Happy Spring! With lighter nights, flowers blooming and the final term of the academic year in sight… I can’t help but wonder – where on earth is the year going?!
In a whirlwind of budgets and deadlines, hitting pause is not something that SBLs can do easily. But it’s important to take some time out…so why not make a brew and have a read through this issue, jam packed with stuff to help you to tackle the new term like the superhero SBL you are.
Recruitment season is upon us, and on page 32 Phil Burton shares his top tips on how to improve your chances of securing the best candidates for your school. Meanwhile, over on page 20 Conny Brandt has some food for thought, as she tells you why not moving jobs shouldn’t be seen as a bad thing!
In our leadership section, Andrew Blench takes a closer look at the SBL and governing board relationship, while Rebecca Cunliffe shares her SBL Ofsted prep checklist so you can feel assured that you have got everything you need to hand when the ‘call’ comes.
Also in this issue, Claire Walters shares advice on how SBLs can support autistic students in a mainstream setting and the UK Schools Sustainability Network lay out key strategies to help integrate climate and sustainability into schools.
In the world of tech, Gary Henderson talks us through planning to move telephone systems over from analogue to digital and Neil Limbrick helps those of us who don’t speak fluent IT to figure out who really should be doing what within a framework to make sure everything gets covered!
Finally, with the pace and pressure of SBL life being as it is right now (and only likely to increase), why not do your future-self a favour and book yourself some quality SBL time at one of the EdExec Live events?
There are three this year - the first two are in May – London on the 16th and the West Midlands on the 22nd. The final one is in Harrogate on 6th November. Unlike other conferences you might have been to, this is self-care in a conference! It’s networking (with good food), supported by quality content wrapped in a ‘choose your own adventure’ bow…
Check out www.edexeclive.co.uk for more information about what we’ve got planned and how to register.
Finally, I’d love to know what you think of this issue and what you’d like to see from EdExec moving forward so please do get in touch and tell me! I’d also love to hear from you if you’d be interested in contributing to our content; just pop me an email laura@intelligentmedia.co.uk
Is your school doing something wonderful? Do you have an opinion or experience you’d like to share? A story suggestion? Or some advice you’d like to share with your peers? Get in touch – email laura@ intelligentmedia.co.uk
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.
CONNY BRANDT
School business leader
AutismInitiatives,PeterhouseSchool
ANDREW BLENCH
School business management consultant and coach School Business Partner
REBECCA CUNLIFFE
School business manager
LomeshayeJuniorSchool
TheUKSchoolsSustainability Network(UKSSN)
CLAIRE WALTERS
Assistant director of finance and business development Autism Education Trust
PHIL BURTON
Trust business manager SuccessAcademyTrust
NEIL LIMBRICK
Assistant director of finance and business development Limbrick Consultancy LLP
GARY HENDERSON
Director of IT and ANME Ambassador Millfield
04 NEWS AND VIEWS
Latest school business management news in brief
06 WORKPLACE STRESS
Recent data sheds light on the most stress-inducing industries in the UK
07 SPOTLIGHT ON
We look at findings from last year’s Annual Literacy Survey
08 CLICK IT
This month’s round up of the best edexec.co.uk had to offer our readers
12 HOW TO BE READY FOR THE CALL
Rebecca Cunliffe offers advice to help you prepare for Ofsted inspections
15 INSIGHTS FROM ANNUAL SCHOOL BUSINESS LEADER WELLBEING INDEX 2024
Education Mutual digs deeper into SBL mental health and wellbeing
16 CULTIVATING CONSTRUCTIVE RELATIONSHIPS WITH YOUR GOVERNANCE TEAM
Andrew Blench has some advice for developing productive relationships
18 REINVENTING SCHOOL CATERING WITH APETITO
Rupert Weber unveils its game-changing system which delivers ultimate efficiency
20 WHAT HAPPENS IF AN SBL STAYS IN THE SAME SCHOOL?
Conny Brandt shares her CPD journey
24 REWIRING EDUCATION FOR A SUSTAINABLE FUTURE
How to operationalise sustainability into our schools
28 EMPOWERING AUTISTIC STUDENTS IN EDUCATION
Claire Walters talks about supporting students with autism in a mainstream setting
16
32
30
32 STANDING OUT FROM THE CROWD
Phil Burton explains how to boost your
ICT
34
36 DETERMINING
Neil Limbrick helps us
38 TECHNO GEEK
Is
Education Executive is the first business management magazine written exclusively for school business managers and bursars, bringing you the latest 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
Graphic designer Amanda Lancaster amanda@intelligentmedia.co.uk
Editorial
Editor Laura Williams laura@intelligentmedia.co.uk
Sales info@intelligentmedia.co.uk
Publisher Vicki Baloch vicki@intelligentmedia.co.uk
As reported by DfE, the latest initiatives supporting electric vehicle adoption have been launched, including school grants, council funding, and measures to boost charge point accessibility, as the government accelerates the drive towards sustainable transportation.
Technology and Decarbonisation Minister, Anthony Browne, has launched support for greener schools in Nottinghamshire, with a new grant providing up to 75% of the cost to buy and install charge points, up to £2,500 per socket, up from the previous £350.
Paid for by the Department for Transport, the grant forms part of the Workplace Charging Scheme and is available for statefunded schools, colleges and academies to boost the charge point facilities for staff and visitors. This could also help schools to generate revenue by making charge points available to the public.
Minister for the School System and Student Finance at the Department for Education, Baroness Barran, said, “This is an exciting opportunity for schools across England to become part of an ongoing move towards a greener public sector.”
@SBM_Lee4 I know I’m really late to the party on this, but I am obsessed with The Traitors! I can now include myself in conversations with my friends about it rather than looking like a spare part
@LouiseHatswell Some really concerning results from the @ASCL_UK business leader pay survey, including that 50% of respondents are considering leaving their role within the next 3 years. We must see business leader pay aligned with leadership pay in the STPCD
As reported by The Independent, a survey reveals concerns among UK teachers about students’ lack of financial literacy, prompting calls for money management lessons to start earlier. The poll, of 1,012 teachers, carried out by YouGov, found 76% agreed that most young people leave school or college without the money skills needed for adulthood.
26% of teachers surveyed believe financial education should start at nursery, while 44% said children aged between 5-7 should start learning about money and 19% said between ages 8-11 was best. Asked to list the reasons why students were leaving school or college without the money skills needed, nearly four in five teachers said other subjects took priority over financial education.
Sarah Hannafin, head of policy at school leaders’ union NAHT, said:
“Schools want to provide the children with a broad and balanced curriculum which prepares them for the opportunities and responsibilities of adulthood.”
A government spokesperson said:
“High-quality financial education is key to making sure young people have the knowledge and financial skills to make important decisions later in life.”
As reported by ASCL, half of school business leaders in the UK are contemplating leaving their roles due to low pay levels, warns a survey from the Association of School and College Leaders. The survey of 728 staff members employed across a range of business leadership roles found that 50% of respondents are considering leaving their role in the next three years.
Emma Harrison, business leadership specialist at the Association of School and College Leaders, said: “Business leaders play vital roles in the running of schools and colleges, often holding major responsibilities and having a significant workload that is particularly complex in nature. Despite this, there is a real sense that business leaders feel undervalued. Business leaders have specialist knowledge that is not easily replaced and the fact that so many are considering leaving their role represents a real risk for the sector.
“It’s disappointing and obviously unfair that business leader pay is often below that of senior colleagues, but it is symptomatic of the fact that there is no national pay framework for business leaders. We would encourage employers to undertake a pay review for all staff working in business leadership roles, to ensure their crucial role is appropriately recognised and remunerated.”
