Education South West Shortlisted for Two National MAT Excellence Awards  Education South West (ESW) is celebrating national recognition after being shortlisted in two prestigious categories at the MAT Excellence Awards, presented by Optimus Education. Education South West is a trust of eight primary schools, four secondary schools, one all through school and a University Technical College all based in Devon.   The trust has been named a finalist for Chief Financial Officer of the Year, with Stuart White recognised for his outstanding leadership across finance and operations. Education South West has also been shortlisted for the Staff Development Award for trusts with 13 or more schools, in recognition of its sector leading commitment to professional growth and wellbeing.  Stuart White, Chief Financial Officer and Chief Operating Officer at Education South West, has been described as an exceptional leader who expertly manages complex finances while driving wider operational excellence across the trust. Under his stewardship, the trust has achieved clean audits year after year. His impact extends beyond financial strategy, leading innovation in areas such as in house data systems and HR infrastructure, ensuring Education South West remains both financially robust and operationally forward thinking.  The Staff Development Award shortlist recognises the trust’s ambitious and inclusive approach to growing great people. Education South West offers personalised development pathways, bespoke coaching and vibrant professional networks that enable staff at every stage of their career to flourish. Its Grow Your Own leadership programmes and flexible CPD offer clear progression routes, reflected in the fact that 11 of its 14 headteachers have been promoted internally.  Alongside professional growth, the trust’s wellbeing pledge and trust wide pedagogical principles create a culture of collaboration, consistency and care. Rising staff satisfaction and strong internal progression demonstrate the tangible impact of this approach across its schools.  The MAT Excellence Awards provide trusts across the country with the opportunity to celebrate their achievements and recognise their impact on children, staff and communities. The awards are judged by experienced sector leaders and the winners will be announced at a ceremony in London on the 18th of June.   Matthew Shanks, CEO of Education South West, said:  “We are absolutely delighted to see Stuart and the wider Education South West team recognised at a national level. These shortlists reflect the strength of our collective effort, from robust financial stewardship to the deep investment we make in developing and supporting our people. We believe that when you grow great staff, you transform life chances for children. This recognition belongs to every colleague across our trust who works tirelessly to serve our communities each day.”

How student voice drives real change across our schools  Here is the next in the series of articles from our annual review.  “We asked, they answered – and then they led.”  When governors visited one of our primary schools earlier this year, they didn’t start in the headteacher’s office. They started on the playground sitting with children in the sunshine, asking about their learning, their favourite lessons, and what they would change if they were in charge for a day.  One Year 5 pupil didn’t miss a beat: “We need more quiet spaces. Some of us don’t like noisy games.”  Just a few weeks later, that same school had a new calm zone in place co-designed by pupils, with pupil leaders on hand to help it run smoothly. It’s a small example, but it captures something powerful: children know what they need and when we listen properly, they help us shape better schools.  From primary through to post-16, students at Education South West are helping to lead, influence and improve our schools in ways that matter. Their voices are heard through surveys, school councils, leadership roles, and direct conversations with staff, governors, and even MPs, and crucially, what they say leads to action. In our primary schools, pupils regularly take part in surveys about their learning, wellbeing and wider experience of school life. Leaders and governors review the results carefully, asking whether previous actions have worked, and what needs to happen next.  When governors visit schools each term, they speak directly with pupils. These conversations help triangulate what they hear from school and trust leaders, grounding discussions in the real experiences of our children. Similarly, when leaders visit classrooms to review teaching, they ask pupils what helps them learn, what makes a good lesson, and where they need more support. This feedback helps identify where teaching and the curriculum can be further strengthened. For pupils with additional needs, their views are vital in shaping their support plans and assessing progress. It ensures that SEND support is not done to children but with them to build confidence and clarity about what works.  