Education Executive January February 2024

New Year edition January/February 2024

Are your ducks in a row?

Discover the true meaning behind leading with alignment

ALSO ALSO INSIDE INSIDE THIS THIS MONTH: MONTH: ARE YOU READY FOR EDEXEC LIVE 2024?

Expert speakers and interactive learning awaits SBLs

SYSTEMS, SCHEDULES AND SPOTCHECKS

TAKING THE LEAP OF FAITH

Getting the most out of your estate management plan

Jonny Coates reflects on the move from primary to secondary

Editor’s comment Happy January! The first month of a brand new year. A time traditionally given to reflection, resolutions and new beginnings.

This issue is a new beginning in the most literal sense there is, as it marks my first as Executive Editor.

And this extended version of the Editors Comments might be the scariest thing I’ve written in a long while.

When faced with blank page paralysis, I sought some advice and very helpfully was told to use these words to officially introduce myself and to tell you who I am, what I do and what I’ve done.

It was also suggested that I tell you what I’m about in a deeper sense. What do I stand for? What do I believe in? And of course, to tell you why I took this role.

Very logical and sensible advice, right?

Just one problem.

Talking about myself? Hate it. There’s nothing worse.

What am I about? Well, usually GIFs, emojis and swear words.

Why did I agree to become the Executive Editor? That’s easy.

Because of you. And because of the ‘me’ that I used to be.

When I was a School Business Leader, I didn’t know or give much thought to the SBLs up the road. I kept my head down, my house in order and myself very much to myself.

Whilst I loved, excelled and thrived as an SBL, I also felt isolated, anxious and vulnerable.

It was like playing hand after hand of poker and just hoping I’d win enough chips to keep playing and to keep a seat underneath me. It was a life of high stakes

and adrenaline which led to very high highs and some very low lows.

We want to I didn’t know then how powerful collaboration with other SBLs could be. hear from you!

I didn’t fully understand how my uniqueness as an SBL was a Is your school doing something superpower and not something wonderful? Do you have an opinion that made me odd or an outsider. or experience you’d like to share?

I couldn’t imagine that if I A story suggestion? Or some looked beyond my organisation, advice you’d like to share with that I would find the kind of your peers? Get in touch support, knowledge and advice – email laura@ that I now know is out there. I also intelligentmedia.co.uk know now how much I actually needed it and would have benefitted from it.

When I decided to become an SBL coach back in 2016, my mission was to share that knowledge and provide that support and advice to every SBL that I could reach.

Whilst this continues to be my mission as a coach, it’s a mission that has evolved.

The people I’ve worked with, the opportunities I’ve had and the things I’ve seen over these last seven years have somehow brought me here.

It’s only when I sat down to write this for you that I realised what it all means.

As a coach, my job is to help SBLs figure out what they need to do to get where they want to go.

But to be a successful coach, I had to figure out a few other things for myself first.

I needed to find my voice in a sector that likes to do things the way that they’ve always been done.

I needed to have the confidence to say what needed to be said in the way that I wanted to say it.

I needed to screw down the courage to keep saying it to more and more people in as many ways as I possibly could.

I didn’t fully understand how my uniqueness as an SBL was a superpower

GET YOUR DAILY DOSE OF SBM NEWS, ADVICE AND GUIDANCE AT www.edexec.co.uk

Which brings to me to today.

When it comes to finding your voice, having the confidence to use it and the courage to amplify it… that’s something I now know a thing or two about.

It’s what this role, Executive Editor, is about.

It’s not about me.

This is not my platform. It’s yours.

Education Executive is yours.

Whilst I may be a steward of this ship, I don’t represent you – I want you to represent you.

I don’t want to speak for you. I want you to speak for you.

I have a platform, I have a day job and you can read all about it in the pretty box elsewhere on this page but in this magazine, at our EdExec Live events and in all other things EdExec – the floor is yours.

I want you to find your voice. I want you to use your voice. I want you to amplify your voice.

And I want to help you do it.

I don’t want you to feel alone or anxious or vulnerable anymore.

I want you to share what you know. I want you to show others what you are capable of.

I also want you to create opportunities for you and for others; to gain recognition, authority and credibility not just from those who work with you but from others across the sector who see you for what you are.

Frickin’ amazing.

So come on 2024, bring it on. Because we’ve got stuff to be doing.

Talking of new year and new starts… check out this issue for practical tips, food for thought and new perspectives to help you hit the ground running.

Andrew Blench talks about leadership alignment and the importance of finding our own ‘true North’ on page 26, Simon Hepburn tells us how adopting a journalist mindset

I want you to find your voice, to use your voice, to amplify your voice could help us market our schools more effectively and Nigel Milligan shares his tips on where to start when it comes to upgrading your tech on page 34.

Dr Fiona Aubrey-Smith shares her insights on digital technology in schools and the reasons why smartphones are not suitable for the classroom, Jonny Coates shares his tips on what it takes to make the move from primary to secondary and Claire Walters shares her top tips for good estate management. Yes, we are coming in hot!

I’d love to know what you’d like to see from EdExec moving forward, whether it’s related to the live events, our content or something totally different. If you’d like to contribute and you’re ready to amplify your voice, then pop me an e-mail! If you’d like to contribute but you’re not sure if it’s something you’re ready to do, I’ll be right here to help you take that step; laura@intelligentmedia.co.uk

LAURA WILLIAMS EDITOR

ABOUT LAURA Laura Williams is a coach, trainer and champion with two decades of leadership experience in the education sector.

As a former COO, CFO and school business manager with CIPD and CIPFA qualifications, Laura knows the needs and demands of the SBL role inside and out.

She has supported other SBLs since 2016 with her nononsense, practical and interactive methods, through masterclasses, support sessions and coaching as well as presenting at conferences and writing for education publications. Her work concentrates on making a difference the very next day, cutting through fluff and theory to make an instant impact. As a coach, she offers a varied toolbox to enable SBLs everywhere to tame the to-dos, lead with authority, and manage the myriad of tasks that cross their desks.

Besides coaching, Laura delivers bespoke school and group training, runs the SBL Coaching Community that offers year-round affordable support and hosts the School Business Leadership podcast.

NEWS STORIES RESOURCES EXPERT BLOGS

Contributors The education sector can be difficult to navigate at times, and those in school business management play a pivotal role in steering schools to success. Tasked with everything from finance and procurement, to HR and admin, you keep the education cogs turning.

Education Executive addresses the most pressing matters faced by SBMs, offering meaningful insights and practical advice – essentially, all you need to run your school. Our contributors, drawn from the Education Executive team and sector innovators and experts, offer invaluable business insights from both the sidelines and front line.

LAURA WILLIAMS

Executive editor Education Executive

MICHAEL UNSWORTH

COO Kingfisher Learning Trust in Oldham

Education Executive is the first business management magazine written exclusively for school business managers and bursars, bringing you the latest news on issues affecting your role, from finance to premises, procurement to HR. EdExec delivers the lowdown on all the hottest topics in education management right here, every month.

@EdExec Design

JONNY COATES

Head of business and financial support services Nicholas Postgate Catholic Academy Trust

ANDREW BLENCH

School business management consultant & coach School Business Partner

DR FIONA AUBREY-SMITH Director One Life Learning

Have you seen our events website?

CLAIRE WALTERS

Assistant director of finance & business development Autism Education Trust

Graphic designer Amanda Lancaster designer@intelligentmedia.co.uk

Editorial

Editor Laura Williams laura@intelligentmedia.co.uk

SIMON HEPBURN Founder Marketing Advice for Schools

Sales

Media Sales Lead Rhea Holley rhea@intelligentmedia.co.uk

Publisher

NIGEL MILLIGAN

Vicki Baloch vicki@intelligentmedia.co.uk

Director of IT iNam Concepts Ltd

Click

here to learn more

Contents LEADERSHIP

BY EXAMPLE

NEWS & VIEWS

06

LEADERSHIP BY EXAMPLE

NEWS AND VIEWS Latest school business management news in brief NEWS AND VIEWS

WE’RE ALL ABOUT THE SBL SOUTH

NEWS

10 10

UK schools are currently grappling with an absenteeism crisis, intensified by the challenges posed by the cost-of-living crisis and multiple social and economic obstacles. But are the government’s new attendance hubs initiative the answer?

I

n 2023, the number of children categorized as “severely absent” from school reached 140,000, marking a substantial 134% surge since pre-pandemic times.

To address the issues of persistent absenteeism, the government has launched a plan to implement measures that will see more than 2,000 UK schools gain support to tackle low attendance rates with the help of 32 attendance hubs across the country.

ATTENDANCE HUBS Attendance hubs are run by schools with excellent attendance, serving as knowledgesharing platforms for other primary, secondary, alternative provision, and special schools in England seeking assistance in boosting attendance rates. Hubs share invaluable tips and methods for improving attendance through various initiatives such as breakfast clubs and extracurricular activities.

Hubs can also assist with improving processes and analysis of attendance data, providing a range of support tailored to schools, their pupils and families.

08 08

WEST MIDLANDS

FAST FACTS Support to DOUBLE FOR 1,000 more schools

£15 MILLION investment to expand mentor pilot programme

18

new attendance hubs across 6 regions

32

total number of attendance hubs

GETTING INVOLVED Schools can access support by expressing an interest in being part of an attendance hub. Following this, the school will be paired with a hub, and the lead school from the hub will extend an invitation to participate in virtual hub meetings. These sessions serve as a platform for schools to engage in conversations about refining attendance management approaches, share successful strategies for handling attendance, and collectively address shared challenges.