In a paper published by SMF, Baroness Morgan, Chair of The Careers & Enterprise Company, has called for a shift in the education system to incorporate ‘character’ development, emphasising traits like self-belief and resilience, to better equip young people for the challenges of a rapidly evolving economy. There is broad consensus among educators, experts and employers that young people need ‘applied’ character traits such as speaking, listening, teamwork and resilience that can set them up for the future.
“Career development is character development”, said Baroness Morgan. It is also a matter of social justice and fairness, as young people from poorer backgrounds often have less confidence than their more advantaged peers, particularly in areas like leadership, the
paper highlights.
Baroness Morgan noted that whilst the careers education system has already made progress towards increasing collaboration between employers and educational institutions, in raising awareness of apprenticeships for instance, there is still room for improvement on how to provide the best tools for young people.
@accidentalSBM
The traditional model of education is changing. Being a CEO isn’t about being a Super Head. It’s about understanding the operational complexities required to run a (often) huge organisation. I think we will see more MATs being run by nonteachers in future
The Health and Safety Executive’s recent findings shed light on the most stress-inducing industries in the UK, emphasising the crucial need for organisations, including those in the education sector, to understand and address work-related stress effectively
Information gathered by The Health and Safety Executive has unveiled insights into the most stress-inducing industries in the UK. The data, derived from reports within The Labour Force Survey, examines the incidences of stress-related illnesses per 100,000 workers from March 2022 to March 2023. Considering the substantial impact of stress-related illnesses on employees and the effective operation of schools, SBLs stand to benefit from enhancing their knowledge and understanding of work-related stress.
According to the report, there were 875,000 workers who experienced workrelated stress, depression, or anxiety (both new and long-standing) during 2022/23. Additionally, a total of 17.1 million working days were lost due to work-related stress, depression, or anxiety within the same period. Stress,
depression, or anxiety constituted 49% of all work-related ill health cases and contributed to 54% of all working days lost due to work-related ill health.
The education sector takes the third spot on the list of the top ten most stressful industries - just behind the healthcare sector and public servicewith 1,530 people per 100,000 workers experiencing work-related stress.
Further analysis of the data revealed that women in full-time employment are nearly twice as likely to have a common mental health concern as full-time employed men. Moreover, research from the Mental Health Foundation and YouGov highlights the significant impact of workplace stress on younger employees. A striking 60% of individuals aged 18-24 and 41% of those aged 25-34 report feeling overwhelmed by pressure, in contrast
Women in full-time employment are nearly twice as likely to have a common mental health concern
to only 17% of individuals aged 45-54 and a mere 6% of those over 55.
Based on self-reports from the Labour Force Survey, the primary causes of work-related stress, depression, or anxiety were cited as unmanageable workloads, unrealistic deadlines, excessive and a lack of adequate training and management support. Also cited as factors were issues of workplace harassment and bullying along with fears about role stability.
You can read the full report here: Work-related stress, depression or anxiety statistics in Great Britain, 2023 (hse.gov.uk)
17.1 million – working days lost in the UK
875,000 – workers reporting stress-related illness
60% - no of workers affected aged 18-24
£28.3 billion – yearly cost of missed work
Registration for the 2024 Annual Literacy Survey, organised by the National Literacy Trust is now open to schools across England, Wales, Scotland and Northern Ireland. In this article, we take a look at some of the findings from the 2023 survey
The report’s findings were derived from over 70,000 responses to the Annual Literacy Survey, encompassing children and young individuals aged 5 to 18 in 2023. Concerningly, the data indicated a persistent trend of low engagement with reading, highlighting an ongoing issue in this area.
In 2023, 43.4% of children aged 8-to18 expressed an enjoyment in reading. This aligns with responses recorded in early 2020, noted as the lowest level since 2005. Additionally, less than 3 in 10 children and young individuals aged 8 to 18 reported reading daily, marking the second-lowest level since the survey began including this question. Notably, fewer boys than girls expressed enjoyment in reading.
In the 8-to-18 age bracket, a greater number of 8 to 11-year-olds felt they had received support for reading in the past four weeks. Regarding alternative avenues for accessing reading material, the data revealed that most children and young individuals have access to technology facilitating audiobook access, with just over 80% utilising online platforms for this purpose.
Among those who listen to audiobooks, 61.0% of children and young individuals affirm that it aids in their comprehension of subjects. Furthermore, within this demographic, 64.7% agree that listening to stories stimulates their imagination more compared to watching videos.
3 in 10 children reported reading daily
80% of children have access to alternative reading technology
61% of children agreed audio books enhance comprehension
1 in 2 children feel encouraged to read by a parent/carer
21% of boys receiving free school meals read daily
Earlier reports from the National Literacy Trust have underscored the pressing need to address the noticeable downward trends in reading enjoyment and frequency. It is now more crucial than ever for School Business Leaders (SBLs) to proactively explore alternative methods to engage students in reading to prevent further decline in literacy levels.
Schools that participate in the 2024 survey will receive a customised report tailored to their specific findings, allowing them to compare their results nationally when the national reports become available. Only one staff member per school needs to sign up, including for pupil surveys. All surveys are free of charge and should take no more than 45 minutes to complete. To register, please visit the National Literacy Trust website.
This month’s round up of the best edexec.co.uk had to offer our readers... We’ve done the hard work of pulling together the best bits and the most clicked content from the website, so you don’t have to
It’s not just Education Executive magazine that keeps the SBL community supported and stocked up on articles, features and insight to help keep their schools moving forward - over the past 18 months, https://edexec.co.uk/ has grown and evolved. We have been working hard to evolve our offering to SBLs to fall in line with the way we consume and access content generally as consumers. This means offering more of the right content, online, to compliment and bridge the gaps between magazine publication dates, and to allow us to offer a much broader portfolio of content that our audience can tap into.
To support our audience effectively in this digital age, we understand readers expect more of the right content more frequently – so that’s what we’ve worked to do! https://edexec.co.uk/ is a website that school business
leaders visit more and more regularly and we’re delivering more of what you want to see. From expert advice on streamlining school operations to top technology and managing budgets, we know you like what we’re doing because we’re seeing more of you visit the site weekly and for longer and longer periods.
More of you are signing up for our weekly newsletters and more of you are feeding back and sharing our content. So, we thought we’d help close the loop between https://edexec.co.uk/ and Education Executive magazine by sharing the best bits of the website, right here in the magazine. If you have a digital subscription, you can click straight through to read the full article, or for print magazine subscribers, simply visit the website to read more.
MANAGEMENT
We all know the feeling of panic when a member of staff informs us that they or their partner are pregnant. Good news for them means complex challenges for SBLs! And there is now the added factor of Shared Parental Leave (SPL). Along with maternity pay, risk
assessments, reasonable adjustments and maternity leave, SPL is rising to the top of the agenda due to the cost implications it carries for schools. School business manager, Rebecca Cunliffe, delves into what you need to know. Read the full article HERE
Of all the functions in a school, IT remains the most clouded in mystery for many. This is partly because it has so many facets, but also because the technical and virtual aspects make it less tangible to get a handle on. In this article, Neil Limbrick, partner and IT consultant at Limbrick Consultancy LLP, explains the basics of IT leadership and governance. Read the full article HERE
Shared Parental Leave allows parents more flexibility in how they care for their child in the year after its birth or adoption.
As SBL recruitment faces a decline, it’s crucial to explore strategies to inspire newcomers to join this profession and understand the factors contributing to the growing challenge. Annette House, from Edinburgh Primary School in London, shares insights garnered from an inquiry regarding breaking into the school business manager (SBM) profession. Read the full article HERE
The NAHT recorded that of the schools that have recruited for business or support roles in the last three years, only 3% reported a strong field of applicants to choose from.
