A 21st Century Village Project
Creating a community from scratch
Also inside... Philosophy for children – how children discover life’s big questions Becoming a school proprietor – Peers Carter shares his insights Summer borns – are they really at a disadvantage? Sporting Times – a fantastic summer of ISA sport
King Alfred School
www.isaschools.org.uk ISSUE 6
ISA JOURNAL, AWARDS AND EVENTS PROMOTIONAL OPPORTUNITIES 2014 THE UNIQUE ROUTE TO INDEPENDENT SCHOOLS’ DECISION MAKERS AND INFLUENCERS THROUGH THEIR OFFICIAL
ASSOCIATION MAGAZINE
WELCOME TO THE MAGAZINE OF THE INDEPENDENT SCHOOLS ASSOCIATION The Independent Schools Association (ISA) was founded in 1879. It is one of the oldest of the independent schools organisations and is federated to the Independent Schools Council. The independent schools sector The independent schools sector spends £551m in maintaining and improving its schools (ISC Census). As such, it is continually sourcing reliable and competitive suppliers who can play an integral role in their business planning.
ISA – in a nutshell The ISA exists to provide professional support and advice to head teachers. It provides extensive training opportunities for heads and their staff and it also offers support and advice in all aspects of school life – from insurance to refurbishments – and offers a wide range of sport and cultural activities to pupils in ISA schools.
How to reach this audience ISA Journal provides a key way to communicate to this discerning audience, and creates a unique shop window for suppliers and supporters of the sector – both on paper and on the web.
Why us … and why does it work? A steering committee of heads and deputy heads means we know we are providing a genuine business tool, which will be read and kept, while a reader panel ensures that we are on target and on message each and every issue.
Distribution The magazine is distributed to every member school (minimum five copies per school; head teacher + designated staff member/s) and also to prospective schools.
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WHO WE ARE
Editor
Caroline Scoular
Deputy Editor
Karen Foreman
Contributors
Jill Slingsby, Margaret Docherty
Art Editor
David Foster
Advertising Manager
Christine Bunting
Publisher
Sean Ferris yout 1
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WHY US?
ISA Journal is an essential read for head teachers. Its mix of news, industry interviews, events and features combine to offer readers a host of business-building ideas every single term. ISA Journal is a full-colour, glossy format as well as online. Our reader panel and direct access to head teachers, bursars, key staff and key financial decision makers ensures that the magazine truly reflects the excitement – and trials! – of school life, day in and day out. A review of ISA Journal – why work with us? • Because there is no wastage. • Because we have a unique circulation which is updated on a weekly basis. • Because our circulation is comprised only of members/subscribers – we know who our readers are and what they want. • Because we have a committed steering committee and reader panel who will continue to ensure that the magazine is 100% relevant. • Because our team has collectively been working in the industry for over 100 years.
What do we do? Each issue gets to the heart of our readers’ schools, providing incisive editorial which will include: • Ask the Experts – where experts in their field are invited to provide their best advice to this receptive audience. • Head to Head/Head to Bursar – face to face interviews on topics of the day. • Viewpoint – issues in the spotlight. • News and views. • What’s happened, what’s due to happen and how it will affect ISA schools. • Legal Eagle – latest legislation and what it means. • Who’s doing what in the schools arena. • Latest products and services on the market.
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ISA JOURNAL is 100% requested. ISA JOURNAL is distributed to all ISA members – all named individuals. ISA JOURNAL is also sent to other key decision makers in each school (at least five issues per school). ISA JOURNAL is a lively and entertaining read. ISA JOURNAL’s editorial board are leading lights in their sector, ensuring a targeted and focussed product. ISA JOURNAL has a dedicated reader panel, ensuring that all content is tailored specifically to its audience.
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SPORTING TIMES It has been a fantastic year for ISA Sport, with a number of national events taking place since the spring. Fran Hide, ISA’s new National Sports Assistant, gives us a whistle-stop tour of this year’s highlights.