PILOT MENTOR PROGRAMME As part of its efforts, the government is also increasing the direct support offered to children and their families with the expansion of the attendance mentor pilot programme.

Starting September 2024, the program will deploy trained attendance mentors in ten new areas. With an investment of up to £15m over three years, the initiative aims to deliver targeted, intensive support to over 10,000 students facing persistent and severe absenteeism and their families.

January/February 2024

ARE ATTENDANCE HUBS THE SOLUTION TO THE ABSENTEEISM CRISIS? How attendance hubs hope to collectively address attendance challenges

09 HOW YOU CAN REDUCE COSTS WITH YÜ ENERGY Five ways to save energy in schools

NORTH

Wednesday

Wednesday

May 22nd

November 6th

WHY ATTEND? New year, new challenges, new content ● All-new expert-led seminars addressing the topics most pertinent to school business management today. Think finance, funding and income-generation, marketing, premises, management - and all the acronyms – CPD, HR, ICT, GDPR… ● Make it work for you - you choose your own seminars enabling you to curate your own day and create your own timetable. ● Get involved - whether workshop, presentation or panel debate, attendees are encouraged to engage with both content and speakers – after all, EdExec LIVE is all about active learning, sharing experiences and solving mutual challenges as a collective.

I C T M AT T E R S

EDEXEC LIVE 2024 Addressing the topics most pertinent to school business leader

12 PUTTING PEOPLE FIRST IN CHALLENGING FINANCIAL TIMES Michael Unsworth talks about the importance of supporting your workforce

TAKING THE LEAP OF FAITH! We chat to Jonny Coates about moving from primary to secondary

20

The latest news and views from the world of ICT and edtech

F1 in Schools competition gathers speed Schools across the country have been busy preparing for the 2024 Formula One in Schools competition.

Developed to introduce students to STEM subjects in the most engaging way possible – through the creation of a miniature F1 car – F1 in Schools is an educational project like no other. Designed for teachers, informed by engineers, and endorsed by F1, this programme sets students on the fast track to STEM success; and provides a lot of fun on the way.

A challenge rooted in STEM, but encompassing so much more, F1 in Schools provides students with an

Engaging your audience with a great story

Good storytelling is a valuable tool when it comes to promoting your school and attracting new staff. SIMON HEPBURN, from Marketing Advice for Schools, shares his advice for those looking to create their very own happy endings

isiting a school is always an interesting experience.

I remember one where a group of pupils rushed out of a side door wielding swords and axes as I passed – on their way to recreate the Battle of Hastings for a history lesson, of course!

This is just one example of the interesting stories that happen in all schools. These stories are key to important goals such as recruiting new students, engaging parents, attracting new staff to work in your school and even applying for grants.

But the challenge is finding and sharing them in the most effective, organised, and efficient ways. Here are my tips: BUILD YOUR RESOURCES If you’re responsible for communications in a school, there will always be lots of competing demands for your time and you may not be able to get out and about and find out about the great things happening in your schools. But there are methods to help you pool resources. It helps to think like a journalist and find the people in your school who do know what is happening such as heads of year or those in charge of the school diary or trip planning. You can then catch up with them regularly – do

28

38 LIVE IT Grab a coffee and enjoy a relaxing read

As reported by The Guardian, Bridget Phillipson, the shadow education secretary, proposes assigning a unique identifier to children in England, linking records across schools, health services, and councils. Phillipson suggests leveraging ai and data mining to enhance educational standards, emphasising the need for improved information sharing and the collection of crucial data.

Phillipson said the current levels of pupil absences were “frankly terrifying” and backed legislation for a register of home-schooled children as well as making data more available for those in school.

A unique identifier has also been backed by Rachel de Souza, the children’s commissioner for England, who has called for a “consistent child ID” number to allow data sharing and highlighting areas such as attendance, safeguarding and special education needs.

Phillipson confirmed proposals that Labour would use to tackle slipping attendance rates in England’s schools, ranging from free breakfasts in primary school to increasing mental health support in secondary schools.

30

SHARING YOUR STORY

V

insight into an array of careers and subject areas – from marketing and sponsorship to financial management, alongside teaching technical skills such as how to use CAD (computer aided design) software and CNC (computer numerical controlled) machines.

The first step to getting on the track to STEM success is to register your school and student team/s.

Once you’ve done this, F1 in Schools will be in touch with all the information you need for the upcoming season and, if you have any questions at all, you can get in touch at ukadmin@f1inschools.co.uk

LIVE IT

Unique ID proposed for children’s records

30

MANAGEMENT

SWITCHED ON

SWITCHED ON

IS IT TIME TO GET YOUR DUCKS IN A ROW? How to take a fresh look at leadership style and approach with Andrew Blench

January/February 2024

16

ICT MATTERS

WE’RE BACK! Addressing the topics most pertinent to school business leaders

BIRMINGHAM HARROGATE

Thursday

May 16th

WHAT IS EDEXEC LIVE? EdExec LIVE is an event specifically aimed at school business leaders which offers an interactive learning and networking experience, quite different from other events currently on offer. You’ll experience tangible, targeted, relevant information that makes a difference to your role and your school or academy. We have a stellar line-up of expert speakers, presenting on a broad range of school business management aspects, which we’ll be announcing in the coming weeks.

We have been running EdExec LIVE events for over a decade and they only continue to grow in popularity and success. So, what is our winning formula for a truly beneficial school business management experience, and what can you expect from our upcoming events?

Attendance hubs: the answer to UK absenteeism crisis?

26

E T IDTELXE E C L I V E 2 0 2 4

2024 LONDON

MANAGEMENT

make sure to look well ahead in these discussions.

Create a school media team. Identify a group of students who can find stories for you. This works in both primary and secondary schools, where I’ve found students know as much if not more than teachers! They can also help you record the stories as well.

Make sharing ‘good news’ part of school life. I worked in a school where the final point of any department meeting was a discussion of the interesting and successful things that were going on in the subject. This was then reported back via formal minutes, allowing office staff to identify potential stories. It also helped with staff morale!

UNDERSTAND YOUR AUDIENCE Once you’ve started identifying stories, you can feel that you must tell them all, but it is much better to focus on a smaller number of big stories and tell them in more depth.

Focus on stories that will engage the stakeholders you are targeting. People are far more likely to share a story if their child or a friend or family member is involved. Wholeschool productions, team sports and trips are good example

28 January/February 2024

ENGAGING YOUR AUDIENCE WITH A GREAT STORY We ask Simon Hepburn for his advice on school promotion and attracting new staff

January/February 2024

SWITCHED ON The latest news and views from the world of ICT and edtech

32 WHY MOBILE PHONES HAVE NO PLACE IN THE CLASSROOM Dr Fiona Aubrey-Smith identifies why mobile phones are not suitable for the classroom

36 TECHNO GEEK How to get more life out of your IT assets New Year edition January/February 2024

Are your ducks in a row?

Discover the true meaning behind leading with alignment

INTRODUCING APETITO! PROUDLY PRE-PREPARED Rupert Weber looks at how to ensure excellence in mealtime provision

22 A GUIDE FOR MANAGING A SCHOOL ESTATE Claire Walters shares her top tips for successful estate management

ALSO ALSO INSIDE INSIDE THIS THIS MONTH: MONTH: ARE YOU READY FOR EDEXEC LIVE 2024?

Expert speakers and interactive learning awaits SBLs

SYSTEMS, SCHEDULES AND SPOTCHECKS

TAKING THE LEAP OF FAITH

Getting the most out of your estate management plan

Jonny Coates reflects on the move from primary to secondary

On the cover As we start a new year, Andrew Blench, school business partner, encourages SBLs to take a fresh look at leadership style. Is it time to ‘get all your ducks in a row’?

NEWS AND VIEWS

NEWS

NEWS The latest news and views from the world of education

Record high fines for term-time holidays

As reported by The Telegraph, over 356,000 penalty notices have been issued - a 24% increase since 2019 - to parents who take children out of school during term time. The penalty carries a £60 fine which rises to £120 if unpaid after 22 days. Headteachers have the power to fine families for unauthorised absences from school by referring parents to the local authority which will issue a fixed penalty notice. There is no right of appeal against a fixed penalty notice.

The figures come after a study of parents’ attitudes towards school attendance found that term-time holidays are “entirely socially acceptable” after Covid. Geoff Barton, general secretary of the Association of School and College Leaders, said: “It is difficult to say exactly why there are a lot of unauthorised term-time holidays. It could reflect a shift in attitudes to schooling among some parents who see attendance as flexible when of course this is not the case at all. Or it could reflect parents wanting to take advantage of off-peak holiday prices because of the rising cost of living. Or perhaps a mixture of these factors.”

@PeterhouseSbm I can’t sing and I don’t like karaoke but on a whim I joined Rock Choir and I love it - I now do something that makes me feel fantastic every Monday!

06

January/February 2024

@MaryAliceEvans Whoever decided to start school terms on 2nd January…

May you never find the end of the sellotape and forever step on Lego.

Study reveals inequality in school admissions As reported by The Independent, research by the Sutton Trust shows over 150 top comprehensive schools in England are more “socially selective” than grammar schools. The charity is calling on the government to review admissions code policies to ensure children eligible for the pupil premium – which is funding for state schools to improve educational outcomes for disadvantaged pupils – are included in a school’s oversubscription priority criteria.