As school business leaders, you bear the responsibility of holding a vast amount of information to make informed decisions and provide valuable recommendations to head teachers, principals, and CEOs. Among these responsibilities, planning for the school budget stands as a crucial task. Rebecca Cunliffe, school business manager at Lomeshaye Junior School, offers valuable insights into mastering the art of budget planning. Read the full article HERE
Is your school ready for a close-up?
Because it may be time to dust off the camera and prepare to call action. Websites, social media, TikTok – the modern world is viewed through a lens and video is a great way to communicate everything positive about your school. It’s not just about sharing school news either. Video is becoming a popular tool in the bid to recruit new talent, emphasise your school ethos and demonstrate organisational culture. Read the full article HERE
DID YOU KNOW?
Two-thirds of an octopus’ neurons reside in its arms, not its head. As a result, some of the arms can figure out how to crack open a shellfish while the rest of the animal is busy doing something else!
‘The Global Average for Video Consumption is 17 Hours Per Week’
CPD
What feels like it’s got eight arms and can’t stop swimming? An SBL in full swing, of course! SBLs have a varied and wide-ranging role and one of their many superpowers is crisis management. But what do we do when we can’t figure out how to ‘fix it’? In this article, Education Executive’s Laura Williams gives you her top octopus-themed tips! Read the full article HERE
We all know that having an Ofsted inspection due adds to our workload - and often, stress levels! Maybe you have never been through an inspection. Perhaps you have been in the role for years and have experienced a stressful time. Maybe you simply dread the added pressure! Whatever the reason, school business manager, REBECCA CUNLIFFE has some advice to help you prepare for ‘the call’
Having a checklist handy can be the difference between feeling confident and prepared and feeling out of control. Having spoken to many SBLs about this I’ve pulled together as much guidance as I can to support you. So, here goes…
This is the schools’ record of all employees, contractors, agency staff and governors and their personal and clearance details. There are many versions of a Single Central Record (SCR) - from a spreadsheet to a bought in professional service
checking compliance. It does not matter how you collate the information, but it really matters that it is all kept securely in one place, and that there is limited access to this information.
The SCR should be checked termly by the chair of governors and headteacher and they should sign and date the SCR to evidence that they have checked it. You WILL be asked to show this evidence to the HMI. The official government guidance in terms of headings and details of checks needed
Although there is a lot to think about, if you allocate some time to this each week, you will get through the list
can be found in the Keeping Children Safe in Education (KCSIE) guidance, but from school to school, there can be some variation in phrasing and formatting.
Ensure there are no gaps in the spreadsheet – if the column does not apply to an individual member of staff, record ‘Not Applicable’ in the space to show you have checked the full SCR. Other staff working in school such as contractors, catering staff etc should also appear on the SCR. You should hold on file a letter from their employer that all their employees have a current DBS clearance. Keep this letter with your SCR and ensure this is renewed annually. Further to this, all management and governors must have a section 128 check – you can add this to your SCR or simply have a document that confirms the names and job titles of all staff you have checked and the date the check was carried out.
If you carry out a re-check on an employee, you must update the SCR with the most up to date DBS clearance reference number and date. You could also record the reason the re-check was carried out, i.e. promotion to management position. When staff leave, ensure all staff that have left the school do not appear on your SCR.
So, you have now made sure that your Single Central Record is up to date and ready for the Inspector to view. What’s next? Here are some of the other areas you need to check as part of your preparation.
These must include copies of qualifications if applicable and at least 2 references. This is to make sure you have followed all safer recruitment processes. Inspectors will also use the SCR to ask for a random file and check the details on the SCR match the details in staff file. If you’re not sure what to keep copies of and what not to, check the relevant document retention guidance and/or with the data lead for your school/ organisation.
Can you provide evidence that all staff have read and understood the statutory policies including KCSIE, Whistleblowing and GDPR? I have a file where I keep email responses from all staff where they have confirmed that they have read and understood the policies. I then have a staff record and put a date next to each name to confirm when they responded, this is to make sure all employees have read all the statutory policies.
Are at least two members of staff on each interviewing panel Safer Recruitment trained? Do you have their certificate of training? For further guidance on the Safer Recruitment process, additional checks that may be applicable and questions you may be asked around this, make sure you check out the KCSIE guidance. You must also be able to provide the training certificate for your Designated Safeguarding Leads.
Do you have evidence that all staff have received an induction? I have an induction checklist and once the induction period is complete, I retain a copy of the checklist that has the signature of the person leading the induction and the employee to confirm the process is complete. I retain these in the individual staff files. KCSIE outlines several areas that are expected to be covered during staff induction so make sure you have these covered as part of the full induction process.
Have you published everything you are required to on your website including statutory policies? You can find the checklists here:
1. What maintained schools must publish onlineGOV.UK (www.gov.uk)
2. What academies, free schools and colleges must or should publish online - GOV.UK (www.gov.uk)
The DFE guidance for IT filtering was updated in 2023 in the KCSIE document. The filtering system is part of your safeguarding procedures in ensuring children are safe online. Inspectors will ask for details of your filtering system, how are you alerted to any online concerns and what record is kept of these concerns. When preparing for the inspection it is important for you to know who monitors your systems and what filtering system you use. All staff should be able to answer this so do ensure that everyone is up to date with the DFE guidance on filtering.
My final words of wisdom are that you do not have to do all this alone. Being aware of what is needed is important and I hope this has helped you with your preparation. Next you need to consider if you have to do all these tasks? Can you delegate? Although there is a lot to think about, if you
MOST COMMON SCR HEADINGS:
Identity: Have you confirmed the employees full name?
identity Evidenced & Date: What evidence have you used? And the date this was done i.e. Passport 8/1/2024.
Qualifications Required: Does the employee need qualifications for their job? e.g. Teacher YES / Cleaner NO
Qualifications Evidenced & Date: Have you seen certificates /
allocate some time to this each week, you will get through the list quicker than you think. Some parts are checking that what you think is in place is, some is checking that other people have updated their policies etc. so, ask for help, provide deadlines and then check that it has been done.
That’s all folks! Not too much to do on top of your everyday tasks (just a hint of sarcasm!).
Try and keep on top of the SCR, you will be glad you did. Take one section at a time and tick it off when it’s done. The sense of achievement will keep you going, I promise. To all who are in ‘the window’, good luck. Stay calm. Remember you know what you are doing, you maintain good records and you are bloomin’ amazing!
proof of qualifications? Make sure you include the date you saw the evidence.
Prohibitions from Teaching:
Carry out the check and record the date this was done.
List 99 / Barring Check: Carry out the check and record the date this was done.
CRB / DBS / Enhanced DBS:
Check evidence, date & disclosure number.
Supply / Agency Staff Checks: Record the date the written confirmation from the agency was received and that all relevant checks have been carried out.
Right to work in the UK: Carry out the check and record the date this was done.
After our ground-breaking research last year, and in line with our continued dedication to the education sector, EDUCATION MUTUAL is proud to unveil the release of the annual School Business Leader Wellbeing Index 2024
School business leaders (SBLs) are the unsung heroes who keep things running smoothly in our schools. They’re not just managing day-to-day tasks; they’re also driving the success and growth of the educational institutions they work in. Our latest research, the second edition of this annual project, digs deeper into their mental health and wellbeing, giving us direct insights from those incredible individuals.
We use the term “SBL” to cover all the different roles involved in keeping the school running smoothly. Whether you’re a school business leader, an HR professional, or part of the administration team, your contributions are crucial in keeping state-funded primary, secondary, and special schools in England and Wales, providing the best possible service.
working hours, affecting their personal and social life.
Our research indicates that 88% of schools currently provide mental health and well-being services for their staff members, a slight decrease from the 94% reported in 2023. While the quantity of services offered remains steady, there is a noticeable decline in the uptake of services across all support categories, most notably with the decrease in staff engagement with wellbeing sessions, falling from 8% in 2023 to 4% in 2024.
