As part of their graduation celebrations on Thursday 16 July 2026, our trainees will be future-gazing at "The Future of Education Conference," considering what education will look like in 2030. 
Considering 2030 is not that far away...where will the Class of 2026 be in their careers...?   

Workshop 1. AI and EdTech
Session Leads | Michael Kimber and Anthony Lees
Organisation | The Cornerstone Academy Trust
 
About the Session:
Technology is changing, faster than most of us ever expected.
Some see this rapid evolution of digital tools and Artificial Intelligence as an opportunity to be grasped, but for others, there is caution or alarm in the face of the unknown.
 
As we navigate these new tools within education, this session will look at how we can maintain cognitively engaging and challenging curricula alongside maintaining an ethical and strategic oversight of how innovations are deployed. 

About the Session Lead: 
​Mohamed Abdallah is the South West Regional Director at the Reach Foundation, where he leads place-based, cradle-to-career work and leadership development aimed at improving outcomes for children and young people who experience disadvantage. Mohamed also writes, speaks, and collaborates with School and Trust Leaders on embedding a framework centred on mattering, belonging, and becoming, supporting schools to build cultures where students, staff, and families feel seen, valued, and actively engaged in shaping their communities. 

​Mohamed led pioneering inclusive school improvement at an ‘Outstanding’ all-through mainstream school and later supported the development of staff across the country to strengthen their approach to inclusion, working with leaders to improve systems, culture, and practice that drive engagement, attendance, and wellbeing.

About the Session Lead: 
Tom's first career in education has included a Primary Teacher for 29 years - of which 15 years were as Headteacher and as History Curriculum Lead with ten years of teacher training experience. Nature-based learning and development has been a passion throughout his career originally focused on outdoor learning.

​This role has widened to lead on Sustainability and Climate education projects for Education South West Academy Trust and supporting teachers through the charity, The Ministry of Eco Education. Tom shares his passion through talks, workshops, training, community events. 

Workshop 4. SEND in Education
Session Lead | Alison Betts, National Coordinator​
Organisation | Whole School SEND
 
About the Session:
With increasing complexity of need, this session will explore what SEND provision might look like by 2030.
​In the context of ongoing SEND reforms, the role of relationships, adaptive teaching, and whole-school approaches will be considered in creating inclusive environments where all pupils can succeed.

About the Session Lead: 
Alison is Whole School SEND National Coordinator at nasen, contributing to the strategic leadership, delivery and coordination of the Department for Education’s Universal SEND Services programme. An experienced system leader, Alison's specialisms include SEND and inclusion, Early Years and Social, Emotional, and Mental Health (SEMH).

Throughout her teaching, education leadership and workforce development career, Alison has held roles including class teacher, nurture teacher, SENCO, Deputy Headteacher, Head of Chestnut Nursery School and Head of Inclusion for Exeter Children’s Federation. She has led strategic inclusion and safeguarding work across multiple schools and has extensive experience supporting schools and organisations to develop evidence-informed, inclusive practice for children and young people with additional needs.

Alison has a particular interest in the impact of deprivation, trauma and adversity on children’s development and life chances, drawing on Attachment Theory, nurture principles and evidence-informed approaches to translate research into meaningful practice. She has led professional communities for SEND through her role as a Specialist Leader in Education and as a Regional SEND Lead for Whole School SEND and has collaborated nationally with education leaders, charities, researchers and policy forums to strengthen inclusive practice.

A long-standing trustee of nurtureuk, Alison has contributed to organisational strategy, programme development and impact evaluation and is committed to ensuring that research, policy and practice are connected in meaningful ways to improve outcomes for children, families and communities. 

"You do not know what it is like to stand in front of 30 children and teach them something that they do not know they need to know until you do it."

1. What encouraged you to apply to SWIFT Teacher Training?
Living in Plymouth, I looked at all the local training options and found SWIFT Teacher Training. As my first interview, I did it for practice. But I felt so welcomed, finding my kind of people that I accepted the offer the very same day.
 
2. Is the course living up to your expectations?
Yes - in terms of the support, welcome and everything programmed by SWIFT.
But no (and this is not a SWIFT thing), in that certain aspects are harder, and some easier than I anticipated.
 