There are many formal opportunities for leadership in our primary schools — from School Councillors and Rights Respecting Ambassadors to digital leaders, play leaders, house captains and wildlife champions. These roles give children real responsibility and a genuine say in school life.  Children also have their voices heard in their communities. They write to MPs, help shape local plans with town councils, take part in national science projects like the RSPB Big Bird Watch, and welcome experts and visitors to their schools, including their own local MP.  In February 2025, our commitment to student voice took a big leap forward with the trust’s first ever Student Leadership Conference, held at King Edward VI Community College (KEVICC) in Totnes. Eight students from each of our secondary schools – KEVICC, Dartmouth Academy, Kingsbridge Community College, Teign School, South Devon UTC and Coombeshead Academy – came together to share how they’ve made a difference in their schools.  The day opened with a welcome from our CEO Matthew Shanks, who spoke about the importance of student leadership in shaping the future of education. South Devon MP Caroline Voaden followed with an inspiring talk about her own leadership journey and the value of youth voice in public life.  Mixed-school groups tackled big questions: What makes a good leader? How can we have more impact? What advice would we give younger pupils starting out on their leadership journey?  Students left energised, connected, and with new ideas to take back to their schools.  A key legacy of the February event has been the development of two new Primary Leadership Conferences – one held at Kingsteignton and one at KEVICC in July. These were designed and led by secondary students, passing on their leadership experience to the next generation.  Speakers included Matthew Shanks and local MPs Martin Wrigley and Caroline Voaden (via video), with secondary pupils running workshops and discussions for their younger peers. It marked the beginning of a new ESW tradition – one where leadership is modelled, shared and lived by students across the trust.  Beyond these major events, pupil leadership is thriving across all our secondary schools. Students take on roles as prefects, house leaders, subject ambassadors and mental health champions. They attend weekly and fortnightly forums on wellbeing, bullying, behaviour and more.  They represent their peers through form groups and school councils, and through surveys and feedback channels, they help shape decisions around everything from curriculum design to school facilities.  When we listen to our students, they don’t just feel heard, they rise to the challenge. They help solve problems, build community, and create better schools for everyone.

Coombeshead Academy Welcomes Students from Beijing  Coombeshead Academy has welcomed 33 students and their teacher from Beijing for a memorable week as part of the Project International exchange programme.  Staff at the school carefully curated an engaging schedule that enabled the visiting students to fully immerse themselves in life at Coombeshead. At the heart of the week was the opportunity for meaningful connections to form between students.  A group of dedicated student buddies was appointed to support the visitors throughout their stay and what began as a structured support system quickly developed into genuine friendships.  The visiting students, aged between 12 and 17, fully embraced the Coombeshead timetable, attending lessons and joining school events. They also took the time to offer some meaningful insights in to their own culture, delighting the Coombeshead school community with a traditional dance performance and a poetry recital.  The group took part in a range of activities designed to showcase local culture and school life including a visit to Newton Abbot Museum, where they explored the area’s heritage, handled historical artefacts, and participated in observational drawing activities.  They also got to sample a traditional Devon cream tea, baking their own scones and sharing them with their Coombeshead buddies at the end of the week as a gesture of thanks. A cherry tree, kindly donated by Jacks Patch, has also been planted on the school grounds to commemorate the visit and symbolise cultural growth and enduring connection.  Coombeshead Academy is proud to champion opportunities that prepare young people to be confident, compassionate global citizens. This week of cultural exchange stands as a testament to the welcoming spirit of the entire school community.  Helen Coulson,  Headteacher at Coombeshead Academy, said:  “The warmth, respect, and enthusiasm shown by our students towards our visitors was truly heart warming and made me incredibly proud of the young people they are. It was a fascinating and enriching insight into one another’s cultures, and we all learned a great deal from the experience.”  Matthew Shanks, CEO of Education South West, said:  “The Project International programme shows the real power of global education. When young people are given the opportunity to learn alongside one another, to share their cultures, and to experience life from a different perspective, it broadens horizons in a way no textbook ever could.”