Workload remains the number one challenge impacting SBLs’ mental health, with a significant rise from 48% in 2023. The sheer range of tasks involved in running the day-to-day operations makes the role massively demanding, causing feelings of stress, frustration and a sense of isolation, as their job extends into non-
Workload remains the number one challenge impacting SBLs’ mental health, with a significant rise from 48% in 2023
Funding issues have also seen a sharp increase on last year, becoming the second most pressing challenge SBL’s face. Our research shows that SBLs feel demoralised by the negative impacts of funding challenges, particularly when having to communicate cuts to working hours or where there has been a reduction to provision for pupils.
As you play a crucial role in the school’s functioning and success, we recommend sharing this report with your headteacher. Take note of the relevant findings from the report to start making the necessary changes within your school to prioritise mental health and well-being.
This is a sponsored article, brought to you by Education Mutual. To find out more about Education Mutual’s products and services, contact them in one of the following ways:
Website https://www. educationmutual.co.uk
Email learnmore@ educationmutual.co.uk
Phone 01623 287840
Governors have a range of important responsibilities for the provision of education in your setting. Their role is primarily strategic and for the most part governors do not directly get involved in operational management - but for times when a whole team approach is needed, ANDREW BLENCH has some advice for developing productive relationships
The Governance Handbook 2020 explains the overarching purpose for governance in schools in the following way: -
● Ensuring clarity of vision, ethos and strategic direction
● Holding executive leaders to account for the educational performance of the organisation and its pupils, and the effective and efficient performance management of staff
● Overseeing the financial performance of the organisation and making sure its money is well spent
WHY
Your governing board makes decisions which have a direct impact upon your role as a school business professional.
At the highest level the board will sign off on a set of strategic priorities for the development of your school or trust which may span up to a 3-year period. This is usually documented in something called a school improvement plan, developing excellence plan or strategic plan.
Whilst most staffing decisions such as recruitment to non-leadership roles, performance-related pay and minor contractual changes will have been deemed as being operational and delegated to the executive leader, the more expensive decisions will sit at board level. These will include approval of overall staffing structures including leadership team/s, reward packages for executive leaders and recruitment to leadership posts.
In academy settings the governing board has greater freedoms in terms
of pay, including if and how national pay agreements are implemented in its schools. The last point, I would argue, cannot be delivered by the governing board without having a good relationship with the school business professional.
Be visible – this might seem like stating the obvious, but as a professional group we can tend to sit in the background and be too modest about what we contribute. So, attend governing board meetings. Certainly, the finance and audit committee, but also think about attending the full board meetings occasionally. That way governors will see that you are not just the ‘money person’ but have an interest in and contribution which affects the whole school or trust.
As a professional group we can tend to sit in the background and be too modest about what we contribute
Let them know what you can do which will help them in their roles – the world of strategic governance is often about making choices between different options or ways forward. I have too often sat through discussions where the options have either not been costed or have been poorly costed. I have even become aware that a governing board has formulated a plan to restructure a department and produced different options costed using salary costs without employers NI or pension costs included. If only they had spoken to me. So, offer to put costing against proposals and demonstrate how you can help them in their decision making. Hopefully they should be asking you to do this anyway - but in my experience it doesn’t always happen.
It is best practice for school improvement plans to be costed and in my role as a consultant I have seen so many which have no costs allocated. How can we know if a plan offers value for money if we have no costs allocated?
Meet with the chair/s in between
governing board meetings – when I had a finance and audit meeting coming up, I would arrange to meet with the chair a couple of weeks before. We would discuss the agenda for the meeting, which would give me an opportunity to brief the chair on the background to the items and their importance.
Work closely with your governance professional/clerk – this is often a highly underrated role in education. The governance professional has a wealth of knowledge not only of governance but also of the people at the governance table. They are the gatekeeper to the board and organise their business and decision-making.
Share opportunities with the governing board for training in resource management. You could even offer to deliver an overview yourself. For example, an overview of how funding works in schools and the different elements such as pupil and sports premium, national funding formula,
capital allocations and so on. Not only is this helpful to the board but it also raises your profile with them.
Procurement – be clear in your mind of what your procurement procedure says about the role of governors in decision making around the purchase of goods and services. For the higher value decisions (usually closed tenders) your governors most certainly must be involved.
Become a governor yourself –sometimes our frustrations can arise from a lack of understanding of how governance works. One option you could consider is becoming a governor at another school or trust to develop your knowledge in this area.
Finally, don’t be afraid of saying that you think that governance could work better in your setting! Often, we have an objective view of how governance is structured which can be hard for those who are intimately involved to develop for themselves. It’s easier to offer that constructive challenge if you have cultivated good relationships with them to begin with.
To find out more about how School Business Partner could benefit your school, please contact Andrew Blench in one of the following ways: Website: www.schoolbusinesspartner. co.uk Email: admin@ schoolbusinesspartner.co.uk
RUPERT WEBER, Head of Education
At apetito we’re proud to be different. As the UK’s first and only premium pre-prepared meals system, we offer unrivalled food quality and commercial benefits to schools, which can’t be achieved in traditional in-house or contracted kitchens.
From speaking to headteachers and school leaders, we know that when it comes to catering, cost and efficiencies are number one priorities for schools now,
given the current climate of rising prices, reduced food quality and labour shortages.
We know that schools want reduced costs and increased efficiency in the kitchen – without loss of quality. And we help schools achieve that through giving them full control of their menus and staff, whilst delivering exceptional meals and a service that is easily adapted to suit bespoke needs.
It’s also becoming increasingly harder for schools to find chefs capable of handling diverse dietary requirements. Chefs have not returned to work in the same numbers postpandemic, leaving many schools facing an acute staffing crisis in their kitchens.
To help tackle these issues, we have recently launched a new catering system that is already proving extremely popular with schools who need to serve hundreds of children with nutritious,
tasty meals, whilst keeping costs down.
The system couldn’t be simpler. Schools have a choice of over 150 meals, enabling bespoke menus to suit all needs. Schools can create their menus and place orders using our initiative ordering platform, myapetito, which also allows schools to manage their allergen and nutritional requirements with ease. Our team of expert chefs produce the meals with clearly defined portion guidance, making it easy for schools to order the exact number of meals needed, removing food wastage.
When kitchen staff are preparing for lunchtime, all they need to do is pop our pre-portioned meals into oven trays, place them in the oven and they will come out as if they have been freshly prepared on-site, ready to be served. With apetito it really is that simple to deliver exceptional quality, chef-made meals without the stress, risks, staff or costs of traditional systems.
This is a system we developed hand in hand with schools to ensure that it
makes mealtimes as simple and efficient as possible. It’s a tried and tested model and has been hugely successful with the schools we’re partnering with – in fact we’re already feeding thousands of pupils every day using this system.
There are countless benefits to this system. Schools are able streamline and simplify their kitchen operations. Unlike traditional kitchen setups that demand a team of skilled chefs and kitchen staff to source ingredients and prepare meals from scratch for pupils with increasingly diverse dietary requirements, our catering system eliminates much of this labourintensive work. In fact, our pre-prepared system typically requires 50% less staff and completely removes the requirement for skilled cooks and chefs.
This is because at apetito, we do the heavy lifting for you. Our team of expert chefs, dietitians and nutritionists have developed a huge range of delicious and nutritious pre-prepared meals so that schools don’t need these specialist skills in-house. Kitchen staff simply need to decant, cook and serve.
By removing the reliance on skilled cooks and chefs, schools can mitigate
the impact of ongoing labour shortages and guarantee consistent meal quality whilst delivering significant cost savings which can be redeployed into frontline learning budgets.