3. What have been the best aspects to date?
My long placement has been fantastic. SWIFT facilitated me going into the school last summer for a couple of weeks that has really helped. I knew everyone already, having got to know them before the course started.
 
The Subject Knowledge sessions for Science are useful as we practise practicals and get a feel for the experiments we will be running.  I have also enjoyed the sessions on behaviour management and cognitive load, which are very interesting.
 
4. What is most challenging to date?
My short placement had a few challenges. But SWIFT were supportive, and I know that whilst it was testing at times, I got through it.
 
5. How do your placements help you?
You do not know what it is like to stand in front of 30 children and teach them something that they do not know they need to know until you do it.  I cannot describe that feeling. It is unlike any public speaking or presentations I have done before. Plus, the sense of responsibility you get stood at the front of the classroom is massive. 

Towards the end of last year, we asked four of our Class of 2025 trainees, Amy, Beth, Natalie and Nina about their journey into teaching. Encouragingly, it was clear their experiences were driven by a blend of passion, personal growth, and a commitment to nurturing young minds. Their stories were unique but shared common threads that highlight the transformative power of education and the supportive role SWIFT Teacher Training played in their development.
 
You can enjoy reading some of the highlights here: 

1. Inspiration from Personal Experiences and Role Models
Nina's own Teacher of Geography sparked her love for the subject and his enthusiasm and deep knowledge inspired Nina to pursue Geography at university, and ultimately led her to teaching, with the goal of passing on that same passion to her own students. Closer to home, Nina also benefited from the positive influence of her Mum, who is a primary teacher and Geography Lead.
 
Similarly, Beth’s journey began with her Teacher of P.E. and Form Tutor who helped her come out of her shell in Year 7. Their encouragement and personal attention helped Beth to feel seen and valued, motivating her to become the teacher who could help others find confidence and belonging. Beth would like to be the person who can “bring someone out of their shadow” and to help them thrive.
 
Amy was also surrounded by positive educator role models with family members as teachers and Teaching Assistants, and her boyfriend’s sister recently completed a PGCE —  providing her with an insight into the profession, including the challenges! Amy’s natural affinity for working with children, especially as the eldest in her family, made her appreciate the joy of helping young learners experience those “Eureka” moments.
 
Natalie’s motivation stemmed from seven years working in a Special Needs school where she saw first-hand children arriving with low confidence and low resilience rebuild their self-worth through consistent support. Natalie’s desire to be a “safe adult” who never gives up on a child is the cornerstone of her teaching philosophy.

2. A Desire to Make a Positive Impact on Young Lives
Nina emphasised the importance of Geography in helping students understand real-world issues, including climate change and sustainability and sees teaching as a way to equip future generations with the knowledge and awareness needed to protect the planet.

Beth’s motivation was rooted in her own transformation through school sports and activities, which she wanted to replicate for others to help discover their strengths and passions. Beth’s goal was to be a guiding force for those who might otherwise go unnoticed.
 
Amy found joy in working with children and the opportunity to help them understand and grasp new concepts, and feel proud of their progress.
 
Natalie’s experience in Special Education taught her the importance of emotional connection and advocacy. From her placements in mainstream settings, she understood how children with neurodiverse needs can sometimes go unrecognised. Her mission as a teacher was to ensure every child felt valued and supported, regardless of their background or challenges.
 
3. A Strong Alignment with SWIFT Teacher Training’s Values and Support
The trainees’ decision to train with SWIFT Teacher Training was guided by the programme’s empathy, supportive environment, flexibility, and genuine care.
 
Amy was impressed by SWIFT’s personal touch during the interview process. Unlike other Providers, SWIFT followed up with her after the interview, expressing interest in her experience and made her feel truly welcomed, which continued throughout her training.

Beth appreciated the reassurance during her interview, especially initially feeling nervous. The interviewers took the time to calm her fears and explain the process, which gave her confidence in the programme’s supportive culture. Beth also valued the practical benefits of training locally, making her journey more manageable.
 
Nina was also glad to train locally as this enabled a placement at her former secondary school where she enjoyed the rewarding and insightful transition from student to colleague.
 