CROSS COUNTRY CHAMPIONSHIPS
NATIONAL BOYS AND GIRLS GYMNASTICS Castle House School in Shropshire organised this year’s National Boys and Girls Gymnastics competition, which took place at Fenton Manor. Twelve schools entered and competed in the U9 and U11 categories. The display of gymnastics, marching on of the teams and the medal ceremonies were very impressive to watch. The gymnasts looked extremely proud to be representing their schools. Congratulations to Castle House School which won the team award in each age group, and thanks to their teacher June Walden for organising the event.
We were extremely lucky that the sun came out this year for the ISA National Cross Country Championships. The course was still quite boggy in places, however, there was a great buzz around Princethorpe College as the athletes started arriving and walking around the course. There were some fantastic individual and team results within each age group, in particular athletes from London North who won three out of four
of the races in the Junior categories - an outstanding achievement for a single region. Two athletes from St Teresa’s School won the U12 girls and U12 boys races, and pupils from Tower College took the U14 boys and U16 girls’ titles. Athletes from The Grange School won the U16 girls and U18 girls races. Congratulations to all athletes who competed in the National Finals.
U16 RUGBY SEVENS CHAMPIONSHIPS
NATIONAL SWIMMING GALA
HOCKEY BOYS 7-A-SIDE TOURNAMENT A total of seven schools participated in the U14 and U16 7-a-side tournament at Rugby School in February. It was a very cold and windy day but all the teams wrapped up warm and battled it out on the hockey pitch to compete for the title of ISA National Champions. The U14 tournament was won by Ballard School, an exceptional achievement as it was their first year of entering the tournament. The Park School, Yeovil scooped the U16 title in a close round robin tournament that went down to goal difference. We hope to attract more schools to this competition next year. 42
The 2013 Swimming Gala took place in May after snow earlier in the year. On Saturday 18 May, Coventry Swimming Baths was packed full of competitors, team managers and spectators, all hoping for their region to do well in the Gala. Overall, there were 31 records broken this year which is outstanding. Team results were not given at this event; as the Gala was rearranged, not every region was able to send a representative for each race due to other school commitments. However, a special mention to London West swimmers who broke a staggering 10 of the 31 records. Huge thanks to Gwil Price, ISA’s National Ambassador, who helped to rearrange this Gala and to make it a success.
The final National ISA event of the Spring term was the Junior Netball tournament at Rugby School. Twelve teams took part in the U11 tournament and eight in the U13. The Study Prep School won the Cup in the U11 event after winning all seven of their matches. Alton Convent won the Plate and Howe Green School the Vase in the U11 tournament. The U13 cup went to Alton Convent after winning all five of their matches; they beat Lingfield Notre Dame in the final by 10 goals to seven. The winner of the U13 Plate competition THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS was GEMS Bolitho who beat the Swaminarayan School 10 goals to four. A huge thank you to all teams, including GEMS Bolitho School, Penzance, who travelled a long way to take part in the tournament.
COACHING FOR PROFESSIONAL AND PERSONAL DEVELOPMENT
SENIOR NETBALL TOURNAMENT ISA’s 2013 Senior Netball Tournament was held at Rugby School in March. The event was attended by 13 schools who competed in the U14, U16 and U18 categories. The teams were all extremely competitive but all demonstrated an exceptional level of sportsmanship. Credit is due to the PE staff for coaching and developing their teams into fantastic netball players. The U14 tournament was won by Lingfield Notre Dame who won by a very clear eight points on Hull Collegiate School. The U16 tournament was won on goal difference by Our
• www.isaschools.org.uk
Lady’s Convent School, Loughborough, who had equal points with Alderley Edge. The U18 title was taken by Princethorpe College who won all three of their matches against GEMS Bolitho, Hull Collegiate and Claires Court School. Thanks to organiser Angela Davis, from Hull Collegiate School.