The Sutton Trust study looked at the top 500 secondary schools in England by the Attainment 8 measure – which assesses the achievement of a pupil across eight subjects at GCSE. It found, on average, these top comprehensive schools took 40% fewer pupils eligible for free school meals (FSM) than the average comprehensive school. The research suggested that around a third of this gap is down to the schools being in more affluent areas, but two-thirds represent “some form of social selection within that area”.

The research found that levels of social selection differed across England, with the lowest number of top schools concentrated in some parts of the country with the highest FSM rates.

NEWS

NEWS AND VIEWS

Education committee calls for urgent reform As reported by The Independent, a House of Lords report argues that the education system for 11 to 16-year-olds in the UK is overly focused on academic learning and written exams, calling for the elimination of the English Baccalaureate (EBacc) to create room for technical, digital, and creative subjects.

The report, ‘Requires improvement: urgent change for 11–16 education’, also calls on the government to immediately scrap the EBacc – a government measure introduced in 2010 which aims to ensure pupils take english, maths, science, geography or history, and a language at GCSE. The government’s aim is to see 90% of pupils in England studying the EBacc subject combination at GCSE by 2025.

The committee also urged the government to change how 14 to 16-year-olds are assessed by considering a range of proposals, such as slashing the amount of external assessment undertaken by pupils during key stage 4 and “introducing a greater proportion of non-exam assessment”.

It is understood the Department for Education (DfE) will study the committee’s findings and respond fully in due course.

Educators C Suite: Inside school finances As reported by the DfE, a comprehensive report surveying 1,168 school business professionals has shed light on the financial movers and shakers in education. The research surveyed financial leads in local-authority-maintained schools, single-academy trusts and multiacademy trusts.

Areas covered included their characteristics, qualifications, experience and intentions and involvement in strategic decisionmaking. It also looks at views on procurement, provision of functions and services, the use of Department for Education school resource management tools and the impact of those tools on their work. The report, Survey of school and trust business professionals 2023, can be found on the government website.

Free childcare: Do your staff know?

As reported by the DfE, thousands of parents can access free childcare to support their return to work.

Working parents or carers of children aged 3 to 4 in England are currently entitled to 30 hours free childcare a week. The childcare provider must be approved, and the support stops when children start reception class. Employees can find full details about eligibility requirements at: 30 hours free childcare – GOV.UK. In Scotland, Wales and Northern Ireland, parents of children aged 3 to 4 can access 15 hours of free childcare. From April 2024, working parents of 2-year-olds will also be able to access 15 hours of free childcare. Applications opened on 2 January 2024. From September 2025, working parents of children under the age of five will be entitled to 30 hours of free childcare a week. Application for these offers will be available in the coming months.

For more information or to apply, employees should be directed to Childcare Choices.

@SpecialSchSBM Long story short, I went to deliver a packed lunch today and met Petunia the goat who was being walked by a pupil.

January/February 2024 07

NEWS AND VIEWS

NEWS

Attendance hubs: the answer to UK absenteeism crisis?

UK schools are currently grappling with an absenteeism crisis, intensified by the challenges posed by the cost-of-living crisis and multiple social and economic obstacles. But are the government’s new attendance hubs initiative the answer?

I

n 2023, the number of children categorized as “severely absent” from school reached 140,000, marking a substantial 134% surge since pre-pandemic times.

To address the issues of persistent absenteeism, the government has launched a plan to implement measures that will see more than 2,000 UK schools gain support to tackle low attendance rates with the help of 32 attendance hubs across the country.

ATTENDANCE HUBS Attendance hubs are run by schools with excellent attendance, serving as knowledgesharing platforms for other primary, secondary, alternative provision, and special schools in England seeking assistance in boosting attendance rates. Hubs share invaluable tips and methods for improving attendance through various initiatives such as breakfast clubs and extracurricular activities.

Hubs can also assist with improving processes and analysis of attendance data, providing a range of support tailored to schools, their pupils and families.

08

January/February 2024

FAST FACTS upport to S DOUBLE FOR 1,000 more schools

£15 MILLION investment to expand mentor pilot programme

18

new attendance hubs across 6 regions

32

total number of attendance hubs

GETTING INVOLVED Schools can access support by expressing an interest in being part of an attendance hub. Following this, the school will be paired with a hub, and the lead school from the hub will extend an invitation to participate in virtual hub meetings. These sessions serve as a platform for schools to engage in conversations about refining attendance management approaches, share successful strategies for handling attendance, and collectively address shared challenges.

PILOT MENTOR PROGRAMME As part of its efforts, the government is also increasing the direct support offered to children and their families with the expansion of the attendance mentor pilot programme.

Starting September 2024, the program will deploy trained attendance mentors in ten new areas. With an investment of up to £15m over three years, the initiative aims to deliver targeted, intensive support to over 10,000 students facing persistent and severe absenteeism and their families.

SPONSORED

NEWS AND VIEWS

5 ways to save energy in schools

Energy costs can be a huge chunk of a school’s budget, but with a little teamwork and planning, you can find ways to save energy in your school, cutting costs and creating a more eco-friendly learning environment

1

ENERGY AUDITS Before you can start making savings, you need to understand your usage.

The best way to do this is by carrying out an energy audit. This will help you see the full picture of your energy usage and allow you to identify areas where changes can be made - it’s important to be comprehensive in your audit and cover all areas.

2

GET STUDENTS ON BOARD A great place to start is to get your students involved. You can create a culture of eco-consciousness in your school by encouraging other environmentally friendly behaviours, even if they are not directly related to your energy bills. For example, introducing more recycling bins, composting food waste, litter picking and rewarding those using greener modes of transport for their commute to school.

3

MAINTAIN AND UPGRADE YOUR EQUIPMENT Faulty appliances are notorious for guzzling excessive energy, so keeping on top of your maintenance is a great way to save energy.

As well as staying on top of repairs, upgrading certain equipment for more modern, energy efficient alternatives

can help reduce your usage. When choosing appliances, make sure to check their efficiency rating, most products will be given a rating from A to G, with A being the most efficient and G being the least efficient.

4

AVOID WASTING ENERGY ON EMPTY BUILDINGS An easy but effective way to save energy in your school is to ensure you’re not inadvertently running up your bills with energy that you’re not using. A great example of this is vending machines; by turning off vending machines overnight and during half term, you could save as much as £85 per machine, per year.

5

CONSIDER USING RENEWABLE ENERGY Switching to renewable energy is a popular option for many schools wanting to save energy and reduce their carbon footprint.

If you’re not quite ready to take on the task of generating your own energy, but you still want to go green, Yü Energy can help! We have a range of 100% renewable REGO-backed energy plans to choose from, so you can switch to greener energy, without the hassle of installing your own infrastructure.

When choosing appliances, make sure to check their efficiency rating

ABOUT Yü ENERGY: Yü Energy are a leading business energy and water supplier to over 40,000 UK businesses and schools. Offering competitive electricity, gas, water and green energy plans, they aim to make business utilities simple, saving customers both time and money. www.yuenergy.co.uk/businessenergy-education/ Call: 0115 902 1094

January/February 2024 09

LEADERSHIP BY EXAMPLE

T E IDTELXE E C L I V E 2 0 2 4

2024

WE’RE ALL ABOUT THE SBL SOUTH

WEST MIDLANDS

NORTH

Thursday

Wednesday

Wednesday

May 16th

May 22nd

November 6th

LONDON

BIRMINGHAM HARROGATE

WHAT IS EDEXEC LIVE? EdExec LIVE is an event specifically aimed at school business leaders which offers an interactive learning and networking experience, quite different from other events currently on offer. You’ll experience tangible, targeted, relevant information that makes a difference to your role and your school or academy. We have a stellar line-up of expert speakers, presenting on a broad range of school business management aspects, which we’ll be announcing in the coming weeks.

We have been running EdExec LIVE events for over a decade and they only continue to grow in popularity and success. So, what is our winning formula for a truly beneficial school business management experience, and what can you expect from our upcoming events?

10

January/February 2024

WHY ATTEND? New year, new challenges, new content ● A ll-new expert-led seminars addressing the topics most pertinent to school business management today. Think finance, funding and income-generation, marketing, premises, management - and all the acronyms – CPD, HR, ICT, GDPR… ● M ake it work for you - you choose your own seminars enabling you to curate your own day and create your own timetable. ● G et involved - whether workshop, presentation or panel debate, attendees are encouraged to engage with both content and speakers – after all, EdExec LIVE is all about active learning, sharing experiences and solving mutual challenges as a collective.

EDEXEC LIVE 2024

LEADERSHIP BY EXAMPLE

Expert-led Flag your SEMINARS, interest for valuable discounted tickets NETWORKING, by emailing WE’RE BACK! innovative

Addressing the topics most pertinent to school business leaders

hello@edexeclive.co.uk

Our speakers are sectorleading specialists, practicing school business leaders, independent consultants and commercial experts LED BY SECTOR EXPERTS ● O ur speakers are sector-leading specialists, practicing school business leaders, independent consultants and commercial experts – all with proven experience in the education arena. ● A n SBL is a jack of all trades; we invite speakers who can drill down into your areas of responsibility and use their expertise to help you skill-up. ● W e keep hold of our popular, familiar speakers and bring on board talented new faces too!

