Seeing behaviour as communication  At a recent Tes conference on behaviour, Education South West’s CEO, Matthew Shanks, took part in a panel discussion that highlighted just how complex, and often divisive, the topic can be. At ESW, behaviour is not seen in isolation or as a checklist of rules to enforce. It is understood as a form of communication, shaped by a young person’s experiences, needs, and their stage of development. High expectations sit at the heart of our approach, but they are balanced with a deep understanding that children are still learning how to navigate the world. The role of adults in our schools is to guide, support and model the behaviours we expect to see. Calm, respectful staff help create calm, respectful schools. Our trust-wide framework is based on three clear principles: ready, respectful, safe. In essence these are the only rules, and everyone follows them including the adults - ready to learn in a mutually respectful environment in which we keep ourselves and each other safe. This simple language helps everyone in our school communities understand what’s expected, but we do not take a one-size-fits-all approach. Each school adapts the framework to its own context, supported by regular coaching and collaboration. We believe that good behaviour starts with a strong curriculum and strong relationships. Our schools focus on providing a rich, engaging education that helps children discover their talents and grow into thoughtful, confident citizens. They also take time to get to know each child as an individual. Every pupil is more than a set of results. “Behaviour’s always one of those gnarly topics that can cause huge amounts of passion and annoyance.”Matthew Shanks, CEO, Education South West Our exclusion and suspension rates remain below the national average. This is not because we avoid taking tough decisions, but because we act early. Each school identifies a group of students at the start of every half term for early engagement, meeting with families in the first week. This proactive, human approach makes a significant difference. We are data-rich, but we use data with care. Our central team supports schools with meaningful insights helping to spot patterns and focus support where it’s most needed, particularly for our most vulnerable children. As ever, the story behind the numbers matters more than the numbers alone. Headline figures rarely tell the whole story. Across our trust, we work with schools in very different contexts - some welcoming large numbers of students mid-year, others serving communities facing significant social or economic challenges. While national measures and accountability data can provide useful benchmarks, they often miss the nuance and complexity of our schools’ work. That’s why we treat numbers as a starting point, not a verdict. Data helps us ask better questions, not jump to easy conclusions. For us, true accountability lies in doing right by each child, every day, even when that can’t be captured in a spreadsheet. The trust is committed to high standards and deeply held values. We recognise that children will sometimes get things wrong. Our job is to respond with professionalism, empathy, and consistency. We never lose sight of the fact that we are helping young people grow, learn and discover who they are.  

Blackawton School Celebrates Earth Day with Inspiring Whole-School Environmental Projects  Blackawton Primary School marked Earth Day this term with a series of creative and hands-on activities designed to help pupils reflect on how they can care for the planet and make a positive environmental impact.  The very first Earth Day was held in 1970. Since then, the Earth Day Network has been mobilising over 1 billion people annually to help protect the planet.  Children from every class took part in practical learning experiences focused on sustainability, conservation and environmental awareness. The activities encouraged pupils to think about how small everyday actions can contribute to a healthier planet.  A standout contribution came from Class 1, who made a commitment to reduce waste by recycling fruit scraps through a classroom wormery. This initiative will help reduce landfill waste while producing nutrient-rich compost to support plant growth. The class also created a crafted model of the Earth as part of their learning.  Class 2 pupils embraced the theme of growing and sustainability by planting peas in the school garden. They are now looking forward to observing the plants grow and learning more about how to care for them over time. Class 3 had a busy week, planting a range of vegetables with the aim of using their harvest later in the term. The class also welcomed a visit from a solar engineer, who introduced pupils to the principles of sustainable energy. Inspired by the session, children designed their own imaginative solar-powered toys.  In addition, Class 5 created a wildflower patch on the school field and planted their first seeds, supporting biodiversity and encouraging pollinators within the school grounds.  Music also played a role in the celebrations, with pupils rehearsing the school song “I am the Earth” in preparation for the upcoming Dart Music Festival.  The school’s Earth Day celebrations highlight its ongoing commitment to environmental education and inspiring pupils to become responsible global citizens.  Liam Fielding, Headteacher at Blackawton Primary School, said:  “Earth Day has been a wonderful opportunity for our pupils to learn about sustainability in a meaningful and practical way. We are incredibly proud of their enthusiasm, creativity and commitment to protecting the environment. These activities show that even small actions can make a real difference.”  Matthew Shanks, CEO of Education South West, said:  “It is fantastic to see Earth Day brought to life in such a meaningful and practical way at Blackawton School. These experiences help pupils understand that sustainability is not just a topic to learn about, but something they can actively take part in. We are incredibly proud of their enthusiasm and the way they are embracing their role as future custodians of the planet.”