Another advantage of our system, is that our model needs far less kitchen space and equipment. Before moving to apetito, many of our partners were facing significant costs to refurbish their kitchens, which budgets did not allow for. Many did not have a kitchen at all, requiring them to rely on hot food from nearby sites, resulting in poor food quality. apetito enables schools to cook on-site, improving food quality and uptake, with less kitchen space and costs when compared to other catering systems.
One school we’ve launched in the last 6 months were quoted £320,000 to refurbish their ageing traditional in-house kitchen. By partnering with apetito, they were able to save £250,000 on redesigning their new kitchen around the apetito system.
Every day three kitchen assistants serve over 400 meals, with no chef required. In fact, the school’s hot meal uptake has grown by 300% since implementing apetito and the school has
If you’d like to find out more about how apetito could help your school please email education@apetito.co.uk Alternatively, please come and see the system in action on Stand D14 at the Schools & Academies Show at the ExCeL London, on Wednesday 1st May.
We know that when it comes to catering, cost and efficiencies are number one priorities for schools
been able to facilitate this growth without the need for additional kitchen staff. The management and kitchen staff have loved how simple it has been to serve hundreds of students a day, whilst the pupils are enjoying a wide variety of delicious meals – it really is a win-win!
We are really proud of this model and our service because we know it is making a real difference to schools. We work in partnership with schools to give them full control and flexibility over catering, whilst delivering great quality, highly nutritious meals that give pupils the fuel they need to focus on learning.
According to ISBL’s professional standards, being ‘agile’ is one of the key behaviours for SBLs. This is often demonstrated through SBLs changing jobs, moving on to other schools, adapting to new teams and systems. So, what happens if a school business professional does not move around, but stays in the same school?
CONNY BRANDT shares her CPD journey.
Ihave been at my school for almost 30 years now, having originally started as an office assistant, then moving on to secretary and office manager before training as a school business manager. There have been several factors that have contributed to me staying put for such a long time:
While I have been at the same school, it has not been the same job. I have been given ample opportunities to grow, and the school has always supported my professional development. When I first took on the SBM role, I completed the Level 4 CSBM qualification, and followed this up with a CMDA degree apprenticeship in 2022. I have taken on new responsibilities, whilst delegating tasks that
I have outgrown to members of our admin team, which offers them scope for development. At my annual Performance Management Review, I discuss and agree new targets and training to support my continued professional growth, to ensure that I do not stagnate.
My school is part of a larger charity, and as my role has grown, so has the extent to which I am working with our head office, other departments and services across the whole organisation, so that my job now extends beyond my own school.
The school itself has also changed significantly over the years. I have supported a change in status from independent to non-maintained, increases in pupil numbers, changing pupil cohorts, and am currently supporting a large site development project.
My school has always been willing to accommodate my personal circumstances and has at different times enabled me to work part or full time / term time or all year round. This allowed me to make time for my family while my daughter was little, until I was able to commit more time to work again. I have the best team! We all spend a large part of our lives with work colleagues, so good colleagues are worth their weight in gold. As a special school and registered charity, it is a good ‘fit’ for me – the culture and values align well with my own, and I find my work very rewarding.
Of course, there are drawbacks to being in the same place for so long. Should I wish to move, my CV is looking very limited. There are school settings and tasks that I have no or little experience of. However, there are also definite benefits.
Whenever the question arises “why are we doing it like this?”, chances are I know the answer, because I was there when it was introduced. I will also know the reasons and the context and am in a good position to judge whether they are still relevant, or whether it is more appropriate to change a system. I am effectively a repository of organisational knowledge – an accumulated body of knowledge about school. I know just about everything about my school context and about the wider organisation that we are part of because I will have come across it at some point (which also means that people can come to me with all sorts of questions!).
I have grown into my current role, so it is very well suited to my strengths, likes and aptitudes. As an all-
Job applicants find it very reassuring when they hear how long existing staff have been at the school for
through SEND school, pupils can be with us for a very long time. For parents, it can be very reassuring to have consistent members of staff to deal with, year after year.
At my school, it is not uncommon for staff to stay for a long time. I am actually not our longest serving member of staff. On occasion, visitors ask about staff retention – “So, how long have you worked here?”. Hearing about long serving staff instantly tells them something about the school, our culture, about how we look after employees. Job applicants find it very reassuring when they hear how long existing staff have been at the school for.
For many SBLs, moving on is the right decision. However, if you have found a school that is a great fit for you, and you have a job where you are happy, don’t feel that you must move – it’s okay to choose to stay. Would I ever leave? Yes – if things changed and were no longer right for me, or if the right opportunity arose elsewhere. For now, though, I love where I am!
This ground-breaking research collectively understands the Mental Health and Wellbeing of SBLs in state-funded schools across England and Wales
Education plays a pivotal role in fostering a sense of connectedness to and responsibility towards the environment. This article is the first in a series by members of the UK Schools Sustainability Network that will discuss key themes and strategies concerning integrating climate and sustainability into our establishments and the imperative role leadership plays in this transformation
To operationalise sustainability by 2025 all nurseries, schools and colleges must have developed their Climate Action Plan (CAP). The CAP is intended to serve as a roadmap, outlining specific goals, strategies and measurable outcomes. CAPs will be expected to encompass environmental initiatives and educational components that raise awareness, empower children and
young people and foster a collective sense of responsibility.
In navigating the complex landscape of sustainability, it is equally crucial for schools to recognise the importance of their own voice, unique context and autonomy when developing their CAP. Embracing sustainability goes beyond a one-size-fits-all approach; it involves imagination, thinking outside the box and tailoring initiatives to align
with the identity and aspirations of each community.
Effective leadership is critical in steering education institutions towards a sustainable future. Leaders in the context of sustainability must possess a unique set of skills and attributes. Visionary thinking, effective communication, depth of knowledge, risk management and collaboration skills are essential. Leaders must empower and motivate
stakeholders and be able to articulate the interconnectedness of environmental and educational goals. Adaptability and resilience will be crucial. Leaders must empower children to become leaders in their own right, supporting them to take ownership of sustainability initiatives and ensure that the next generation actively shapes a sustainable future.
Creating a sustainable education system means ‘rewiring’ our organisations, curriculum, and most importantly, culture and mindset. Embracing renewable energy, implementing green building designs and reducing waste are tangible steps. Infusing sustainability into the curriculum will help ensure environmental literacy becomes a core component of education and instils a sense of stewardship and lifelong commitment to sustainable practices.
We must avoid the pitfall of perceiving rewiring our organisations as a cost. Successful rewiring will deliver many long-term benefits, such as: reduced waste, building longterm resilience to extreme weather, improved relationships and reputation with our people and communities, improved supplier relationships and reducing inequality, whether through
I want the seas to be free from pollution and full of fish
delivery of high-quality education, new opportunities to improve health, wellbeing, or new career pathways.
To exploit the full potential of rewiring we must work to break down any silos that exist between teaching and operational staff. Training programs that engage both teachers and operational staff in sustainability initiatives can help bridge this gap. Recognising the interconnectedness of our roles can foster a sense of shared responsibility and reinforce the message that everyone has a part to play in creating a sustainable educational environment.
Realising the full potential of sustainability throughout education requires purposeful collaboration. Local initiatives can serve as the building blocks for broader regional and national
changes. Regional collaboration fosters the exchange of best practices, resources, and expertise, creating a network of interconnected institutions. National systems, in turn, play a crucial role in amplifying our voice, informing policies, providing resources, and establishing a unified framework.
Education is a cornerstone in our journey to a sustainable future. Embracing and integrating the regulatory framework as set out in the SDGs, UNCRC, the DfE strategy, and Climate Action Plans, we can weave sustainability into the very fabric of our system. Leadership plays a pivotal role in steering this transformative journey. Rewiring schools for sustainability and closing the gap between teachers and operational staff are crucial steps in creating a holistic approach. As schools embrace their role, they not only contribute to global sustainability but also nurture generations that view the world through the lens of responsibility and environmental stewardship.