EXHIBITORS

NETWORKING OPPORTUNITIES ● Y ou’ll be able to network with a cohort of fellow school business leaders in their many different guises – representing the whole spectrum of schools and learning organisations. ● W e’ve made sure that there’s plenty of time – over coffee and a delicious hot lunch – to meet and speak with colleagues and peers, continuing the conversation and forging mutually beneficial relationships. ● M ore exhibitors and supplier partners mean more opportunities for you to see what’s on the market and to discover and compare and what fellow SBLs are using to streamline business management in their organisations. ● S tay and continue the talk over post-conference drinks – always a winner!

SO, WHAT ARE YOU WAITING FOR? Join us in:

● London, May 16th

● West Midlands, May 22nd ● Harrogate, November 6th

by emailing hello@edexeclive.co.uk.

Use the subject line ‘I want to come to EE LIVE 2024!’ to get FREE or DISCOUNTED tickets!

*Standard ticket price is £50 which includes all seminars, the exhibition, refreshments including a fab hot lunch and post-conference drinks.

January/February 2024 11

LEADERSHIP BY EXAMPLE

PUTTING PEOPLE FIRST

Putting people first in challenging financial times

MICHAEL UNSWORTH, COO of Kingfisher Learning Trust in Oldham, is presented with the same budgeting and people management issues faced by trusts up and down the country but it’s not going to get in the way of his primary focus: people

“Y

ou can always get bogged down about there never being enough money – it’s about how you develop and support your people,” Michael says. “It’s about creating our trust family and giving our people opportunities to get a better life for themselves, whilst all the while giving pupils at all our schools their very best.”

Those values have certainly been noticed by

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local families. It was demand for places at the then Kingfisher Community Special School – at the time the only primary school in the town for children with severe and complex learning difficulties – which eventually led to the creation of the trust. The process was driven by Anne Redmond, the then headteacher who is now the trust CEO, and Michael, who joined the school two decades ago as bursar following a successful career in corporate banking.

PUTTING PEOPLE FIRST

A NEED FOR GROWTH An Oldham local authority-commissioned report into the future of Oldham’s schools by former Labour Education Secretary, Baroness Estelle Morris kick-started the formation of Kingfisher, Michael explained. “We had a large waiting list and we needed to grow the school. The report recommended that the only way to do that was through opening a free school and forming a multi-academy trust.”

The free school plan was approved by the Department for Education in March 2016 and the trust opened with Kingfisher as the lead school in September of that year.

It was a long journey to develop the free school which became Halcyon Way School for children with severe to moderate learning difficulties. There were a few issues to tackle to secure access to the site to the rear of Kingfisher Special School, but these were eventually overcome, and the new school opened in January 2022.

WELCOMING NEW ADDITIONS The trust has grown gradually since it was established, with the addition of Medlock Valley Primary and Littlemoor Primary along with Blackshaw Lane Primary in autumn 2023 and a secondary special school from the neighbouring Tameside authority in December. There are hopes that a sixth school – another special school – can be welcomed in spring 2024.

“The decision to have a mix of special and mainstream schools within the trust was carefully planned,” says Michael. “We wanted to look at how different schools can support each other, taking best

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We wanted to look at how different schools can support each other practices, with schools learning from each other to create a continuum of excellent provision no matter which school you were at.”

While the trust remains focused on the needs of all its children, the challenging financial situation affecting every school isn’t far away from Michael’s thoughts.

“We’ve been prudent in building up some reserves, but the projections for the next few years are concerning,” he says. “That’s primarily down to special school funding and unfunded pay rises. Nearly 60% of our salary bill in our special schools is for support staff. Staff deserve the pay rise, but it’s against the background of rising costs across the board.”

This makes special school budgets particularly acute – and the issue isn’t getting the attention it deserves, says Michael. “You can’t get it on the agenda. Political parties aren’t saying anything about it and the SEND Green Paper just seems to go around and around without getting anywhere. The big one for us is how we get special school funding right to support a more complex cohort of pupils.”

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PUTTING PEOPLE FIRST

Looking after staff is central to the trust retention strategy

BUDGETING CHALLENGES Pupil numbers are a key stress point for Michael and his team, he admits. “Planning is frustrating because there’s no certainty at the moment.

Medium-term predictions are difficult because numbers are changing all the time and funding is a year behind in mainstream schools. This year’s funding, for example, was based on a census showing 272 but last week, we had around 300 children.

Special school funding is out of date and not sufficient to ensure medium-term balanced budgets.”

Recruiting staff is another concern, with TA recruitment presenting a far greater challenge than bringing in new teachers. “TAs are very difficult to recruit,” Michael says. “We used to have 100 applicants for four to five jobs but over the summer we had seven applicants for 13 jobs. That means we have to use more supply people who cost more.”

There are few levers to pull that will make a difference, he says. “Financially we can’t do much – there’s just not the numbers out there to offer better 14

January/February 2024

flexible working. It’s a tough one and I don’t know the answer. We do try to be flexible with staff to retain them – we don’t have a high turnover in our trust but getting new blood into the system is important.”

Looking after staff is central to the Kingfisher Learning Trust retention strategy. The trust is developing a range of staff benefits, including physio and wellbeing support and a partnership with Holland and Barrett to offer staff healthy living advice and discounts.

INNOVATIVE THINKING There are also plans to appoint a director of people.

“Once this person is in post, they can help to develop and support our strategy and I want to focus on an offer that will help make our people’s lives easier,” Michael explains. “We want to build a directory of services for our staff full of recommended local businesses who will do special deals for our trust. Booking a staff member’s car for a service at the local garage is a good example. It’s a little thing but it can help make a difference.”

Plenty of innovative thinking, then, but Michael is keen not to create disruptive change at a time when so many members of staff face turmoil and upheaval in their lives.

“I tried the ‘if it ain’t broke, break it’ approach for a few years but I’ve moved to ‘sense check it before you break it’” he says. “Life is so challenging for so many people at the moment. People want consistency and stability.”

This case study is an edited version of a conversation between Michael Unsworth and Leyla Tovey, managing director, school business services.

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LEADERSHIP BY EXAMPLE

TA K I N G T H E L E A P

Taking the leap of faith!

The SBL journey can take many directions, often with unexpected twists and turns - so how can we better manage the change when moving from one environment to another?

We spoke to JONNY COATES, head of business and financial support services at Nicholas Postgate Catholic Academy Trust, to find out

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tarting his career in the financial services industry, Jonny moved to education in 2010. He has since held positions in both schools and trusts as a director of business and finance. With a wealth of experience, Jonny knows a thing or two about managing changes. His journey has seen him transition from primary to secondary schools and from schools to MATs. But what does it take to make the leap from one to another?

Jonny, thanks for chatting with us!

Can you tell us more about the jump from primary to secondary and some of the differences you experienced?

The main difference I found is that in primary, it is hands-on, and you do things yourself because you tend to have a small team. You also live within your means because budgets are tight - as opposed to secondary, where you have a bit more to play with.

Moving to a secondary, I realised I wouldn’t be based in my own office and would be managing more people. I went from seven staff to over 40! There

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was a lot to learn, particularly around the leadership side - in a primary there is generally a deputy head and the business manager. In a secondary, there can be multiple assistant heads, deputy heads and a large governing body. You are working on a bigger scale with a lot more people involved.

It sounds like a steep learning curve! What was the preparation for the role?

My preparation began before I interviewed for the job. I received feedback from one of the schools that gave me some insight into the scale of the organisation, so I could think about how my skills could transfer into the new environment. During the interview, I talked about how I could bring fresh ideas to the role and emphasised my dedication to CPD and learning on the job. The role is bigger in a secondary school, but the tasks are the same. It is just a different scale. The difference in scale doesn’t have to be a stumbling block. It is all about effective management. I made sure to provide evidence of what I could do and had done in my primary school role using the skills I had accumulated over the years.

TA K I N G T H E L E A P

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that had previously experienced some issues. They had recently had £8m spent on them, including a rebuild through BSF. The school had what they described as a small budget deficit of half a million pounds, so they had a bit of money ‘in the air’. In my primary school roles, I had successfully saved costs while working with tight budgets, so I made a plan using that experience and those skills. I focused on the priority - the need to work out the budget. On reflection, I probably could have asked more about the role beforehand, but it was a case of just getting stuck in!

During the interview, I talked about how I could bring fresh ideas to the role and emphasised my dedication to CPD So, you aced the interview, got the job and made the move! What were the first few months like, and is there anything you would do differently with hindsight?

I had my interview in May and started right at the end of the term, which meant I joined midway through somebody else’s budget. This was a growing school

Talk about jumping in at the deep end!

Can you tell us more about how you approached those challenges?

First, I looked at the budget pack to make sense of the situation and get my head around it. I had a lot of experience in looking at financial information and interpreting it, so I knew I could get to grips with it quickly. I was trying to find the £500,000 and kept seeing an issue where the figures weren’t what I expected. I discovered a cumulative deficit of £2.9 million on top of the half million. That was on day one! You must hit the ground running as you will be firefighting and dealing with issues coming from all directions. There was a big difference between coming in as a business manager with that perspective and then working with the head teacher. You have to challenge those assumptions about communication and accountability and staff awareness of how things fit together and how things should be.

Then, it becomes about changing the culture.

How did you manage that culture change, and was there resistance?

It was a huge challenge! Previously, you would go to the head teacher if your department needed something, but anybody could do it. There was no structure or process where a head of department had to approve something. You had multiple teachers in the same department working differently and using different systems.