Wynstream Primary School welcomes families to successful nursery open event  Wynstream Primary School recently welcomed local families to a drop-in event showcasing its new nursery, which is set to open in September 2026. Held on Wednesday the 29th April, the event saw a strong turnout of parents and carers who attended across two sessions in the morning and afternoon. Visitors were given the opportunity to explore the new nursery environment, meet teachers and school staff, and learn more about how the provision will support children’s early development. The new nursery, for children aged 3 to 5, will offer a warm and engaging setting designed to give children a positive start to their education. Families were able to take guided tours of the spaces and hear more about the school’s approach to early years learning. The nursery will run weekday sessions from 9:00am to 12:00pm and 12:00pm to 3:00pm, with eligible families able to access up to 30 hours of funded childcare. Families are now able to apply for places and those who were unable to attend the event are encouraged to get in touch with the school if they would like a tour. They can contact the school on 01392 284990 or email admin@wynstreamprimary.org.uk. Applications also can be made online via the school’s booking form here: https://forms.cloud.microsoft/e/a19WWbgXg4 Elise Redman, Headteacher at Wynstream Primary School, said:  “It was fantastic to welcome so many families into school and share our plans for the new nursery. There was a real sense of excitement, and it was great to see children already enjoying the space. We are looking forward to welcoming our first cohort in September 2026.”  Matthew Shanks, CEO of Education South West, said:  “We were really pleased to see such a strong turnout from families and such a positive response to the new nursery at Wynstream Primary School. High-quality early years provision is so important in giving children the best possible start, and this new setting reflects the school’s commitment to supporting both children and families within the community. It was great to see the enthusiasm on the day, and we are excited to see the nursery open and thrive when it welcomes its first children later this year.”

Rethinking fairness: a new lens on school equity What if the data we rely on to measure school success is missing the most important stories? That’s the challenge Education South West has set out to answer—working in partnership with Professor Lee Elliot Major OBE, Britain’s first Professor of Social Mobility at the University of Exeter, to develop and pilot a new Equity Scorecard that puts fairness and inclusion at the heart of school improvement. This isn’t just a tool for our trust, it’s a region-wide initiative designed to lead national thinking on how schools can understand, measure and address educational inequality more intelligently and compassionately. For too long, the accountability system has been dominated by narrow attainment measures that reward performance in ways that often disadvantage schools serving the most vulnerable communities. The Equity Scorecard challenges that model. It offers a more nuanced and balanced framework, built around three key areas: • Disadvantaged Outcomes – how well pupils from disadvantaged backgrounds are progressing• Inclusive Practice – whether school systems truly support belonging and reduce exclusion• Community Engagement – the strength of relationships between schools, families and the wider community What makes this approach different is its focus on context and lived experience. It blends traditional performance data with staff, student and parent surveys, self-assessment tools, and directional indicators based on school trajectories. Using a simple traffic-light system—green for improvement, amber for stability, and red for areas requiring attention—it helps leaders and governors reflect honestly, ask the right questions, and make confident, evidence-informed decisions. Already, pilot schools are using the scorecard to map pupil vulnerability, challenge unconscious bias, revisit behaviour policies and build more inclusive classroom cultures. In several cases, it’s led to changes in the way teachers and leaders approach parental partnerships—moving from one-way communication to meaningful, two-way engagement that better supports children’s learning and wellbeing. Crucially, this isn’t about blame. It’s not about excusing low outcomes or lowering expectations. It’s about recognising that equity requires more than good intentions. It needs the right tools, the right questions, and the professional freedom to act on what we find. At ESW, we are proud to be at the forefront of this work. The pilot, supported by the South West Social Mobility Commission, is already shaping wider discussions around national accountability reform. A primary school version is in development, and interest from other trusts and local authorities is growing. It’s early days, but the signs are promising. As more schools and trusts join us in this work, we’re building a movement for change and one that redefines what progress really looks like in education. If we want to close the gap, we have to change the lens.