Taking a stand on vaping: representing schools nationwide When the government’s Tobacco and Vapes Bill was being debated earlier this year, Education South West (ESW) was proud to represent the voice of schools across the country. On 30 January, our CEO, Matthew Shanks, was invited to give evidence to the Tobacco and Vapes Public Bill Committee in Westminster, speaking on behalf of the entire education sector about the real and growing impact of vaping on children and young people. This work reflects our deep belief that schools must play a leading role in tackling the health and societal issues affecting young people today. Vaping is now a bigger issue than smoking in many schools. Discreet and easy to conceal, vapes often appeal to children who would never have considered smoking. Some are drawn in by misleading marketing such as sweetshop-style flavours, colourful packaging, and the illusion that vaping is harmless. Others are unknowingly exposed to serious risks, such as drug-laced vapes containing THC or Spice. Schools across the country are seeing the impact daily: students missing lessons to vape, rising behavioural issues, and, in some cases, permanent exclusions. Hospitalisations are no longer rare. Shockingly, across the UK, even pupils in primary school have reportedly been found vaping. Many parents are understandably unsure how to respond, with some feeling pressured into buying vapes to prevent their children from turning to unsafe alternatives. We welcomed the government’s ban on disposable vapes from 1 June and fully support the Bill’s proposals to remove child-appealing flavours and packaging. But we believe the measures must go further. In Parliament, Matthew called for stricter regulation of vape shop locations, national education campaigns, vape-free zones around schools, and proper investment in detection tools for school staff. Schools cannot tackle this alone. We need coordinated action across health, education, law enforcement, and government because the health and wellbeing of our young people is a shared responsibility. We are proud to lead by example by engaging with national policymakers, supporting families with clear information, and working with our communities to push for long-term change. We may be a regional trust, but our commitment extends far beyond our own schools in the South West. This is about making sure all young people, wherever they live, are better protected from a product that is being marketed directly at them. We’ll continue to raise our voice and stand alongside schools, parents, and policymakers because the challenges facing our children require national solutions, and education must be at the heart of them.

Rydon Primary Celebrates Outstanding Progress in School Waste Reduction  Rydon Primary is celebrating a remarkable improvement in its recycling and waste‑reduction efforts following a second whole‑school waste audit carried out by Devon’s Resource Futures, led by sustainability specialist Alex Mack.  The audit, completed last month, showed dramatic progress since the school’s initial audit in April last year, demonstrating the commitment of pupils, staff and the wider school community to making meaningful environmental change.  In the first audit the school was sending 6.76 tonnes of general waste each year to the Energy from Waste plant and had a recycling rate of just 25%. By the second audit general waste had been reduced to 3.5 tonnes per year and the recycling rate had risen dramatically to 62%. This represents a 47% improvement overall. These impressive figures reflect a whole‑school effort to reduce waste contamination, recycle more effectively, and understand the environmental impact of everyday choices.  At the heart of this success were the Rydon Pupil Ambassadors, led by teacher Ellie Thomas, who were praised as “fantastic” by Resource Futures for their energy, leadership and passion for improving sustainability at school. Their work has inspired pupils across all year groups to rethink their waste habits and embrace recycling with enthusiasm.  Danny Brown, Headteacher at Rydon Primary, said:  “We are incredibly proud of the whole school community for achieving such a significant improvement in such a short space of time. The children have truly embraced the challenge, and their enthusiasm for looking after the environment has been inspiring. This project has shown our pupils that small changes really do add up to a big difference.”  Matthew Shanks, CEO at Education South West, said:  “This is a fantastic example of what can be achieved when pupils are empowered to take the lead. Rydon Primary’s progress demonstrates the impact of education in shaping responsible global citizens. We are delighted to see such impressive results and proud of the staff and pupils for their commitment to sustainability.”

