting your progress as a teacher?

My school-based mentors were key to my development as a teacher. In my first placement my mentor was also the class teacher I worked alongside and in my second placement my mentor taught in a different class. Both mentors were accomplished and successful teachers, and importantly were able to provide detailed feedback on areas of success and valuable guidance and advice on areas in which I could improve.

What is the most enjoyable/ rewarding part of your training year?

The most enjoyable part was building positive relationships with the students in the placement schools, which was aided by the large amount of time spent in these schools and the most rewarding part was seeing all children develop and progress over the course of our placements.

How do the ITAP weeks support you to improve your teaching practice?

The ITAP weeks allow you to focus on a specific key component of teaching practice. You benefit from learning from experienced practitioners how to implement this theory into practice and then are given the opportunity to apply this in the classroom environment. With each practical aspect of ITAP held in a different school within your campus area, it allows you to widen your knowledge of schools, classroom practices and routines. You not only benefit from individual guidance and advice from your Campus Lead but are also able to practice and discuss lessons with your colleagues in your phase/subject who are also located within your campus area.

How well supported have been on the course? Who has supported you? 

I feel I have been extremely well supported throughout the course. Day to day within your school your mentor is your first line of support. Overseeing your progress and welfare throughout the whole of the course is your campus team, who not only organise your placement schools and facilitate your ITAP weeks, but are supporting you from day one, over the first few weeks of theory, to the end of your final placement. Equally important and supportive are the Directors, Deputy Directors and the Central team, who organise and facilitate the theory sessions, assessment points and the subject specific sessions.

How has the course supported you to apply for teaching posts?

SWIFT not only provided a theory session on the job seeking and interview process, inviting school leaders to talk to us from a school perspective but also within our campus area also arranged a session with Senior Leaders at one of our ITAP schools. This allowed us to discuss the recruitment and employment process, including what to expect during an interview and what Senior Leaders would be looking for in prospective candidates, during the interview process.

What would you recommend about the SWIFT ITT course to a potential trainee? 

I found the amount of time spent in school very beneficial. Each placement has several induction days which are designed to help you meet key individuals and look at specific areas of the school in relation to the theory you have learnt. The level of support is very good, from your mentor to your campus lead, to the Deputy Director of your phase. The SWIFT ITT with PGCES from the University of Nottingham is an intensive course but at each stage, I felt that there was always people to guide you, helping you improve and move onto the next phase.