Natalie was drawn to SWIFT’s understanding of the diverse needs of trainees. As a parent with two children in different schools, Natalie needed a programme that considered logistical challenges like childcare and travel. SWIFT’s approach felt tailored to her situation, helping her to feel seen and supported. She also appreciated the non-university setting, and the more accessible and welcoming training environment. 

What have you found to be the most rewarding part of the course?
“Seeing everyone else on the course progressing as well and discussing and chatting together about how they are doing, and seeing everyone succeeding in one way or another. Always finding the positives to take from every aspect of the course.” (BETH)

1. Building Strong Relationships with Students and Staff
Nina emphasised how the school-centred nature allowed her to spend extended time with students, enabling deeper connections and observing their progress over the year. It was especially rewarding to feel like a true member of the school team and she appreciated becoming friends with colleagues and integrating into the staff community.
 
Natalie felt initially unsure whether she could form meaningful relationships with the larger number of children in a mainstream classroom. However, she found she could connect deeply with all the children in her class, giving her a sense of contentment and reassurance. Natalie  valued her relationships with Mentors and other staff, noting their feedback came from a place of genuine care and support, and made her feel encouraged and empowered.
 
2. Seeing Student Progress and Making an Impact
Amy valued the opportunity to work closely with children and to watch the tangible improvements in their learning. For example, her pupils’ handwriting and the pride they felt when praised for their progress. Amy also enjoyed running her own after-school clubs, which gave her a sense of responsibility, allowing her to explore creative activities like crafting and nature-based projects, helping her to grow in confidence and feel more connected to the children and their development.
 
Beth focused on the observed progression — not only in her students, but in herself and her peers. Recalling her initial doubts about teaching full lessons early in the course, Beth noted how support and encouragement boosted her, and it was rewarding to see her own growth documented through observation forms and Mentor feedback and the collaborative spirit sharing successes and challenges with other trainees. 

3. Supportive Learning Environment and Professional Growth
Natalie found the Mentor support to be constructive and caring and Amy valued the openness of the programme, in encouraging them to observe different teaching styles and the freedom to explore her interests. Beth was grateful for the positive reinforcement and clear documentation of her progress, which helped to stay motivated and confident.

What has been your biggest challenge and how have you overcome it?
“I think the support of the Campus Team made me feel like I could do it, even when I was finding it hard, because you have those people behind you saying, come on, you have got this…and refocus where you are and you can do it.” (NATALIE)
 
1. Developing Classroom Presence and Confidence
Amy’s primary challenge was building her classroom presence and overcoming hesitation, particularly in managing behaviour and asserting authority. Entering the classroom with limited prior experience, Amy confessed to struggling initially in being soft-spoken and unsure of when or how to intervene in behavioural situations. Amy’s initial lack of confidence was exacerbated by the thought of being observed, which made her feel self-conscious and hesitant.
 
However, Amy tackled this challenge by focusing on developing consistent routines and becoming more assertive and consciously established clear expectations and boundaries. Over time, this helped Amy to gain confidence and become more effective in managing her classroom and insistence on routines.

​2. Managing Workload and Time Effectively
Beth identified time management and balancing the demands of the PGCE and QTS components as her biggest challenge in navigating university assignments, school assessments, and daily lesson planning, whilst maintaining her other personal commitments.
 
Beth developed a meticulous organisational system and used a diary and checklists to plan her time, often preparing lesson plans during half-term breaks to stay ahead. Beth’s proactive approach to effective management of her workload gave her a sense of accomplishment as she ticked off completed tasks. Beth’s experience underscored the importance of time management, self-care, and seeking support during busy periods.
 
3. Navigating Relationships and Maintaining Work-Life Balance
Natalie faced the challenge of navigating relationships and maintaining a healthy work-life balance. However, Natalie found support on the SWIFT programme, particularly from her Mentor who offered empathy, encouragement, and practical advice and helped Natalie to be confident and believe in her capabilities as a trainee teacher.
 