To find out more about how The UK Schools Sustainability Network (UKSSN) could benefit your school, please contact UKSSN in one of the following ways: Website: https://ops. ukssn.org/ Twitter: https://twitter. com/ukschoolssusty
● The UN Convention on the Rights of the Child (UNCRC) sets out measures to help safeguard children's rights to education, participation, and a safe environment. Two of 54 UNCRC articles encapsulate the core purpose of education for a sustainable future.
● Article 3 - The best interests of the child must be a top priority in all decisions and actions that affect children.
● Article 29 – Education must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
UKSSN Operations Group
● The Sustainable Development Goals (SDGs) provide a blueprint for global sustainability. All SDGs are important and interconnected; three are perhaps foundational to today’s education sector - quality education (SDG4), inequality (SDG10) and climate change (SDG13). Legislation to help tackle the growing threat of climate change and biodiversity loss has increased further in recent years with more likely to follow in future.
● The Paris Climate Agreement (2015), aims to limit the increase in global average temperature to 1.5 degrees Celsius.
The UK Schools Sustainability Network (UKSSN) Operations group (‘the Ops Group’) was created in 2021 with a purpose to encourage and support school operations, business, finance, estates, governance and sustainability leaders to take sustainability and climate action in schools. The network includes members working in a range of educational settings, from individual local authority schools through to large multi-academy trusts and federations. The Ops Group is free to join and led on a voluntary basis by Helen Burge FISBL (acting COO at The Priory Learning Trust), Paul Edmond FISBL (CFSO at HEART Academies Trust), Julie Rowlandson (Sustainability Manager at St Bart’s Multi Academy Trust) and Kelly Vanaudenaerde (Head of Education at Earth Cubs).
● UK Government legislation to meet net zero by 2050 (2019).
● The Environment Act (2021) reflects the need to tackle climate change through nature-based solutions.
● In 2022 the Department for Education (DfE) published their Sustainability and Climate Change Strategy The purpose of the strategy is two-fold:
1. Improve the sustainability of the environment in and around education settings
2. Improve knowledge and understanding of children and young people
With 10 years’ experience as a school business leader, CLAIRE WALTERS has worked in the private, public and third sector working with children and pupils with autism. Now she is using her voice to advocate for better understanding of the role SBLs can play in supporting students with autism in a mainstream setting
Why write now? I have been in education for over 10 years as a school business leader. I’ve worked in the private sector, the public sector and now the third sector - charity. I’ve seen many changes over the years (haven’t we all?). But I’m getting on a bit, with age comes wisdom and the older I get the more passionate I feel about injustice, the world around us and legacy.
My aim is to get you thinking about how your environment looks to others and how you, as an SBL, can support your students and workforce. We talk a lot about pupil outcomes in school and how it is at the heart of all we do, but is it? Is it really? Has it become a strapline in your school that is overused but underdelivered?
UNDERSTAND WHO YOU ADVOCATE FOR
I am now the assistant director for the Autism Education Trust. Before AET, I worked in a special school for students aged 4-18 with autism and moderate learning difficulties and before that a mainstream secondary setting.
I am part of the AET because of the joy that working with autistic people provides. They are the most honest, joyful and respectful group I have ever come across. But they had days they found challenging, and it was hard for them to be in school. It is important not to generalise and I am mindful to avoid this, but I want you as leaders, who may not be autistic yourselves, to understand better those to whom you advocate for.
Formal exclusion from school of those with an autism diagnosis has risen by 60% in the last 5 years
More and more children diagnosed with autism will be educated across all settings (and many are not diagnosed but will be finding things difficult too). 73% of these children and young people will be educated in mainstream settings. Some will need a special school setting - but they will not get one because there simply are not enough places.
The challenge is that there are increasing numbers of autistic children and young people with a wide complexity of needs. Mainstream services lack the confidence to meet these needs. Exclusions increase, they leave and get lost in adult services. There are currently 1.6 million pupils not attending school and formal exclusion from school of those with an autism diagnosis has risen by 60% in the last 5 years.
It is a fact that autistic people have a lower life expectancy compared to non-autistic people. Not because of any medical condition but due to the lack of peer group support, lack of acceptance, lack of understanding of those around them and because of the health inequalities they face. SBLs have a huge role here, as they support and organise many peer events.
I can guarantee if a student is throwing a chair, then there was a build-up to that behaviour – there were signs way before that, which could have been recognised and action taken before it got to that point. AET can certainly support in providing tools to help. Nobody deserves to be educated in a room that is battered. Behaviour is an expression of need, and you must approach the situation with the understanding that an adjustment is needed. Autistic pupils often face significant barriers to learning and their environment is incredibly important.
Behaviour is an unmet need and that is true for all people. Build your knowledge on dysregulation, sensory processing, hypersensitivity, ableist behaviour, baseline, echolalia, masking (aren’t we all masking in the workplace in one way or another?), zones of regulation, stimming, rigidity, echopraxic behaviour, fight or flight. As SBLs, you can help your workforce understand these important areas of difference and understand that within these areas of difference, autistic students will present in different ways.
Behaviour is an expression of need, and you must approach the situation with the understanding that an adjustment is needed
From how busy the entrance is, to the choice of colour palettes to the noise of Wi-Fi frequency sounds. Review what could be distracting in your building, observe in areas where noise could be an issue: in your dinner halls, playgrounds and corridors. Think about the smells from the changing rooms, food rooms and science labs. Can your setting offer a quiet space both indoors and outdoors? Can your current (or future lighting) be dimmable? Consider the use of signs and symbols and be aware that simply entering the building can cause huge anxiety and may be a consideration behind the high cost of persistent absence.
Social anxiety can be an area of difference so trips, clubs, social events and residentials become even more important. Most CYP would need support to enable them to access these important opportunities so simple consideration can help. As a special SBL, I organised prom and one student told me that this was the first disco they had ever attended – they were 18.
Transactions - be that passing on a message, using cash, phone calls, asking a member of the office team for a permission slip, eye contact, learning from verbal cues are important and you have a part to play in creating a safe space. All school staff have a part in building relationships
and motivating those around you. Promoting special interests for those who are autistic is critical as they can lead to future careers so when budgets are tight don’t let this be the first area to reduce.
Parents may also be neuro divergent; do you offer different ways to get in touch or pay? Do you always offer a choice? Adapt your work and communicate in a way that works for everyone. Consider the volume of messages that come out of your school – is it confusing? Are you using too many different formats? Those who are autistic can communicate differently and is not always obvious. Start simple – eye contact, tone of voice, gestures and allow for processing time. Understand that it can take conscious effort for an autistic person to interact.
I hope that if you’ve picked up anything from this article it is that autism is a difference and not a deficit and you have the power and the influence to make a difference. If you would like to know more about how AET can support your setting, then please get in touch so you can help make your space better for everyone and ensure that everyone has a positive education experience.
The Autism Education Trust’s mission is to empower the education workforce and support them in securing a positive education that supports wellbeing for all autistic children and young people. To find out more about the Autism Education Trust, visit their website here.
WE’RE ALL ABOUT THE SBL
SOUTH LONDON
Thursday May 16th
WEST MIDLANDS
BIRMINGHAM HARROGATE
Wednesday May 22nd
“EdExec LIVE is a great way to network with other colleagues in different authorities, when you return to work you feel you are not alone juggling your workload. The whole day was very well organised with very interesting seminars and had a good range of outside agencies with interesting products.” – 2022 delegate
Wednesday November 6th NORTH
www.edexeclive.co.uk
Flag your interest for discounted tickets by emailing hello@edexeclive. co.uk
Amid an ongoing recruitment crisis within the education sector, attracting and retaining talented staff has become increasingly challenging.