South Devon UTC Students Attend National Baker Award Ceremony in London  Students from South Devon UTC travelled to London this term to attend the national Baker Award ceremony, an exclusive awards event open only to University Technical Colleges across the UK.  Staff members accompanied six students to the capital to represent the college. The ceremony brought together students from 20 UTCs nationwide, celebrating achievement, resilience and employability skills.  South Devon UTC is pleased to share that three of its students successfully completed the Baker Award and were presented with their certificates by Christopher Smith,  Head of UK Skills and Social Responsibility at Amazon. The Baker Award recognises students who demonstrate a strong commitment to developing essential employability skills, including teamwork, problem-solving and communication.  To achieve the award, students completed two employer-led projects and took part in a formal interview, during which they reflected on their experiences and provided evidence of how they met each of the required competencies. The process gave students valuable insight into workplace expectations and the opportunity to articulate their personal and professional development.  The college is extremely proud of the students’ achievements and their professionalism in representing South Devon UTC at a national level. Participation in initiatives such as the Baker Award reflects the college’s ongoing commitment to preparing students for successful futures through meaningful employer engagement and high-quality technical education.  Claire Plumb, Headteacher at South Devon UTC, said:  “We are incredibly proud of the students who achieved the Baker Award and of all those who represented South Devon UTC at this national event. The award recognises exactly the skills we work hard to develop every day: confidence, teamwork, communication and problem-solving. Experiences like this help our students see what they are capable of and how their learning connects directly to the world of work.”  Matthew Shanks, CEO of Education South West, said:  “The Baker Award is a powerful example of how employer engagement can raise aspirations and prepare young people for their future careers. These students have shown real determination and maturity in completing the award, and their success reflects the high-quality technical education and strong industry links at South Devon UTC.”

A Day in the Life of Tom Dring, IT Director at Education South West Meet Tom Dring, our IT Director, who leads our trust-wide IT strategy, a crucial part of our shared services team. Tom is committed to making sure every member of staff has the tools, systems and support they need so that teaching and learning can happen seamlessly. Here’s what a typical day looks like for him. Can you walk us through your typical day? Every day starts the same way with a morning Teams call bringing together all 14 members of our IT team. We’re split between on-site support staff in schools and a central infrastructure team, but that daily check-in keeps us connected. Sometimes it’s a quick five-minute sync; other days it’s longer if we’ve got major changes happening. We talk through the events of the day and week, for example that could be a network rollout in one of our secondary schools, sharing advice and tips on how to deal with an issue at a primary site, or system updates that staff need to be aware of. If time allows, we’ll add in some collaborative professional development so team members can keep building their skills. It’s about making sure everyone is aligned before the day takes off. After that, no two days are ever quite the same. A big part of my role is project work. At the moment, that includes onboarding new schools into the trust, upgrading core network routers across all 14 schools, and continuing a significant disaster recovery programme. Over the last couple of years, we’ve invested heavily in resilience such as backup internet connections, improved server infrastructure and uninterruptible power supplies, so that if something fails, education doesn’t grind to a halt. We’re also planning our annual strategic hardware replacement programme, working with suppliers and procurement frameworks to ensure schools have the right kit in place in time for September. Planning ahead is key as we want equipment ready when schools need it, not scrambling because of supply chain issues. Alongside this, there’s working with suppliers and product evaluation. For example, we’re currently implementing software to strengthen cyber awareness and cyber security across the trust. There’s also a strong curriculum focus to my role. I regularly meet with headteachers to understand specific needs whether that’s supporting reading interventions through tools like Sparxs Reader and iPads in tutor time, or reviewing whether existing hardware still meets the needs of a growing SEND cohort or high levels of students with English as an additional language (EAL). Sometimes it’s about brainstorming ideas and designing practical solutions that directly support what’s happening in classrooms. On top of that, there’s people leadership – 1:1s, coaching, and making sure the team feels supported.  