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TA K I N G T H E L E A P

So, I set up a structure, which was like having a working group with all the heads of departments becoming the point of contact for their staff, and then they would come to me. There was definitely some resistance. People had been used to doing it their way for a long time. However, I explained the situation in terms of finances and helped them to understand what the issues were. There were some challenges around communication and resolving things that should have been signed off in the past. It can be a lonely role, so it’s good to have a network you can bounce ideas off – it makes a world of difference.

What was the result?

The outcome was a happy ending! My first budget required extensive monitoring for the whole financial year, but by the end of it, we had a £40,000 surplus.

I resolved the issues with the deficit and got us into a position where everything was sustainable. There were a lot of factors that led to that, as the school was growing at the time. We got financial procedures into place and established a routine. I worked closely with the LEA. I received a letter from the head of finance at the local authority addressed to the head teacher a few months after the financial year closed, saying they were pleased to see that the budget had been balanced, so it was nice to get that feedback.

What tips would you give someone considering moving into a different school environment?

Making sure to do your research is vital. You can go online and learn about the school’s finances, their Ofsted report and ethos. You need to dig deep to get an idea of what it is like. Asking questions like what are your current projects? What are the challenges?

I didn’t ask those questions and wish I had so I could better prepare. The other thing is to find out 18

January/February 2024

It can be a lonely role, so it’s good to have a network you can bounce ideas off – it makes a world of difference about the catchment area, who the feeder schools or partner schools for primary to secondary are and build a picture from that. You need to make sure you want to make the move and that the timing is right.

Deciding to move from a familiar environment to something completely different can be a daunting prospect. Particularly when, as school business leaders, you already know the complexities and challenges the job can entail. But by doing your due diligence, being open to change and having confidence in your skills and experience, you can make the transition smoother and more successful.

This interview is an edited summary of the School Business Leadership episode ‘Moving from primary to secondary’ - you can find the full version at https:// edexec.co.uk/podcast/

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Offering a revolutionary new catering option for schools, RUPERT WEBER, head of education at apetito looks at the choices that schools face when it comes to ensuring excellence in their mealtime provision

n-house? Or contracted out? It’s one of the biggest dilemmas facing schools today when it comes to their meals provision. There’s no ‘right’ or ‘wrong’ answer, but apetito now offers a new and innovative school meals solution that is proving to be an attractive choice for many schools.

Rupert Weber says “We’re speaking to more and more school leaders who want to achieve the control of operating their catering in-house but are put off by the complexity and stress that can come with it. That’s where we come in - we like to think of ourselves as ‘in-house made easy’. apetito’s revolutionary catering model helps schools deliver the control and flexibility of in-house catering but with complete simplicity that can’t be achieved in traditional in-house kitchens.

FOOD TO TAKE PRIDE IN Our unique, premium, pre-prepared model is proving hugely popular with schools and we’re now feeding over 10,000 pupils a day. We help schools achieve full control of their menus and staff, whilst delivering exceptional meals and a flexible service that is easily adapted to suit school’s bespoke needs and helps to deliver strong uptake.

Importantly, our meals are loved by pupils and staff alike – we are talking about delicious menu options that meet a

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wide variety of dietary requirements. One of our defining values is ‘great food to be proud of ’ and we have an exceptional team of award-winning chefs to deliver on this promise, meaning schools don’t have to!

Against the backdrop of skilled labour shortages, this is proving highly desirable, helping schools overcome fruitless recruitment efforts for chefs capable of handling the dietary complexities that pupils demand.

Before joining apetito, head development chef, Phil Rimmer was the head chef of the AA Rosette Woolley Grange Hotel. Development chef, Jethro Lawrence boasts a host of impressive accolades including former quarterfinalist on BBC’s MasterChef: The Professionals and recently finalist of the prestigious National Chef of the Year competition, (previously won by Gordon Ramsay) - putting him in the top twelve chefs in the country! Matt Peters, the latest addition to apetito’s ever-expanding chef talent is an experienced pastry chef, before joining apetito, he spent six years as head pastry chef in the Michelin-starred restaurant at Lucknam Park Hotel.

But it is not just apetito’s chefs who help develop our incredible range of dishes. Supporting the chefs is a team of passionate nutritionists and dietitians who assist in creating every single recipe in our kitchens.

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live in, such as such as Yorkshire Greens, one of the UK’s only carbon-neutral vegetable processing and packing facilities and Dawn Meats, a leading producer of high-quality beef and lamb who are on a journey to net zero emission meat production.

We’ve won three Queens Awards for Innovation and Sustainable Development and have set out our carbon commitments to net zero, which have been independently validated by the Science Based Targets initiative.

apetito is dedicated to working in an ethical and sustainable way EAT WELL, LEARN WELL We believe young minds need just the right fuel to learn - a favourite phrase at apetito is ‘eat well, learn well’. Our nutritionists and dietitians play a key role ensuring new dishes meet the delicate nutritional and allergen requirements for children, so schools can be assured their pupils are getting exactly what they need.

The education team at apetito even has its own dedicated nutritionist to support schools with menu planning for children with complex dietary needs. With more than 200 meals and desserts to choose from, we cater for every dietary need, offering a vast selection of vegan, vegetarian and world foods aimed at broadening the culinary horizons of pupils by exposing them to dishes they wouldn’t try at home.

And we do more than provide great food. By partnering with apetito there are some significant advantages to be had for schools making commitments to sustainability. apetito is dedicated to working in an ethical and sustainable way and is committed to helping schools on their journey to net zero. To this end, we source high-quality ingredients from suppliers who share our commitment to improving the world we

TOTAL CONFIDENCE Every batch of meals we make is fully tested in our on-site laboratories for harmful pathogens, so schools can have total confidence in the safety of our meals. Removing preparation from on-site kitchens also makes it infinitely easier for schools to achieve higher food hygiene ratings.

Meals are tested to ensure nutritional standards meet their stated values. apetito even has a full range of meals that do not contain any of the 14 EU recognised allergens. Our free-from meals are thoroughly tested to ensure they are allergen free, so children with allergies can enjoy similar meals to their peers.

Lastly, huge financial efficiencies are achieved through apetito’s model - through a combination of leaner labour structures, smaller, simpler kitchens, and reduced utilities and food waste, we offer ultra efficient financials which are sure to keep the bursar and business managers happy. We work in partnership with you and your team to deliver great quality, highly nutritious meals children will love, whilst giving you full control and flexibility.”

ELEVATE SCHOOL MEALS To learn more about apetito please visit https://apetito.link/EE Or contact Education@apetito.co.uk 01223 634845

January/February 2024 21

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S U C C E S S F U L E S TAT E M A N A G E M E N T

Systems, schedules and spot checks: a guide to estate management

Site managers, systems and schedules – managing a school estate can be a complex challenge.

In this article, CLAIRE WALTERS, assistant director of finance & business development at Autism Education Trust, shares her top tips for successful estate management

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he best place to start is from the top.

That means looking at your systems and processes. How are things being logged and responded to? Is everything being done in a timely manner?

Whatever system you use, the first step is to analyse whether it is working for you.

MAKE THE SYSTEM WORK FOR YOU A good system must be transparent and work for everybody involved. Estates management affects everyone from the site manager to the staff to the pupils. So, it is important that everyone can see how the system works and that there is a system of handover if the site manager is absent. Once you have a system in place, you can start to look at patterns. What jobs need doing regularly and where are things breaking down?

Make sure you have a robust fault logging programme – this will make things visible and Tip one

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measurable. When you establish these things, it makes it easier to set specific smart targets to manage performance. You can even get apps on your phone to do this which can link to your computer at school! 365 planner is a good tool to use – you can make to-do lists, set due dates, and invite other people to it.

You can also filter it to prioritise important tasks, which helps when you start feeling overwhelmed. You make it all about doing one job at a time rather than having to cope with a huge list all at once.

Part of estate management is reacting on the spot but also being able to plan long-term strategic jobs. Things you may be able to get done at other times, such as over Easter or in the summer. Often, these jobs can involve using contractors, in which case, what is the SLA time? Are those levels being met? Does the contractor require additional communication or regular meetings?

Sometimes hiring an external contractor can be a way to take the pressure off other staff

S U C C E S S F U L E S TAT E M A N A G E M E N T

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Part of estate management is reacting on the spot but also being able to plan longterm strategic jobs

in the school by removing jobs from their work list that someone else could do. All these things need to be considered along with the cost and value of hiring the contractor.

There is a danger that with so much to juggle, estate management can become all about firefighting and being reactive, so good planning and prioritisation are essential.

SET UP A SERVICE MAINTENANCE SCHEDULE Having a service maintenance schedule is extremely important. This will enable you to keep track of and measure all the repairs and maintenance happening in the school, especially during times when you are not on-site to oversee things personally.

You can start with a simple spreadsheet which can help you keep track of ongoing jobs, invoices received, what payments you are making and the overall budget.

Depending on the type and size of the school, the number of services required Tip two

can be vast, so including your services and subscriptions i.e., fire services, software, and licenses is useful, particularly for new people coming into the school who can use it to see what has been done where and when. It is also a good idea to use it to keep historical records of contractors and tasks – when was work last done? Is it due to be done again soon? You can keep it simple - the description, the description of the nominal, the nominal, the supplier, the value, the start date, and start from there.

Another good idea is to use health and safety consultants. For a fixed fee, you can get a compliance portal – and who doesn’t love a portal? You can get automated dashboards that will alert you to upcoming services or things that need to be booked, helping you create an action plan. Quite often, health and safety consultants offer services where they come and audit the school and can offer expertise in areas you might not have.