Newton Abbot Cadet Selected as High Sheriff of Devon’s Cadet for Prestigious County Role  A cadet from Newton Abbot who attends Teign School has been appointed as the High Sheriff of Devon’s Cadet following a highly competitive selection process involving rigorous interviews, leadership assessments, and formal presentations.  The successful cadet, Haydn, was chosen after a demanding selection day designed to identify outstanding young people who demonstrate leadership, commitment, and strong communication skills. The appointment marks a significant honour and reflects the exceptional standards achieved within the cadet unit.  The High Sheriff of Devon is the King’s representative for the judiciary and law enforcement across the county, holding one of the oldest civic offices in the United Kingdom. In this role, Haydn will accompany the High Sheriff at a range of formal and ceremonial events across Devon, including royal and civic occasions, court openings, and community engagements.  As part of the role, the High Sheriff’s Cadet also acts as an ambassador for young people, representing the Police Cadets at official events and helping to strengthen connections between young people and civic life.  This latest appointment continues an exceptional run of success for the unit, with the cadets securing the High Sheriff’s Cadet position for three consecutive years, a reflection of their consistency, dedication, and high standards.  The achievement highlights the important role of cadet programmes in developing young people’s confidence, leadership, and sense of civic responsibility, providing them with opportunities to contribute positively to their communities.  Lucie Wagner, Headteacher at Teign School, said:  “We are incredibly proud of Haydn for achieving this outstanding honour. The selection process is challenging and highly competitive, and this appointment is a real testament to his leadership, maturity, and commitment. To have secured this role is an exceptional achievement for our unit and reflects his hard work and character.”  Matthew Shanks, CEO of Education South West, said:  “This is a fantastic achievement for Haydn and a real point of pride for Teign School and the wider Trust. Opportunities like this show the power of cadet programmes in developing young people who are confident, responsible and ready to take on leadership roles in their communities.”

South Devon UTC Commended by Ofsted for Preparing Students for the World of Work  Students and staff at South Devon UTC are celebrating after being graded ‘Expected Standard’ by Ofsted in all areas. The areas judged by Ofsted are, inclusion, curriculum and teaching, achievement, attendance and behaviour, personal development and wellbeing and leadership and governance.  Ofsted has recently changed the way it reports on a school inspection with the aim of providing a "fairer and more detailed picture" of the school rather than a one-word label. The old "Good" and "Requires Improvement" labels are gone. There’s a new five-point grading scale. The ‘expected standard’ is just that – it means the school is doing everything that it should be doing. It’s a high standard, to make sure children are receiving everything they need and deserve.  In their report inspectors described the school as calm and orderly and pupils as motivated to learn and succeed. They also praised the school’s leaders for establishing a kind and caring culture, where pupils feel known as individuals. The report also states that pupils are supported to lead healthy lives, make sensible choices and form positive relationships with staff and peers.  Inspectors also highlighted the focus on future employability at the UTC saying that leaders ensure that pupils regularly hear directly from relevant employers, including the military and NHS, for instance and that as a result pupils are well prepared to make informed decisions about their next steps.  Other comments in the report included:  Pupils deepen their knowledge and skills over time in their specialist qualifications. They recall their learning well and can apply their skills with confidence. Leaders ensure that teachers have the subject knowledge to implement the curriculum effectively. For instance, they have the expertise that they need to teach the different industry-relevant pathways that the school offers. Leaders ensure that staff receive training on how to recognise and meet pupils’ needs. For instance, staff apply suitable approaches and strategies to provide for pupils with different needs. Leaders, trustees and local governors share an ambitious vision for pupils. In the unique context of the school, leaders and staff enable pupils to make educational progress, regardless of the barriers that they face.  Claire Plumb, Headteacher at South Devon UTC, said:  "We are really pleased that the inspection recognises the calm, purposeful environment we have built and the strong relationships at the heart of our college. We work with a cohort of young people who often arrive having faced barriers in education, so it is particularly meaningful to see their progress, confidence and ambition reflected in this report. I am incredibly proud of our staff and students for the way they work together every day to create a supportive, aspirational community where everyone can succeed."  Matthew Shanks, CEO of Education South West said:  "This outcome reflects the dedication and expertise of the team at South Devon UTC. The report rightly highlights the college’s inclusive approach and its clear focus on preparing students for their next steps. Claire and her team should be very proud of the culture they have created."