I’d say my time is about 80% proactive and 20% reactive. If there is a network issue affecting staff and students, everything stops and we move quickly. What part of your day do you enjoy the most and why? Without question, it’s working with the team to solve a problem. There’s something incredibly satisfying about getting the right people around the table - someone with network expertise, someone who knows the server environment inside out, someone onsite with first-hand knowledge - and unpicking an issue together. When you identify the root cause, implement the fix and see the immediate impact in a school, that’s a great moment. Recently, when one of our secondary schools lost connectivity due to a hardware failure, the team worked together across specialisms and had it resolved within a couple of hours. I’m fortunate to work with a creative, technically strong team. Seeing their ideas come together and knowing it makes a real difference to staff on the ground is what I enjoy most. How do you stay motivated when the day gets challenging? It’s easy to stay motivated when you remember what sits behind everything we do. I don’t often interact directly with students, but every decision we make enables children to learn and go on to be successful young adults. Whether we’re helping a teacher regain access to resources, supporting a headteacher with a new curriculum initiative, or strengthening our cyber security so data is protected, it all contributes to that bigger purpose. When things get challenging, and in IT they sometimes do, it helps to remember that we’re part of something much bigger than servers and software. We’re helping to deliver education. What’s something unique about the way your role impacts students’ lives? What’s unique is that most students will never know we’re there. The IT team works largely behind the scenes. We’re a relatively small group supporting thousands of students and staff across the trust. If everything is working well, nobody notices and that’s usually a good sign. But without robust infrastructure, secure systems and reliable networks, the whole process can’t really start. Lessons rely on cloud platforms, safeguarding systems depend on secure data, communication with families runs through digital tools. We quietly facilitate all of that. There’s something special about knowing you’re enabling such a large operation, even if you’re not the one standing at the front of the classroom. If you could describe your job in one word, what would it be? Leadership. My role is about setting strategic direction for IT across the trust - making trust-wide decisions, providing operational oversight and ensuring our shared services model delivers consistently high standards. If I had to describe it in a slightly more creative way and compare it to food, I’d say my job is a bit like lasagne. It’s layered - strategy, security, infrastructure, people. It’s held together by strong governance, planning and clear processes. On the surface it might look cheesy, but behind the scenes there’s a careful selection of ingredients coming together to keep everything running smoothly. And ultimately, it’s comforting and feeds the whole organisation because every school depends on the foundations we put in place.  

Louis Dunford’s Song Sparks Thought Provoking Art Project at Dartmouth Academy  Students at Dartmouth Academy have embarked on a powerful and thought-provoking project inspired by the music of Louis Dunford.  The project began when a Year 10 teacher was introduced to Louis Dunford’s song Ballad for Benjamin by her husband. Deeply moved by the song, which pays tribute to a young victim of knife crime, she developed a classroom project exploring the themes and realities behind the music.  Over recent weeks, students have learned about Benjamin’s story through the Ben Kinsella Trust, discussed the impact of knife crime in their communities, and created reflective artwork in response. Ben had ambitions to become a graphic designer and loved art, making it particularly poignant to see students expressing their reflections through creative pieces.  The project ties directly into Dartmouth Academy’s art and design curriculum, which encourages pupils to develop skills across a range of media, techniques, and processes while encouraging personal expression and aesthetic judgement. Beyond technical skills, the curriculum promotes historical and cultural awareness, critical thinking, and the ability to engage in wider philosophical conversations about art.  The school hopes the project will not only develop artistic skills but also encourage empathy, discussion, and awareness of the serious impact of knife crime on communities.  Nicola Perrott, Assistant Principal at Dartmouth Academy, said:  “This project has been incredibly moving for both staff and pupils. Art gives our young people the opportunity to respond personally to real-life issues, and Louis Dunford’s music inspired them to reflect, discuss, and create in a meaningful way.”  Matthew Shanks, CEO of Education South West said:  “Projects like this demonstrate the incredible power of art and music. We are proud of the students and staff at Dartmouth Academy for engaging with such an important topic with thoughtfulness and creativity. This is exactly the kind of learning that helps not only develop skills but also compassion.”