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S U C C E S S F U L E S TAT E M A N A G E M E N T

You need to look at the building through the stakeholders’ eyes – look at it from the point of view of the learning environment for the pupils and the working environment WALK THE BUILDING This one is definitely important!

Work with your site manager to establish a routine where you walk around and critique the building. Look up, down, behind and underneath to create a comprehensive snagging list. When you get into the habit of walking into classrooms every day it becomes easier to see what needs doing.

I walked into a classroom once to put the shutters down, and it was roasting hot in there. The thermostat was broken but no one had logged it. So, we got it fixed by the next morning. You need to look at the building through the stakeholders’ eyes – look at it from the point of view of the learning environment for the pupils and the working environment for the staff. It can be tempting Tip three

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to push these walk-throughs back or put them off in favour of other tasks, but it is important to make the time to do it.

Look for anything and everything - uneven paths, wonky drainpipes, trip hazards – even cobwebs! Go in with that critical mindset. When you can, utilise the opportunity to do walk-throughs with others who can offer a fresh set of eyes – governors and health and safety consultants. They will spot things others may not see! Once you have completed your walk-around, make sure you make a record of it and keep copies. Being able to refer to them later feeds into that system of accountability and gives you another way to measure progress.

It is all about being able to build a picture of your school.

This interview is an edited summary of the School Business Leadership episode ‘7 tips for good estate management’ - you can find the full version at https://edexec. co.uk/podcast/

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MANAGEMENT

LEADING WITH ALIGNMENT

Is it time to get your ducks in a row?

As we start a new year, ANDREW BLENCH, school business partner, encourages SBLs to take a fresh look at leadership style and approach. Is it time to finally ‘get all your ducks in a row’ - and what is leading with alignment?

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he Cambridge Dictionary defines alignment as an arrangement in which two or more things are positioned in a straight line or parallel. One of the simplest illustrations is the wheels on your car. Once upon a time when taking our cars to have new tyres fitted, we would be asked ‘would you like alignment/tracking as well?’.

The wheels would be spun around on a machine to make sure there was no wobble, and that they were truly straight. The risk being that if the tyres were misaligned, we would have a rather unpleasant ride.

So, if that is what alignment means, what does leading with alignment mean? What is the equivalent of the straight line used in the definition of your leadership style? What do you need to be in parallel with when leading?

TRUE NORTH (INTERNAL ALIGNMENT) To lead others with alignment we need to be in touch with our own ‘true north’. The measure against which you measure everything else in your personal and business life. Leading with alignment starts here, internally, before it impacts others. Those we work with are quick to spot when we are not leading with authenticity. What are your values, calling and beliefs?

Here are some of mine: Inclusion – that all are

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welcome here, everyone has a voice and a right to be heard. Potential – that all people have significant, and at times unrealised, potential for growth. Agency – that as a leader I can and should help others to be their best selves. If you haven’t done any work in this area before, I encourage you to either read Bill George’s book or access some online tools.

ALIGNMENT IN THE SCHOOL SETTING We lead with alignment when we pull together in the same direction. Firstly, by the school or trust that we work for. Schools and trusts have a statutory requirement to agree and regularly review the ethos, values and mission as detailed in the Governance Handbook 2023. The board should set and safeguard an ethos of high expectations for everyone in the school community. This includes expectations for the behaviour, progress and attainment of all pupils and for the conduct and professionalism of both staff and the board themselves. The board should foster a common culture, set of values and ethos across the whole organisation, ensuring it is reflected consistently in both its policies and its practices.

So, do you know what your school or trust’s stated cultural values and ethos are? These are often set out in things such as mission statements or vision

MANAGEMENT

LEADING WITH ALIGNMENT

documents on the school website. How do these compare with your internal true north?

Leading with alignment works best when your internal values, calling and beliefs are a good fit with that of the organisation you work for. Clearly for any organisation the published values, ethos and culture may not match the reality of working in that organisation. Or there may not be a good fit between them and our true north.

‘COGNITIVE DISSONANCE’ Cognitive dissonance is a mental discomfort that arises when a person holds two or more contradictory beliefs, values, or attitudes. This can lead to a state of tension and anxiety, as the person tries to reconcile their conflicting thoughts. The contradictory beliefs might be on the one hand that to be a good employee I need to ‘sing the company song’, but a person may hold beliefs that are in opposition to the values of the organisation. How is this resolved? In practice, people either change their internal beliefs, change the company vision statement, or move on to work for another organisation that is more in line with their values.

Secondly, the line to which we align our leadership efforts is included in the school or trust improvement

We lead with alignment when we pull together in the same direction plan. The document will typically contain between 3-5 overarching objectives, with key tasks towards the achievement of those objectives. Ideally, it would contain key milestones over a 1–3-year period, with clear definitions of how success will be measured with all staff, governors and even pupils having a voice in the construction of the plan.

Leading with alignment is about getting those ducks in a row, and aligning them to the ethos, values, culture and improvement plan of the school or trust.

We do this by ensuring that any efforts contribute to and support those overarching objectives. So, if at any point in the day we ask ourselves, ‘why am I doing this task?’ we can trace the reason back to the plan or ethos culture and vision of the organisation.

Here’s to a successful year and getting all your ducks in a row!  January/February 2024 27

MANAGEMENT

SHARING YOUR STORY

Engaging your audience with a great story

Good storytelling is a valuable tool when it comes to promoting your school and attracting new staff. SIMON HEPBURN, from Marketing Advice for Schools, shares his advice for those looking to create their very own happy endings

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isiting a school is always an interesting experience.

I remember one where a group of pupils rushed out of a side door wielding swords and axes as I passed – on their way to recreate the Battle of Hastings for a history lesson, of course!

This is just one example of the interesting stories that happen in all schools. These stories are key to important goals such as recruiting new students, engaging parents, attracting new staff to work in your school and even applying for grants.

But the challenge is finding and sharing them in the most effective, organised, and efficient ways. Here are my tips: BUILD YOUR RESOURCES If you’re responsible for communications in a school, there will always be lots of competing demands for your time and you may not be able to get out and about and find out about the great things happening in your schools. But there are methods to help you pool resources. It helps to think like a journalist and find the people in your school who do know what is happening such as heads of year or those in charge of the school diary or trip planning. You can then catch up with them regularly – do

28 January/February 2024

make sure to look well ahead in these discussions.

Create a school media team. Identify a group of students who can find stories for you. This works in both primary and secondary schools, where I’ve found students know as much if not more than teachers! They can also help you record the stories as well.

Make sharing ‘good news’ part of school life. I worked in a school where the final point of any department meeting was a discussion of the interesting and successful things that were going on in the subject. This was then reported back via formal minutes, allowing office staff to identify potential stories. It also helped with staff morale!

UNDERSTAND YOUR AUDIENCE Once you’ve started identifying stories, you can feel that you must tell them all, but it is much better to focus on a smaller number of big stories and tell them in more depth.

Focus on stories that will engage the stakeholders you are targeting. People are far more likely to share a story if their child or a friend or family member is involved. Wholeschool productions, team sports and trips are good example

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SHARING YOUR STORY

Choose stories that link to the school's ethos and values to choose. Look for things that are out of the ordinary.

Choose something new and different rather than something most schools do most of the time! Examples would include anniversary celebrations, your school holding a conference, or a community project that brings different year groups or departments together. Make people feel positive about being part of the school.

Choose stories that link to the school’s ethos, values, and the key messages you want to share. Ideally choose stories that show students demonstrating these rather than teachers talking about them in abstract terms. Look for things that will clearly benefit the school. For example, if you are applying for grants for new equipment you might want to tell the story of why extra funding would help you expand the work you are already doing in that area of provision.

PLAN IN ADVANCE In many schools there’s a lot of pressure to produce stories quickly for a weekly newsletter or daily social media slot, but if you plan well in advance and have several stories ‘in production’ you can take time to make them more engaging.

This might involve inviting multiple participants – for example telling the story of a science fair from the point of view of a presenter, visitors, and the teacher in charge. Try to build up interest over time – you might choose to promote a large musical production and come back to it multiple times over the course of a term by announcing the results of auditions, showing off the costumes and set design and recording and sharing clips from rehearsals. You can also mix up your media - there’s a lot of evidence that video is far more engaging than written text, especially if your school has many parents who do not speak English or rely on mobile phones for communication.

It does take more time to plan and record video, but this is also another opportunity to involve students who are interested in this (and may go on to careers in the film industry!)

And finally, make sure you track and evaluate which stories work. As well as analysing visitors to your website news page and social media impressions and responses, you can include a ‘call to action’ whenever you share the story – this might be a link to sign up to one of your social media accounts, an opportunity to comment, or a direct link to donate time or money to a cause.  January/February 2024 29

I C T M AT T E R S

SWITCHED ON

SWITCHED ON The latest news and views from the world of ICT and edtech

F1 in Schools competition gathers speed Schools across the country have been busy preparing for the 2024 Formula One in Schools competition.

Developed to introduce students to STEM subjects in the most engaging way possible – through the creation of a miniature F1 car – F1 in Schools is an educational project like no other. Designed for teachers, informed by engineers, and endorsed by F1, this programme sets students on the fast track to STEM success; and provides a lot of fun on the way.