Natalie recognised the challenge of maintaining a work-life balance in a profession known for its demanding nature and was proactive in setting firm boundaries. For example, completing her work during school hours and preserving her evenings for personal time, helping to prioritise her mental well-being.
 
4. Prioritising Well-being and Sustainability in Teaching
Nina showed a deep awareness of the emotional and physical demands of teaching and understood the importance of maintaining personal well-being and setting boundaries to ensure sustainability in the profession. Nina recognised that teaching is not only a job, but a vocation, which can easily consume one’s personal life if boundaries are not clearly defined.
​
Nina established a structured work schedule in arriving early and leaving school at a set time to protect her home life. She emphasised the importance of self-care and mental health, and prioritising her well-being to be fully present and effective for the students. Above all, finding a balance. 

What have you most enjoyed on your school placements?
“I enjoyed being part of a team and building strong relationships with my students and getting to know them and their needs really well and on my long placement it enabled me to develop effectively as a teacher.” (NINA)
 
1. Engagement in School Community and Events
Amy found great joy in participating in school-wide community events, including World Book Day, Science Day, and school discos. Dressing up as characters like Mary Poppins and engaging in themed vocabulary activities allowed Amy to connect with students in a fun and memorable way and she felt even more integrated in the school environment and boosted her growing confidence.
 
Beth also appreciated the breadth of school life, particularly enjoying extracurricular activities and school trips, taking part in a variety of events, including sports fixtures and Geography fieldtrips that allowed her to see students in a different light and build a rapport outside the classroom and enriched her understanding of the holistic nature of teaching.
 
Encouraged by her Mentor, Natalie valued the opportunity to bring creativity into her teaching. She designed immersive learning experiences, such as a literacy project where pupils received boarding passes to “travel” to the Great Barrier Reef and her imaginative approach created excitement and engagement, making learning enjoyable and meaningful for her pupils.
 
Nina highlighted the importance of becoming part of the school team and enjoyed forming friendships with colleagues and being involved in the day-to-day life of the school. Nina’s sense of belonging and collaboration made her placement even more enjoyable.
 

2. Subject Mastery and Confidence Building
Amy entered her placement with concerns about teaching core subjects like Maths and English. However, through regular practice and support, she developed a strong affinity for both and now considers them to be her favourite teaching subjects! 
 
Beth enjoyed the challenge of adapting to different curricula across her placements and appreciated the opportunity to teach a range of subjects and learn new content, particularly in Physical Education and Geography. This exposure broadened her subject knowledge and boosted her confidence in delivering diverse lessons.
 
Natalie also overcame her long-standing anxiety around Maths by teaching it regularly and discovered that her own struggles helped her to empathise with her pupils and allowed her to approach the subject with greater understanding and patience. This shift not only improved her teaching, but also sparked a newfound passion for subjects that she once found daunting.

Nina gained confidence and refined her teaching approach thanks to the extended nature of her placements, always reflecting on her progress, supported by constructive feedback from her Mentors . 
 
3. Creativity and Autonomy in Teaching
Amy enjoyed the freedom to explore creative teaching methods, particularly in how she approached community events and classroom routines. Her involvement in planning and executing themed days allowed her to express her creativity whilst enhancing student engagement.
 
Beth embraced the variety of experiences her placements offered, including exposure to different teaching styles and school cultures. This variety encouraged her to think creatively about lesson delivery and classroom management and helped her growth as a more adaptable and resourceful teacher.
 
Natalie thrived from the autonomy to design her own lessons and classroom displays. Her Mentor’s encouragement to “just be creative” empowered her to implement innovative ideas, such as interactive working walls and thematic writing projects, reinforcing her belief in the value of creativity in education.
 
Nina appreciated the opportunity to tailor her teaching to the needs of her students and found joy in developing strong relationships that allowed her to personalise her approach, which in turn, fostered a more creative and responsive classroom environment. 
 
4. Building Relationships with Students and Staff
Participating in community events and daily classroom interactions helped Amy build strong relationships with her pupils and these connections boosted her confidence and she valued the mutual respect and enthusiasm that developed over time.
 
Beth emphasised the importance of connecting with both students and staff and found the staff at her placements to be welcoming and supportive and encouraging. Her involvement in extracurricular activities also helped her to bond with her students in less formal situations, strengthening her relationships and classroom dynamics.
 