Kingsbridge Sixth Form Media Students Go Behind the Scenes at the BBC  Sixth form media students at Kingsbridge Community College have gained valuable insight into the news industry as part of an exciting interactive workshop with the BBC.  The group spent the day at the BBC news studios in Plymouth as part of their journalism module. As well as getting a tour of the studios, students got first-hand experience of live broadcasting, appearing on BBC Radio Devon as part of an interview about mobile phone use with presenter Caroline Densley.  Georgia Hamm was one of the students interviewed:  “The radio production is so much more intimate and fun than I imagined. It opened up a realm of opportunities that I didn’t even know existed by letting me get involved with this live broadcast. I got to see that the jobs are all suited to the individual, utilising their strengths. “  Students also learned about interview techniques and got to put them into practice, questioning a panel of BBC staff, including some young apprentices. They got to take part in a host of interactive tasks which helped them to understand the importance of fact checking sources and providing impartial reports.  Student Art Lawrence described the experience as eye opening:  “It was very interactive and really exciting to gain behind-the-scenes access. It’s totally changed my perspective on how BBC radio and TV are made and produced and has made me realise how stimulating the job roles are. It gave us exposure to a fun and relaxed, yet engaging and productive work environment.”  The students will now be writing and publishing their own original news stories as part of their course.  Wat Kirby, Head of Media at Kingsbridge Community College said:  “Rhetoric and reality are a far cry apart and it’s wonderful to see students experiencing a busy newsroom and getting to practice the theoretical skills they’ve learned in class. Experiencing a professional environment like the BBC lets them see how the real world operates and start to think about how they might fit into that world.   Tina Graham, Principal at Kingsbridge Community College, said:  “In today’s increasingly competitive world, it’s crucial to futureproof students with the practical skills they need to get ahead. By working with key industry players like the BBC, we can not only inspire students but also give them the tools to forge a successful career.”

No strings, just standards: why school improvement must be shared In a sector often shaped by formal structures and competitive performance measures, the most powerful improvements sometimes begin with something far simpler: a phone call, a conversation, and a willingness to share. That’s how the partnership between Saint Cuthbert Mayne School and Education South West began in 2021. The newly appointed interim headteacher reached out for support. His school – a local faith-designated secondary – was facing deep-rooted challenges: academic outcomes were among the lowest in the country, expectations had drifted, and a sense of belief in what the school could be was slipping away. Due to its unique joint church designation, the school was not eligible to join a trust like ESW, but from the outset, this was never about formal structures or expansion. There was no discussion of conversion – only a shared commitment to improvement. What followed was a four-year collaboration rooted in the belief that no school is an island and no child should be left behind because of where they happen to go to school. Colleagues across our trust offered leadership coaching and mentoring, curriculum planning expertise, and support around inclusion, behaviour and teacher development. We shared what had worked in our contexts and listened just as hard to what the school needed in theirs. This wasn’t a one-way relationship. Our teams learned a great deal too about courage, resilience, and the power of staying true to your ethos even when under pressure to conform. We listened as much as we guided and supported rather than steered. While we brought experience from across our trust, we also deepened our own understanding of how improvement happens in different environments. By 2025, the school had been graded ‘Good’ in all areas by Ofsted, with inspectors highlighting elements of practice as “exemplary”. Still, the most meaningful changes weren’t in the headlines. They were in the culture: clearer expectations, stronger relationships, higher ambition and a refusal to give up on any child. Suspension rates had dropped, attendance had improved, inclusion had been rebuilt, staff had grown in confidence, and students had begun to believe in their own potential again. Importantly, the school did not chase metrics at the expense of its values. It did not exclude students to secure results, nor narrow the curriculum to manipulate outcomes. Instead, it worked out what excellence looked like for all its students and committed to achieving it, no matter how complex the journey. This work raises a broader point: the school system must not be a marketplace where schools compete in isolation. It must be a community where those with strength and capacity feel a duty to share it. If we want improvement to stick, we need to move beyond thinking of it as something delivered by external consultants or driven only by inspections. We need to treat it as a long-term investment in people and culture, and that often means peer-to-peer collaboration, mutual trust, and relationships built over time. No strings, just standards and a belief that better is always possible together.