A challenge rooted in STEM, but encompassing so much more, F1 in Schools provides students with an

insight into an array of careers and subject areas – from marketing and sponsorship to financial management, alongside teaching technical skills such as how to use CAD (computer aided design) software and CNC (computer numerical controlled) machines.

The first step to getting on the track to STEM success is to register your school and student team/s.

Once you’ve done this, F1 in Schools will be in touch with all the information you need for the upcoming season and, if you have any questions at all, you can get in touch at ukadmin@f1inschools.co.uk

Unique ID proposed for children’s records As reported by The Guardian, Bridget Phillipson, the shadow education secretary, proposes assigning a unique identifier to children in England, linking records across schools, health services, and councils. Phillipson suggests leveraging ai and data mining to enhance educational standards, emphasising the need for improved information sharing and the collection of crucial data.

Phillipson said the current levels of pupil absences were “frankly terrifying” and backed legislation for a register of home-schooled children as well as making data more available for those in school.

A unique identifier has also been backed by Rachel de Souza, the children’s commissioner for England, who has called for a “consistent child ID” number to allow data sharing and highlighting areas such as attendance, safeguarding and special education needs.

Phillipson confirmed proposals that Labour would use to tackle slipping attendance rates in England’s schools, ranging from free breakfasts in primary school to increasing mental health support in secondary schools.

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January/February 2024

SWITCHED ON

I C T M AT T E R S

DPA highlights need for digital support in teaching As reported by Data Centre News, The Digital Poverty Alliance (DPA) has highlighted the necessity of digital support for teachers in a white paper. The DPA has been actively working towards reducing digital poverty after donating 1,750 laptops through its Tech4Teachers scheme since its inception.

The Tech4Teachers project has supplied laptops to schools with high pupil premium numbers. This has been coupled with continual professional development (CPD) training on digital skills for teachers, aimed at reducing digital exclusion.

A survey across 200 schools involving approximately 700 teachers underscored high levels of digital exclusion among teaching staff. Strikingly, 47% of the

teachers surveyed lacked the technology necessary for teaching remotely, indicating a widespread need for accessible devices to support students’ education.

Elizabeth Anderson, chief executive officer of the DPA, commented: “There is currently a significant unmet need among teachers to access devices for student support in education. Teachers feel insufficiently supported in integrating technology into the curriculum, due to limited time in the working day for engaging with tech skills.”

Anderson stressed the urgency of increased focus on integrating digital competence in education, including teacher training programmes and ongoing professional development.

January/February 2024 31

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TECHNOLOGY IN SCHOOLS

Why mobile phones have no place in the classroom

DR FIONA AUBREY-SMITH has spent extensive time completing academic research into digital technology in schools, collaborating with students, teachers, and leaders. Based on these insights, she identifies three reasons why, in the current educational landscape, mobile phones are not suitable for the classroom

I

n October 2023, the Secretary of State for Education announced that non-statutory guidance would be published supporting headteachers to ban the use of mobile phones throughout the school day. This guidance is seen by the sector as unnecessary and headline chasing rather than meaningfully useful given that many schools already ban mobile phones. However, there have been several counterarguments and pushback by educators and families who interpret the advice as anti-technology.

UNDERSTAND THE DISTINCTION BETWEEN A SMARTPHONE AND A LAPTOP/TABLET The distinction between mobile phones, and laptops/tablets, is important because it demarcates a type of technology use. Research, publications and presentations about technology use in schools often overlook this, causing over generalisations which are inaccurate and unhelpful. Research undertaken by large international bodies are not immune to this methodological issue. For example, UNESCO (2023), recently published a comprehensive global monitoring report about technology in education, and drew out a conclusion that, “Student use of devices beyond a moderate threshold may have a negative impact on academic performance. A meta-analysis of research on the relationship between student mobile phone use and educational outcomes covering students from preprimary to higher education in 14 countries found a small negative effect…The decline is mostly linked to increased distraction and time spent on nonacademic activities during learning hours. Incoming

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notifications or the mere proximity of a mobile device can be a distraction, resulting in students losing their attention from the task at hand.” (p.84) The argument about appropriate volume of use, and avoiding the distraction of inappropriate use, is a persuasive and justified conclusion which is backed by theoretical and empirical evidence.

However, if you pay close attention to the quote above, we see that the argument being made is phrased to infer any kind of ‘device’. Yet the evidence cited to support this argument is based upon specific kinds of devices (smartphones) and furthermore, specific kinds of uses (e.g. notifications, and proximity).

The impact of the lack of precision in the illustration above can be seen manifesting itself in media portrayal which then affects headlines which policy makers feel obliged to address.

For example, the Guardian summarised that UNESCO report as, “​​digital technology as a whole, including artificial intelligence, should always be subservient to a “human-centred vision” of education, and never supplant face-to-face interaction with teachers…. excessive or inappropriate student use of technology in the classroom and at home, whether smartphones, tablets or laptops, could be distracting, disruptive and result in a detrimental impact on learning.”

With its inference about all digital technology considering the narrow smartphone-centred evidence base upon which it is drawn - it is important to see how the reporting has collated smartphones, tablets

TECHNOLOGY IN SCHOOLS

and laptops when in fact the empirical evidence only referred to smartphones. This very minor detail is vitally important to recognise because of the significant influence of media reporting upon the perception and mindset not just of governance, but also of school leadership, teaching workforce and school communities.

Human conceptualisation of a mobile phone and their uses are known to be different to those associated with laptops or tablet devices (Steeds et al., 2021).

Thus, this lack of precision is highly damaging to the ways in which non-specialists conceptualise classroom uses of digital technology – something that offers the potential for significant positive impact on learning (e.g. LEO PedTech Impact Report, 2023)..

I work with many schools where there are embedded 1:1 laptop/tablet ecosystems resulting in clear and sustained impact on a wide range of outcomes, and all of them ban mobile phones.

I C T M AT T E R S

I do not believe that any classroom should use digital tools or devices of any description without having a clear understanding about why (not just how), it benefits learners UNDERSTAND SCREENTIME AS TAXONOMIES OF COGNITIVE CHALLENGE Closely linked to the sector imprecision when referring to digital devices, a common misconception relates to the use of the word ‘screentime’ when referring to those using any kind of device. Parents, and some staff, sometimes share concerns about children using laptops or tablets in school due to the increased ‘screentime’ that children would experience as a result.

There are two important threads to draw out of this conversation. First is stakeholder (and probably societal) understanding about what happens inside classrooms, with many assuming a passive device use model whereby teachers talk and children just listen/ watch. Second, is that some families provide children with laptops or tablets at home with the specific intention of utilising it for entertainment purposes.

As such, in everyday life, the term ‘screentime’ is often associated with (a) passivity rather than proactivity, and (b) so called ‘engagement’ rather than meaningful action/interaction.

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TECHNOLOGY IN SCHOOLS

CATEGORISATION OF SCREENTIME It is more helpful to break the term ‘screentime’ down into more precise definitions, and taxonomies of cognitive challenge might be a pragmatic way to do this. A suggested approach (Aubrey-Smith, 2024), splits screentime into at least 3 categories:

1

Passive Screentime – i.e. “Stare & Move” where learners are watching, scrolling, viewing, where they are engaged by some kind of novelty stimulus, clickthrough or where digital is used for entertainment, reward, occupying a child or ensuring compliant behaviour.

Transactionary Screentime – i.e. “Sense & React” where learners are seeing or hearing, and then responding - perhaps a knowledge recall quiz for timetables, spellings, retrieval, completing procedures & processes like a drag and drop task, polishing a piece of work for publishing, or reading and simple comprehension tasks.

Dispositionally Developmental Screentime – i.e. “Think & Enact” where earners use metacognitive skills for evaluating, target setting, planning, thinking critically about different ideas, synthesising concepts or findings, or applying knowledge and skills to practical problems.

The nuanced detail that permeates all three is the visual and auditory stimulus that can be embedded in digital use. Twani (2021) refers

2 3

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to engaging on-screen visual stimulus, audio/ visual prompts which stimulate user action, and auto-responding reactive events which provide the endorphin release that creates consequent motivation to further engage. These create the so-called ‘engagement’ factor that is often associated with ‘screentime’. It is important to recognise that this engagement exists regardless of cognitive challenge. In other words, a lowstakes screen task (e.g. passive watching of a slideshow on a digital board) can engage a learner due to the audiovisual stimulus yet still require very little cognitive engagement. The engagement is often evidenced through the learner focusing solely on the task which can create an attractive illusion that the task has therefore been meaningful and productive.

It is perhaps pertinent to highlight research which found less brain activity in those watching television than those who are sleeping, Takeuchi, 2015; Walker et al., 1980. This is why ‘engagement’ through screen-based tasks in isolation – should not be used as justification for the use of any kind of digital technology in the classroom.

TECHNOLOGY IN SCHOOLS

I C T M AT T E R S

Human conceptualisation of a mobile phone and their uses are known to be different to those associated with laptops or tablet devices UNDERSTAND THE ROOT CAUSES OF DISTRACTION Another common concern is that the digital device itself will become a distraction from learning. To understand the reality of this perception it is helpful to briefly explore what causes a person to be distracted.

Research evidence suggests that this is a combination of: novelty (of an object or stimulus), unexpectedness (of a stimulus), and lack of motivation to engage with the intended focus of attention. Translated into a classroom context, if an object is on a child’s desk which is not usually available to them, then they are likely to become distracted by it - their working memory is utilised by exploring the new stimulus. However, where objects are consistently on a child’s desk, they lose that novelty stimulus and thus their working memory is not used in the same way. The solution here is to ensure that the toolkit available to children - whatever it may include - is consistent and familiar.