Inclusion in Action: How We Meet Every Child Where They Are  For children with special educational needs or disabilities (SEND), the difference between attending school and truly belonging can be lifechanging. That’s why inclusion is woven into everything we do.  Our mission is to educate all children to lead great lives. To fulfil that mission, we must meet each child’s individual needs with skill, care, and ambition.  Creating supportive, accessible environments where all children can thrive - academically, socially and emotionally - is one of our highest priorities. In the last academic year we made bold, trust-wide strides to make sure that inclusion was not just present, but purposeful.  Clear Strategy, Strong Culture  Our trust-wide SEND and inclusive teaching strategy brings clarity and consistency to how we support pupils with additional needs. It rests on a firm belief: that high-quality teaching, led by well-supported staff and underpinned by strong partnerships with families, creates the conditions in which all learners can flourish.  SEND is not the responsibility of a single department or individual - it is a shared endeavour. That’s reflected in the strong network of SEND coordinators (SENDCos) across our schools and the commitment to collaboration that underpins our partnership with the Special Partnership Trust. Staff know they are supported, and best practice is actively shared.  Through a focus on ordinarily available inclusive practice (OAIP), we are embedding inclusive approaches in all classrooms every day. These adaptive, thoughtful teaching strategies enable pupils to succeed without needing to be ‘taken out’ of the mainstream experience.  Training in inclusive practice has reached every part of the trust, and instructional coaching now supports teachers to implement OAIP confidently and consistently.  Partnership with Families  A child’s success at school is shaped not just by what happens in the classroom but by the strength of the partnership between home and school. This year, we’ve enhanced the ways we listen to and work alongside parents and carers.  Through workshops, listening campaigns, and co-created support plans, we are helping families feel more confident in understanding the SEND journey and in seeing their children’s needs not as barriers to be overcome, but strengths to be recognised and supported. Technology is playing a part, too. We have introduced Edukey across our schools to standardise and strengthen SEND planning. All staff have been trained to use the platform, which makes it easier to create, access and review support plans. Crucially, we’re working towards giving families more direct input into those plans to make the planning process truly collaborative.  Creating the Right Conditions  Inclusion cannot thrive without the right systems and culture. That’s why we are also reforming our behaviour policy to better support all learners, especially those with SEND.  The first phase of our new trust-wide behaviour policy is now in place. It is rooted in relational practice and psychological safety, prioritising connection, understanding, and support. By creating predictable, respectful environments, we aim to reduce suspensions and increase attendance for pupils with SEND.  We’re also supporting pupils’ emotional wellbeing more explicitly. Through the development of a trust-wide curriculum for social and emotional regulation, we are helping children learn how to understand and manage their emotions - a vital skill for learning and for life.  Meeting Needs Closer to Home  In South Devon, we are preparing to open a new 40-place area resource base (ARB), which will provide dedicated support for pupils with education, health and care plans (EHCPs). The ARB will serve not only those who attend it directly but also provide outreach support for other schools in the area, reducing the need for distant or independent placements and allowing more children to have their needs met within their community.  This is a major step forward and a clear example of how we are turning strategy into action, with long-term impact.  Progress Now, Ambition for the Future  What we’re building is already having an impact. Last academic year, teachers across our schools began using inclusive practices with greater confidence. Edukey has improved how we share and review plans. Parents are more informed and involved. And we’ve secured funding and a location for the ARB, with plans well underway for its opening.  But our ambitions are long term. By 2026, we want to see OAIP embedded in every classroom, trust-wide consistency in emotional and behavioural support, and full parental co-production of SEND plans. By 2027, we are aiming higher: for ESW to be recognised as a national centre of excellence in SEND.  That means not just strong academic outcomes and above-average attendance for pupils with SEND, but a culture across every school in which children with SEND feel safe, seen, supported and successful.  A Shared Pride  We know that none of this happens without extraordinary effort from staff, strong support from families, and genuine collaboration with local partners, councillors and MPs.  Together our work is changing lives.  To parents and carers: thank you for trusting us and for working alongside us. To colleagues and partners: thank you for helping us raise the bar. And to our wider community: we hope this gives you a glimpse into the kind of trust we are, and the kind of future we are building - one where every child, whatever their starting point, has what they need to lead a great life.