‘Why do I need coaching; I’m good at my job?’ This is a common enough response but what triggers
www.isaschools.org.uk • 43What stops executive coaching being on the top of the agenda for the professional this view?
development of Head Teachers and their senior leadership teams? Nicola Bish explains. There seems to be a misunderstanding or lack of awareness as to what coaching actually is. It’s often confused with managing the poor performer, or being told what to do, but actually the aim of the coach is to help people reach their potential, ‘to become the person they want to be’. Coaching is one way of developing leaders and leadership teams within schools – a worthy cause, particularly with the ever-increasing challenge of running the business of managing a school. So what is coaching? Coaching is a simple process; it is not meant to be complicated, but simple doesn’t necessarily mean easy. At its most basic it is a conversation between two people, but with a coaching conversation, learning takes place. The key to success is objectivity, confidentiality, trust, a safe space; it is non judgemental and the session itself will be focused, reasonably structured and achieve valued results. Coaching can obviously raise complex and multi faceted issues, but outcomes can be achieved by adopting simple methods and above all should ‘communicate a belief in people’s 20
e-mail: christine@alchemymedia.co.uk or call: 01753 272022 / 07919 347698
• www.isaschools.org.uk
potential and an expectation that they can do their best”. This may be sufficient to convince a Head to take the plunge, so it is important to identify benefits. In general terms it has been proved that coaching will provide improvements in self esteem, confidence, communication skills, interpersonal skills, performance at work, relationships and work-life balance – that must be a good start. What about the specific benefits for the Head whose role is so demanding with the ever-increasing pressure to run the school like a business? The one-to-one support makes a key difference; coaching provides the time to think, to reflect and to talk with an informed objective person thus creating the space for learning. A coaching style is learnt that can be developed and cascaded to the whole team, and managers who coach challenge others to resolve situations which is great for development and delegation. A coaching culture can be developed that allows interdependence amongst staff rather than dependence in a vertical structure; so ultimately everyone wins. The long term benefits will positively impact all stakeholders. A Head who
develops a coaching culture will gain a motivated, resilient, empowered team – one that has time to reflect and learn. The Governors, trustees or local education authority will have confidence in the school’s ability to deliver. The pupils, the most important stakeholders, will be taught by teachers who have the energy and stamina to deliver the curriculum and ensure that the pupils aim high, achieve their immediate goals and reach their full potential. The school’s reputation will be envied; there will be a full pupil quota, a happy parent body and of course that ‘Outstanding’ Ofsted or Inspectorate report. So if the potential is so great why doesn’t everyone have a coach? Coaching in schools in this way is a relatively novel concept and the results aren’t always so immediate or so dramatic; every success takes hard work. But there is much resistance to take the initial leap; from my conversations and some assumptions I have tried to work out what the issues are and then to find a way to make it easier to move to a ‘yes let’s give it a go’ approach. So what creates the resistance? It may be fear of the unknown, a false perception of what will actually happen in the process
and the vulnerability of opening up to a stranger together with the concerns of confidentiality. Leaders may feel that being coached is some admission of weakness and exposure to being judged as being in need of help. Unselfishly, some Heads may be reluctant to spend a tight budget on personal development rather than other staff training or wider needs of the school. There are ideas to overcome such barriers. First and foremost learning a coaching style and cascading the principles from the top down through the school should actually save on the training budget as individuals become more self sufficient and are allowed and encouraged to develop their talents and become more autonomous. Coaching does of course complement the range of skills training available at every level. An essential part of the relationship, apart from the trust, honesty and confidentiality, is that the coach’s role is absolutely not to tell an individual how to do their job; it is, on the contrary, to listen, to question and to challenge. It might extend to making observations, providing feedback and sharing relevant experiences, but everything is done so that the person being coached reaches their own conclusions and makes their own decisions. It appears that much of one to one coaching support for Head Teachers and their teams is provided by other educationalists such as local authority advisors, other Head Teachers and education trainers. Any