PHIL BURTON, trust business manager at Success Academy Trust, explains how focusing on reputation, career progression and employee well-being can boost your chances of recruitment success
It is well known that there is a recruitment crisis going on in the education sector, whether this is for teaching staff, learning support or operational support, we are all feeling the challenges.
As other sectors have changed their strategies for recruitment the usual draws to education such as term time working are no longer the draw that they used to be.
I could also spend the whole article talking about the disparity around pay and how support teams are not paid a credible wage for the role that they do. Whilst totally supporting a review on support staff pay, I sadly do not think this is likely to come any time soon. There are opportunities for individual trusts to look at pay levels and be the first to do something different however, the ever-increasing challenge to balance the books means I feel this is not something we will see for a while.
So, knowing that salary is not something we can change easily or quickly, how do we ensure that our settings are the go-to employer in your area?
Firstly, reputation is important. If the image you give is one of high turnover, poor respect and generally one that lacks care for the staff, you really are not going to be a school that people flock to. If, however, you have a reputation as one that values every team member and wants to see them succeed,
you might just get half a chance.
Strong leadership, clear communication and a positive work culture are all things that candidates will be looking for so how are you going to show and display these to new candidates? What is your recruitment literature like and does it convey the right message?
When deciding on a new employer one of the areas that is often looked at is the employer’s commitment to progressing and developing your staff. Training and CPD is important, I have personally turned down a role because I felt that the employer was not going to give me the opportunities to develop in my role (you are still trying to recruit a year later for the position).
A well-defined career pathway is a great tool for recruitment, it shows that you as an employer have thought about how they can support the candidate to achieve and develop into a more senior role. Every role in school should have the opportunity to progress whether this is your office team, learning support and cleaners.
With the boost in apprenticeships, there are so many opportunities alongside more traditional courses to develop the staff. A cleaner for example can be developed initially
through basic training and reach a role such as a facilities manager. What are your career pathways within your school, do you have a plan and do you really live it? During an interview I once asked what the career development plan really looked like and could they give me some examples of it in practice. Unexpectedly the reply was that there were good pathways for teaching staff but the support staff one was not there even though this was a key benefit of working for the group.
Another key area that can attract potential candidates is what your offer is around wellbeing. There are several things that can be a draw for candidates such as inclusion into a wellbeing package offered by various companies – these often include GP helplines, medical support, weight management support, nurses visiting your school etc. These can all often be something that could steer a candidate to your school. Do you share that you have mental health first aiders, do you run men’s support groups or menopause support groups? These are all little things that sway someone’s opinion. Thinking about other things that may help, can you offer a cycle to work scheme or an electric car scheme?
Do you have a flexible approach when it comes to where
With the boost in apprenticeships, there are so many opportunities alongside more traditional courses to develop the staff
staff can work (if appropriate)? Could appropriate support staff work from home if their role allows? Could the SENCO do paperwork from home or can teachers do PPA from home? Do you have a policy which is adaptable so staff can attend their children’s school performances or similar?
I have added this one as something to think about. Most corporate companies have a policy around this and as a school we are already in the community responsibility sector, however there are prospective candidates out there who will be looking at what sort of wider things you do as a setting in your community. They may look to see what opportunities there are to be part of the local area or how to get children involved in the community.
It is currently a challenging time for recruitment across most roles, salaries are not likely to make you stand out from the crowd unless you go away from the current scales, so we need to really think about what else makes us stand out from the crowd.
As reported by EEF, secondary schools are invited to participate in a trial using ChatGPT to explore its potential in lessening teacher workload, addressing a crucial aspect of school staff retention. The trial will find out whether an accessible online guide, designed by Bain & Company’s Social Impact practice and The Hg Foundation, can help teachers make best use of ChatGPT for efficient lesson planning.
As part of the evaluation, 58 schools will be assigned to either the ChatGPT group or control group. Those assigned to the delivery group will use ChatGPT in their Key Stage 3 science lesson and resource preparation, supported by the online ChatGPT guide. The control group will not use ChatGPT or any other GenAI tool in any lesson and resource preparation. In addition to online diary entries and surveys, all participants will be asked to submit lesson plans to an independent teacher panel, who will use them to compare and assess the quality of AI-generated lesson resources.
Secondary schools can sign up to the trial through the EEF website.
Climate Education, a new online platform, developed by environmental charity PECT, equips schools with tools and knowledge to champion sustainability and meet DfE requirements for a greener future. As part of the Climate Education dashboard, members have access to an interactive action and target-setting tool, supporting them in setting and keeping track of their progress. This can be shared with staff, leadership, and governors to ensure that all stakeholders work together in a whole school approach.
“From our experience working with schools, we know that teachers need a flexible support programme, enabling them to tackle issues which are most important to their students,” says Stuart Dawks, CEO at PECT, “through our new Climate Education website and dashboard we are able to offer part of the solution to addressing climate change challenges within busy school environments.”
Memberships start from £149 for an annual licence per single school site, with an introductory £99 special offer for the 2023/24 academic year. Head to www.climateeducation.org.uk to find out more.
As reported by The Independent, a Teach First survey reveals a confidence gap in math and science among female pupils, raising concerns for the future of the STEM workforce.
The poll found that two in five pupils did not enjoy learning maths and 30% said they did not enjoy learning science. Among pupils who reported not enjoying maths, more than half of female pupils said they did not feel confident in learning maths, compared to 41% of male pupils. The gap was even wider among pupils who said they did not enjoy science – with more than 43% of girls not confident compared with 26% of boys.
Teach First has warned the imbalance in learning confidence is a concern for the future of Stem as they say poor gender diversity will exacerbate the skills shortage facing the sector.
Amy Mitchell, chief impact officer at Teach First, said: “It’s deeply troubling that too few children feel confident studying science and maths, with too many girls in particular left behind. Girls are just as capable as boys when it comes to maths and science, but this confidence gap poses a huge threat to the UK’s future, with Stem skills desperately needed to boost economic growth and to help tackle the major problems we face such as climate change.”
Determining the ultimate responsibility for IT management within an organisation can be a complex task, influenced by various factors including individual capabilities, organisational structure, and resource constraints. NEIL LIMBRICK helps you to work out who should be doing what and when
There is one area of IT Management that I have always struggled to have a definitive answer on. That is where responsibility for IT ultimately sits within the organisation.
I think the reason this is so difficult to define is because it depends on a few different factors, but the biggest one being the personalities, experience and talents of the individuals.
The DfE Digital leadership and governance standards are clear that a senior leadership team member should be assigned responsibility for digital technology and made accountable for delivering strategy, championing technology, reviewing the effectiveness and ensuring staff and students have the necessary training.
The standards also list a range of job roles the appointed individual should then be looking to link with including technical staff, the DPO, the DSL, curriculum leads and the school business team.
Having worked with hundreds of schools, many SLT members and more than my fair share of IT technical professionals, there is no doubt in my mind that having the right people in place and giving them the right environment can achieve far more than any amount of money spent on equipment.
As such, I don’t think any of what is outlined in the
standards can be argued with and the idea of a well-rounded and knowledgeable team leading on IT absolutely stands up as the way forward.
However, for many schools, the reality is that technical support is outsourced, and the long list of job roles sit with the same people. The result being a small team with limited technical knowledge and very little capacity to invest in getting to grips with developing an IT strategy.
The key then is how to manage IT with limited resources, potentially limited expertise and limited capacity or thinking space to do so. To do that you need to work out where best to put the different roles and responsibilities.