Furthermore, if objects themselves cause some kind of stimulus (e.g., an alert on a device, children moving around to fetch things when they do not normally do so), then that stimulus again demands attention from the child’s working memory. Their instinctive response is to look at, or for, the stimulus and their cognitive capacity is momentarily used up trying to ascertain whether they need to engage with it. This has a direct impact on their cognitive load and ability to remain ‘on task’ which in turn has a direct relationship with the quality and quantity of learning and their successful task outcomes.

The solution is to be aware of how stimulus can be utilised, or reduced, depending upon what

we want children’s attention to be focused on.

Stimulus can act as a positive provocation as well as distraction - and this can be managed to a certain extent by how the classroom teacher embraces this understanding. Excellent teachers pro-actively plan for any kind of stimulus in order to maintain attention, pace or focus at key points in learning.

As one child I was working with recently explained, “If the lesson was boring then I’d probably be distracted yes. It was like that at my old school [laughs].

But, like, it’s different here. When we’re learning about something here my teacher likes us all asking questions and I’m allowed to find out things if they don’t know the answer and we get to work with each other, so it makes it all interesting. I like learning now.”

The more children see tasks as relevant, personal, purposeful and stimulating, and the fewer irrelevant activities or resources there are which may disrupt flow (sustained concentration), the less likely children are to be distracted.

UNDERSTAND YOUR PEDAGOGICAL INTENTIONS Whilst I am a huge advocate of pedagogically led uses of digital technology, I do not believe that any classroom should use digital tools or devices of any description without having a clear understanding about why (not just how), it benefits learners. The evidence for the safe and purposeful use of mobile phones in classrooms is not (yet?) persuasive – often linked to ideas about what ‘might’ be possible or what ‘could’ be achieved rather than at-scale, sustainable, evidence of impact.

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U P D AT I N G Y O U R A S S E T S

TECHNO GEEK

How to get more life out of your IT assets A regular challenge that many school leaders struggle to deal with is maintaining a reliable estate of ICT equipment.

NIGEL MILLIGAN of iNam Concepts Ltd has some guidance for SBLs on updating their assets

L

et me start with a scenario that we come across many times with new schools; years ago, schools had a healthy budget and purchased lots of the latest technology - new Wi-Fi, desktop PCs, laptops, iPads, and new interactive screens/whiteboards. While this sounds amazing - and for the next few years, everyone who visits the school is impressed with such a great collection of ICT equipment - the big mistake made is the mindset of ‘that’s great, we’ve got all this new kit, we don’t need to worry about anything for a long time now, we can spend money on other things.’

Fast forward around 7 years - all the computers and iPads are struggling to keep up, have become problematic and don’t support the latest operating system or apps. The Wi-Fi has also reached the end of its life with no more up-to-date firmware available, which causes issues with all devices in school.

To summarise, the equipment has reached the end of its life and there hasn’t been any strategic plan to replace the resources at each stage of the life. All devices need to be allocated a realistic expectation of usable life and added to a strategic financial plan of at least 7 years to show when everything is due to be replaced, along with the impact on the school if they are not.

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WHERE TO START The best place to start is to form a working group made up of key decision-makers as well as your IT provider to help identify everything that needs to be addressed. I have always found the perfect members of this group are the headteacher, business manager, computing lead, IT manager / IT provider and ideally a representative from the governing body. This collective group has all the information required to help develop a sustainable ICT strategic plan.

The first task is to assess the condition of all ICT equipment assets. Is there an up-to-date asset register in place that has the purchase dates?

If not, your IT provider will need to assist you in identifying the exact status, condition and any potential life left in any of the assets. Once this initial exercise has been completed, the next task is to put together a schedule of replacement document. As much as possible try to re-use existing hardware by upgrading to gain more life without the expense of new equipment. A few great examples that we have regularly done for schools are:

U P D AT I N G Y O U R A S S E T S

I C T M AT T E R S

As much as possible try to re-use existing hardware by upgrading to gain more life without the expense of new equipment Windows Laptops (option 1) Most of the time the reason these devices struggle to keep up is due to lack of memory and older spinning hard drives. Windows 10 is still supported up to 2025, the optimum specification that improves Windows 10 performance is to have 8gb RAM and at least a 256gb Solid State Drive. This transforms the boot-up time and overall user experience. The cost per device to do this can be as low as around £30-40 +VAT and can be easily carried out by your IT Support provider. This exercise alone will mean that you don’t need to factor in changing these devices until 2025-26 when Windows 10 support ends.

Windows Laptops (option 2) Another option is to convert older laptops for free to Google ChromeOS Flex and use them with Google Accounts. On top of this, if the school doesn’t already have a Google Workspace Fundamentals Account in place, this can be easily set up for free by your IT support provider. The only additional cost involved with this is if you choose to add Google Management to them at an RRP of £30+VAT (support providers such as myself can provide these licences with at least a 10%

discount depending on the quantity). The final part of this exercise and a great option offered by Google - is when any of the Flex devices fail you choose to replace them with a new Chromebook instead. The licences you already purchased can be removed and reused for up to 12 months on a new Chromebook. We have had several schools that have up to 3 years extra use of old computers that were over 10 years old converted to Flex. They have disposed of these and replaced them with Chromebooks with the same licence re-used.

Vision and planning The obvious consideration with the re-use of older devices is that they must still be functional. The next steps are to build a prioritised list of items that need to be addressed and add the replacement costs to the ongoing strategic budget plan. Vision and planning are key to this process. Seriously look at changing what you do, don’t keep doing what you’ve always done otherwise, you get what you always get!

Nigel has written a number of articles for EdExec about strategic ICT management - you can check them out, as well as our other ICT related content here https://edexec.co.uk/home/ict-matters/ January/February 2024 37

LIVE IT

NEWS

LIVE IT Time to take a few moments out for some light and interesting reading – a wellearned break from numbers and statistics!

Caption competition Let us know your funny caption ideas by tweeting us @edexec

EU halts fast fashion’s waste THUMBS UP!

The acceleration of fast fashion has been halted by the European Union, which has taken a stand for

sustainability by prohibiting the disposal of unsold clothing and

LIFE HACK

Ever wish you could remove highlighter marks from a book?

Lemon juice fades highlighter enough to make it virtually undetectable. Cut a lemon in half and get some juice on a cotton swab.

Run the swab over the highlighted text and watch the colour fade

footwear. Major retailers must align with this new regulation within two years, while small and medium-sized enterprises (SMEs) are granted a six-year period

Pub quiz

for compliance. This initiative is part of a broader sustainability campaign addressing premature

1. W hich country has won the most medals

obsolescence, emphasising the importance of

throughout Winter Olympic history?

facilitating repairs and upgrades to products.

2. W hat was the name of Prince Harry’s

MEP Alessandra Moretti, a key proponent of

memoir published in January?

the legislation, declared that it is time to abandon

3. W hen did they open the London

the “take, make, dispose” model. She envisions a future where sustainable products become the standard, empowering consumers to conserve energy, engage in repairs, and make environmentally conscious choices while shopping. The prohibition on the

underground?

4. T he Eurovision Song Contest 2024 will be held in which city?

5. W hich artist painted the ceiling of the Sistine Chapel in Rome?

destruction of unsold textiles and footwear is expected

Sweden) 5. Michelangelo

to reshape the practices of fast fashion manufacturers,

Answers: 1. Norway 2. Spare 3. 1863 4. Malmo (in

fostering a more responsible approach to production.

38 January/February 2024

NEWS

DID YOU KNOW?

January is named after the Roman god Janus, protector of doorways and the god of beginnings and transitions, embodying qualities befitting the first month of the year

Cheers to a new year and another chance for us to get it right Oprah Winfrey

LHG run club: Inclusive mental wellness The Left Handed Giant (LHG) Run Club in Bristol, launched by Jay Medway in 2019, is earning praise for its focus on members’ mental health. Positioned as an inclusive alternative to competitive running clubs, LHG celebrates each runner and encourages communication during sessions.

Medway’s vision for a supportive community has resonated, leading the club from its modest beginnings with 17 members to attracting up to 160 participants per session. The ethos revolves around collective support, where every runner is acknowledged until the last one returns. “Nobody’s left behind, we’re all in it together and it’s more about talking to the person rather than the pace,” said Ms Medway.

The club offers a safe and inclusive space, particularly valuable for groups like LGBTQ+.

Its resilience, drawing participants even in adverse weather, has inspired Medway to explore sharing the model to encourage pressure-free exercise.

LIVE IT

Well, knock me down with a feather!

SAMSON SWITCHBLADE SOARS INTO SKIES The Samson Switchblade, heralded as a streetlegal car, has achieved its inaugural flight. With 2,300 reservations from 57 countries and all 50 US states, the two-seater demands an airport runway for takeoff and necessitates a private pilot’s license. It uses unleaded gasoline, requires three minutes to transition to flying mode, and attains speeds of up to 200mph within a 450mile range. “Today is the culmination of many years of hard work and persistence to make the vision of a flying sports car a reality,” said Sam Bousfield, Samson Sky CEO and designer of the Switchblade. “This puts us on the path towards producing thousands of Switchblades to meet the large and enthusiastic demand we’re receiving.”

January/February 2024 39

2024

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November 6th

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