KEVICC Welcomes Local MP Visit for a Tour of New SEND Unit  King Edward VI Community College (KEVICC) recently welcomed local MP Caroline Voaden for a tour of the school’s new specialist provision for students with additional needs. The visit centred on the new special educational needs (SEND) unit, which has been designed to support children and young people with autism.  The unit is part of ESW’s mission to expand high-quality SEND provision within local communities. It will provide a structured, nurturing and inclusive environment, with a strong emphasis on personalised support. Designed as a small, welcoming space with high levels of adult support, the provision will enable students to thrive both academically and socially. Leadership of the unit will sit within KEVICC’s existing leadership structure, with additional support from the Special Partnership Trust in curriculum development and staff training.  The dedicated space will be tailored to students’ needs, while still enabling access to the wider school community and its expertise.  Places within the unit will be allocated through the local authority. Students must have an Education, Health and Care Plan (EHCP), with placements determined by Devon County Council’s SEN Statutory Team in consultation with the trust.  Importantly, places within the unit will be in addition to the school’s existing admissions numbers, ensuring no impact on mainstream admissions.  The visit from the local MP marks an important milestone in the project, reinforcing strong local support for the initiative and recognising the school’s leadership in developing inclusive, high-quality provision for all young people.  Caroline Voaden MP said:  “I really enjoyed my visit to KEVICC recently to see the progress they are making on a new unit for children with SEND. KEVICC’s approach is genuinely exciting, ensuring needs are met locally, without children having to travel far away for support or public funds being used on private providers. Given the government’s renewed push for inclusion, requiring more SEND children to be educated in mainstream settings, I expect more schools to explore similar options and follow KEVICC's lead.”  Matthew Shanks, CEO of Education South West, said:  “Welcoming Caroline Voaden to KEVICC was a fantastic opportunity to showcase the progress we’ve made in developing this important provision. This has been the result of over two years of dedicated work, bringing together expertise from across our schools and partners to create something that will make a real difference for young people and their families.  “At Education South West, we are committed not only to delivering high-quality SEND provision in our own communities, but also to working collaboratively with other trusts to support the development of similar models in their local areas. This reflects the wider ambition set out in the government’s recent schools white paper, ensuring more children can access the right support, in the right place, at the right time.  “This new unit at KEVICC is a strong example of that vision in action, creating an inclusive, nurturing environment where students with additional needs can thrive and achieve their full potential.”

East Allington Primary School Opens New Library to Inspire Young Readers  Pupils at East Allington Primary School are celebrating the opening of their brand-new school library, created in direct response to pupil voice. Children had requested a central space dedicated to reading, a calm, welcoming environment where they could immerse themselves in books and explore a wider range of texts.  With the support of the PTFA, a room previously used occasionally for meetings has been transformed into a beautiful and purposeful library space. The new area provides an inviting environment that promotes a love of reading and supports quiet, focused time with books.  To help stock the library, pupils took part in a sponsored read, raising funds to purchase hundreds of new books. This enabled the school to refresh and expand its collection, replacing older classroom books while introducing exciting new authors, series, and genres. The recent Usborne Book Fair, also organised by the PTFA, gave children additional opportunities to engage with a wide variety of high-quality texts and take ownership of their reading choices. Reading remains a key priority at East Allington Primary School, alongside strong phonics teaching in the early years. The school is proud of its pupils’ growing confidence, enjoyment, and engagement with reading, and the new library is already playing a central role in supporting this journey.  Liam Fielding, Executive Headteacher at East Allington Primary School, said:  “Our new library is a wonderful addition to the school and is already inspiring our pupils to read more and explore a wide range of books. We are so grateful to our PTFA and families whose support has made this possible. This library is a space where children can learn, relax, and develop a lifelong love of reading."  Matthew Shanks, CEO of Education South West, said:  "It’s fantastic to see pupils’ voices shaping their learning environment in such a meaningful way. The new library at East Allington Primary not only nurtures a love of reading but also fosters curiosity, imagination, and lifelong learning. Congratulations to the staff, pupils, and PTFA for creating such a welcoming and inspiring space."

 Newton Abbot Students Explore Future Opportunities at Bristol University & Apprenticeship Fair  Sixth form students from South Devon UTC had an inspiring day at the UK University & Apprenticeship Fair held at Bristol Ashton Gate Stadium this month.  The event brought together a wide range of university exhibitors, including renowned Russell Group and modern institutions, alongside apprenticeship providers, giving students the chance to explore a variety of post-18 options.  In addition to the exhibition, students attended expert-led seminars covering key topics such as UCAS personal statements, student finance, degree apprenticeships, and the benefits of apprenticeship pathways.  The fair was aimed at year 12 students starting to plan their next steps in education and careers, and also offered guidance for any undecided year 13 students. Students returned from the event motivated and better informed, with a clearer understanding of the opportunities available to them.  Claire Plumb, Headteacher at South Devon UTC, said:  "It was fantastic to see our students engaging with university and apprenticeship providers and taking their first steps towards making informed decisions about their future. The fair provided invaluable insight and inspiration for our sixth formers as they prepare for life beyond the UTC."  Matthew Shanks, CEO of Education South West said:  "It’s inspiring to see our students actively exploring the wide range of opportunities available after school. Events like the Bristol University & Apprenticeship Fair help young people make informed choices, build confidence, and envision a future full of possibilities."