coaching is better than none, but there is a case to be made for having a non educationalist coach who can be even more objective, even less judgemental and more reassuring for the Head being coached. The noneducationalist would have less fear of asking a ‘stupid question’ and thereby opening up a new and refreshing way of thinking. A coach from within ‘the system’ may subtly inhibit frankness and openness of a session from the outset and indeed may be someone who is present in other contexts in the school’s life that could cause discomfort to the Head. At the core of everything is the education and happiness of the pupils, and a well managed school is certainly the best platform for this. But the business of the school is wider and more complex than ever, and an external coach with commercial experience can provide a safe opportunity for the Head to explore the
wider environment and the implication of actions on all stakeholders. Whether the coach is or is not an expert in the area that their client is employed is not that important; some knowledge is always useful but a coach absolutely does not have to have done the job to be a good coach. But it is important that they do have the skills to coach effectively and are able to gain an understanding of the job, its challenges, opportunities and constraints. This is at the pre session meetings when ground rules and objectives are set and throughout the sessions themselves. The coach, like most people, will want to work in an area of their interest. I personally am interested in education, have experience as a school Governor and clearly see the opportunity for additional support for Heads. I feel that as an outsider I can make a valuable contribution without confusing the role of the Head and the role of the coach. One-to-one coaching can understandably be daunting, so profiling is another approach that could be helpful, particularly where a school is undergoing a period of change, or where greater insights into the dynamics of the leadership team are needed. This will increase individual and team awareness and perhaps reduce fear of being exposed; the psychological insights add to the knowledge and understanding of the individual and, if accepted as being part of the whole, will assist the coaching process. Review of the findings can highlight further individual development needs that
may be fulfilled by coaching and, therefore, the transition to one-to-one coaching becomes easier and focused. It may be this article causes a pause for thought, an opportunity to reflect on whether coaching should always be on the development agenda and who is best placed to deliver it. Reflection is not a common enough activity – not just about whether to hire a coach but because of the pace of everything. How often do we allow ourselves the opportunity to properly reflect on what has happened, why it happened and how we felt about it? Reflection helps the coaching process because it makes us think for ourselves; a coach is not needed in the room to make it happen, but it is still an individual skill to be developed. Reflective questions can tease out the real issues, concerns and open up the mind; they acknowledge the challenges by self reflection, identify blockages and then work on answers. Why more emphasis is not put on this skill is astounding; it should be a management competence, but unfortunately it falls within the category of ‘soft stuff ’ and yet can hugely benefit the ‘hard stuff ’. As a coach I strongly encourage proper reflection, but we do all need to learn how to do it. How do we make sense of a mix of thoughts and feelings, of events that seem to be unconnected and how do we learn from these? It can be a simple process of allowing the time to sit and think in a structured way. Ask yourself a series of questions; what happened and what caused it to happen that way, how did you think, behave and feel as it was happening, what did you learn from this, and finally what will you do differently in the future as a result? Even if you decide against coaching itself at least check the series of questions that might help learning. Give it a go – the results may be surprising! So why do I need coaching I’m good at my job? Just reflect on the article and then decide. CONTACT DETAILS Nicola Bish is a Senior Practitioner of Executive Coaching and Mentoring. t. 07798 842681 e. n.bish@virgin.net www.talentacademe.com
www.isaschools.org.uk •
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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS
Dan Boorman and Claires Court School hosted the U16 Rugby Sevens Tournament at Maidenhead Rugby Club in March. Twenty teams battled it out on fantastic grass and 4G pitches for the title of National ISA Champions. Claires Court School won in the final of the cup against Trinity School and Kirkstone House School beat Bedstone College in the final of the Plate. The New Eccles Hall School beat Shapwick School in the final of the Vase. The event was extremely well attended by ISA schools and supporters. Congratulations to all schools who participated.
JUNIOR NETBALL TOURNAMENT
THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS
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