A disaster recovery plan is critical for ensuring continuity, but it does also serve as a useful oversight and source of information for managing IT. It should, for example, include contact details for all current contract holders working IT, documents clarifying the network infrastructure and where data resides within the organisation. If you think of it as a dynamic record of all the critical elements of your digital estate worthy of review regularly rather than something that must be reviewed in case of disaster, then that alternative purpose gives it a greater value.
I am sure you are familiar with the principles of an
Working to a technical roadmap helps to identify when there might be significant disruption or increased workload for the technical team
asset register and so I won’t go into detail, but from an IT management perspective the most important piece of information is the purchase date and current location. This makes the financial planning a much easier task easier.
The basic financial plan should assume that for the next 10 years nothing will change in terms of the requirements and so equipment is replaced on a like for like basis when it becomes end of life. So, it is as simple as looking at the asset register, looking at what year the equipment will be determined EOL and putting in a cost for replacing it. That will give you an
idea of the costs, and in particular any peaks or troughs in the required spending each year. Once you have that as a basis, it becomes easier to understand how affordable any sort of change might be, and the best years to implement it.
In the same way, the technical roadmap assumes the overall provision is to be maintained. It should look at factors such as when new operating systems need to be rolled out, or any planned changes that will have an impact on the configuration or set up of devices.
Working to a technical roadmap helps to identify when there might be significant disruption or increased workload for the technical team. It also provides foresight and reassurance to those overseeing the IT provision that the required change and release management is effective.
Hopefully this makes it a little easier to identify who should be involved in the oversight of IT in your organisation. If you can easily allocate the production and ongoing updating of these four key documents then the role becomes about reviewing and overseeing those documents, and then being able to identify where things need to change, building a vision around it and articulating that back to those who make it happen. It is important to note that this role is separate from that of line management of the individuals involved and should not be confused with it in the same way that a Head of Literacy in a primary school does not assume line management of every teacher in the school, but instead co-ordinates the approach.
Ultimately your digital estate is not that different from your physical one. It needs a team to keep it running and there will always be areas that are crying out for attention. The key is to understand where to invest your time and effort to stop things falling over, where just needs a lick of paint and where you need to knock down and rebuild. That is rarely a decision that sits with one person for your physical estate, so why would it be for your digital one?
There are a handful of critical documents that will help you understand your digital estate. Assigning responsibility for these to key individuals will provide some vital autonomy to some of the functions involved:
● Disaster Recovery Plan ● Asset Register
● Financial Plan ● Technical Roadmap
Is your school ready for the big switch from analogue to digital phone systems? If you’re caught in a cloud of confusion and aren’t certain what to do or who needs to take charge, then rest easy –GARY
HENDERSON,
FANME ambassador, has the answers you need
or many years the PTSN (Public Telephony Switching Network) was a key part of UK telecommunications, initially providing voice calling to homes and businesses and later providing the initial backbone for internet connectivity in the form of dial-up internet.
At that point the drawback was that your home line could only carry data or audio - meaning people couldn’t make or receive calls while someone was on the internet! As time went on, technology improved and broadband became available, allowing for voice and data to be carried down the same cable at the same time.
But our needs continued to grow with greater speeds being required to access and consume more content and connect to more devices. Sadly, our increasing data needs are now outside the capabilities of the old copper cabling where data speed, especially in rural areas, are seriously limited. This is where fibre optics comes in - due to the properties of light rather than electrical signals, greater volumes of data can be achieved reliably over longer distances.
It is this greater need for bandwidth which means that PTSN is no longer fit for purpose and brings us to government plans to close the PTSN in December 2025.
With the discontinuation of the PTSN we see a move towards telephony which uses the same system as our internet accessing devices. We move our telephone devices to internet protocol (IP) based systems such as VoIP (Voice over internet Protocol).
This has a benefit in terms of a single common set of cabling being used for all services including for internet-enabled devices, telephones, CCTV, door access systems, printers and everything else.
The issue with the PTSN system being closed will be that some devices which use the PTSN network may stop working including non-VoIP telephones, faxes and emergency phones in lifts. It is important for schools to consider their current setup and look to convert current systems, so they are compatible with internet protocolbased networks or replace such systems with modern IP solutions such as VoIP systems for telephony.
It will also be important to review disaster recovery and business continuity plans due to differences in how IP solutions work. The PTSN network, for example, carries its own power signal meaning that in a power cut main phone lines would continue to work. However, in the case of IP based systems there is a reliance on network switches, firewalls and routers which would be impacted by a power outage. This would be significant in an emergency and therefore it might be appropriate to look at a 4G/5G based solution with battery backup instead of a VoIP phone. There is still plenty of time before the December 2025 shutdown date, however time flies, so it is better to start considering this now rather than later!
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
England is set to roll out a biodiversity credit scheme, known as biodiversity net gain (BNG), this week, requiring all new construction projects to achieve a 10% net gain in biodiversity or habitat. The initiative aims to mitigate the ecosystem impact of developments by compensating for land affected by new road and housebuilding projects.
Scheduled to become law under the Town and Country Planning Act, the scheme seeks to encourage thoughtful planning and conservation efforts. Natalie Duffus, a researcher from the University of Oxford, views BNG as a potential catalyst for habitat restoration.
With a target of 300,000 new homes annually, England’s initiative is being closely watched internationally, with other countries like Sweden, Singapore, Scotland, and Wales considering similar schemes. If implemented effectively, BNG could serve as a model for biodiversity markets worldwide, sparking interest in conservation-focused development strategies.
Tired of tangled cables? Grab a shoebox and some toilet paper rolls. Slide each cable into a roll, then arrange them neatly inside the box. Voila! Your cables are organized, tangle-free, and easy to find when you need them.
1. On what day does Spring commence?
2. The largest pancake ever made had a diameter of how many metres?
3. William Shakespeare mentions Valentine’s Day in which of his plays?
4. Who is the Roman Goddess of Spring?
5. How many days are there in a leap year?
Public dancing is banned in most German states on Good Friday, including Berlin, out of respect for the Christian tradition of mourning Jesus’ death.
In winter, I plot and plan. In spring, I move.
Henry Rollins
Six boxes of thermal hats, fleeces, and gloves, previously utilised in Antarctica, find new purpose at a homelessness charity. Cambridge’s British Antarctic Survey (BAS) redirected the thermals to Wintercomfort, aiding those on the city’s streets.
BAS’s Matthew Cridland stressed the challenge of acquiring replacements, highlighting the necessity for thorough equipment maintenance. “It’s not like we can pop to the shop and get some spares, so we do need make sure that everything is completely right.” Mr Cridland also emphasised the importance of reusing equipment no longer suited for Antarctica’s extreme conditions, “We try to reissue where we can to staff, and other bases, and when that’s not possible, to donate it to an organisation like Wintercomfort is fantastic.”
Despite the gear’s mismatch with UK temperatures, Wintercomfort appreciates the contribution, highlighting the value of reusing over recycling. The charity expressed thanks for the warmth provided, acknowledging the generosity of the donation.
In the English town of Olney, women clad in checkered aprons and rainbow-colored running shoes readied themselves for the annual pancake race, a tradition dating back to 1445. With frying pans in hand, they sprinted through the streets, striving to keep their pancakes aloft. Despite the challenging distance, Kaisa Larkas, a mother of four, clinched the Olney title with a time of 63.37 seconds, emphasising the exhilarating yet demanding nature of the event. Across the Atlantic, in Liberal, Kansas, Pamela Bolivar secured victory for the United States, mirroring the festivities held on the eve of Lent in both countries. This quirky tradition, a blend of athleticism and whimsy, captures the essence of communal celebration, bridging the gap between nations separated by thousands of miles.
Reach more families in message formats that suit them (and you)
Automatically flag and pursue student absence
Wave goodbye to parents’ evening admin
Boost responses with online forms
Take payments within the app
Effortless engagement for schools and parents, now with 20% off
more at