Natalie highlighted the role of empathy in building relationships with students, particularly when teaching challenging subjects. By acknowledging students’ struggles and working through them together, she fostered a supportive and collaborative learning environment. Her Mentor’s trust and encouragement also played a key role in helping her feel empowered and connected.
 
Nina placed significant emphasis on the relationships built during her placements, developing deep connections with her students by understanding their individual needs and supporting their growth. Her Mentors were important in this process, offering guidance and encouragement that helped her to reflect and improve and central to her enjoyment and development as a teacher. 

What are you most looking forward to as a teacher?
Lots in a nutshell!
 
1. Building Relationships with Pupils
Nina emphasised the importance of forming strong, caring relationships with students as central to motivation and success in learning. Feeling cared for can significantly impact a student’s engagement. Nina looks forward to watching her students grow, achieve, and succeed — not only academically, but personally too as she believes the teacher-student relationship the foundation for development and was excited to see the transformation of young people into confident young adults.
 
Similarly, Beth expressed her excitement about forming meaningful connections with her tutor group and looked forward to seeing them every morning and building a consistent and supportive presence in their lives as someone they could rely on for help, guidance, or simply a listening ear. Beth found joy in the idea of being there for students throughout their journey, helping them to adapt and grow.
 
Natalie was deeply enthusiastic about creating a sense of belonging in the classroom and planned to read Our Class is a Family to her new pupils during the transition morning, setting the tone for a nurturing and inclusive environment. Natalie’s eagerly anticipated every child feeling valued and part of the community as central to her teaching philosophy.
 
Amy was looking forward to meeting the new children in her class!
 
2. Seeing Student Progress and Growth
Beth was particularly excited about witnessing the progression of her students when they joined secondary school and the rewards of observing how each student develops at their own pace, regardless of their academic level. Her focus is on personal growth, and she looked forward to supporting students throughout their own journeys.
 
The long-term development of students is a key motivator and inspiration for Nina who was excited to watch her students evolve and succeed over time, especially as she becomes more established in her school, 

3. Having Autonomy and Ownership
Amy looks forward to having her own class and the autonomy that comes with it, reflecting on her journey from a trainee to a more confident teacher. She was excited about setting her own routines and adapting teaching methods to suit her style. Whilst she would respect existing systems, Amy was keen to implement ideas seen elsewhere that align with her teaching approach. 
 
Natalie was also excited about having her own classroom and was thrilled to be part of the Year 2 Team and to contribute to curriculum planning. Her creativity had been recognised by the school leadership, and Natalie was eager to bring this creativity into her teaching.
 
4. Transitioning from Training to Teaching
Amy reflected on the shift from being a trainee to a full-time teacher and growing in confidence and skill as she learned from her teaching placements. The idea of being “their teacher” carried a sense of responsibility and pride — not in terms of authority, but in being a consistent and trusted figure in the classroom. Amy was excited to embrace this next phase of her professional development.
 
Nina acknowledged the support needed during training and looked forward to becoming more autonomous and is very excited about having her own classes and developing her teaching style independently.
 
5. Creating a Positive Classroom Environment
Natalie was passionate about fostering a welcoming and inclusive classroom and committed to building a classroom culture where every child feels safe and valued. Natalie wanted her pupils to see the classroom as a family, which sets the tone for collaboration, empathy, and mutual respect.
 
Amy was keen to establish routines that reflected her teaching style and from different observed approaches and was excited to implement strategies that work best for her and her students – including academic routines and classroom management techniques that contribute to a positive learning environment.
 
6. Being Part of a School Community
Natalie was looking forward to being part of the Year 2 team and contributing to curriculum planning. She values collaboration and is excited to work alongside colleagues who appreciate her creativity. Being part of a supportive team enhanced her enthusiasm for teaching and a sense of belonging within the school. 

We end on this shared excitement for the journey ahead as new teachers as hopeful, committed educators ready to make a meaningful impact in the profession.
 
We wish ALL our trainees every success and we are delighted that they began their teaching journey with SWIFT Teacher Training.