Education Executive May June 2024

The buzz about biodiversity

Staff Absence Protection

Editor’s comment

Put down those Post-It notes!

As we reach the final stretch of the academic year, I know that you’ll probably be reading this feeling all kinds of frazzled and frustrated. The post-it notes swirling, the emails pinging and the endless ‘can you just’s?’ might be about to tip you over the edge - but that is all the more reason for you to stop. Yes, I know you don’t have time and it feels like everything is about to go wrong at once but it’s not. I promise. Seriously, stop. Take a breath. Get yourself a drink and enjoy the SBL goodness that is this fabulous issue!

This month we’re getting summer-ready, and the UK Schools Sustainability Network want to help you maximise your outdoor spaces with an abundance of biodiversity improvement tips! Claire Walters shares her ideas on how to make recruitment and induction processes more inclusive and our first EdExec SBL Voice piece shares some SBL hot-takes on the topic of duties – should SBLs be doing them at all?

Justin Smith dives into the world of AI and how we can use it to help us in our roles, Nigel Milligan helps you convert your technophobes into tech wizards and Stevie Partington gives you the roadmap you need to make the move from PTSN to VOIP.

Imposter syndrome holding you back? Russell Dalton offers up his ideas on how to combat it. Meanwhile, if you’re feeling like you’re from Mars and your governors are from a galaxy far, far away, Rebecca Cunliffe has some advice on how to bridge that distance, find a common language and coexist harmoniously.

In our toxic leadership true story, one Education Executive contributor (who wishes to remain anonymous) shares their story so you feel that little bit less alone and a lot more empowered to take a stand against bad managers.

I’ve been working closely with contributors to bring you helpful, practical and thought-provoking pieces that will help you reflect on where you’ve been, understand where you are and motivate you to keep moving forward on this journey – even if the challenges you’re facing feel too hard.

I know that being a SBL means we often feel alone but you’re not. Hopefully EdExec reminds you of that. (And if you’re reading this at EdExec LIVE, then I can only hope that you’re bouncing from all the energy, positivity and SBL awesomeness that you’re experiencing!) Take care,

WE WANT TO HEAR FROM YOU!

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

LAURA WILLIAMS EDITOR

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.

RUSSELL DALTON

School operations advisor, SBL mentor/coach

PAUL EDMOND, JULIE ROWLANDSON AND HELEN BURGE

UK Schools Sustainability Network (UKSSN)

REBECCA CUNLIFFE

School business manager, Lomeshaye Junior School

CLAIRE WALTERS

Assistant director of finance and business development Autism Education Trust

JUSTIN SMITH

Managing director Chameleon Consultancy and Training Ltd

NIGEL MILLIGAN

Director of IT iNam Concepts Ltd

STEVIE PARTINGTON Director of IT

Mayfield School, East Sussex

SBL VOICE CONTRIBUTORS

Multiple sources

04 NEWS AND VIEWS

Latest school business management news in brief

06 RECRUITMENT CRISIS REPORT

School leaders call for government action

07 SUPPORTING SCHOOL WELLBEING WITH SAS

The schools Advisory Service emphasise a proactive approach to managing stress

08 CLICK IT

This month’s round up of the best edexec. co.uk had to offer our readers

11 EEL SPOTLIGHT: EDUCATION MUTUAL

Education Mutual reveal more about their upcoming EdExec LIVE seminar

12 SBLS SPEAK UP

Our first SBL voice feature asks: Should SBLs be doing duties?

16 DELIVERING QUALITY SCHOOL CATERING WITH APETITO

Rupert weber talks about apetito’s gamechanging high-quality school catering system

18 WHY YOU SHOULDN’T PUT UP WITH TOXIC LEADERSHIP

One Ed Exec reader shares their experience of dealing with toxic management

20 BATTLING THE INTERNAL IMPOSTER

Battling self-doubt? Russell Dalton explains imposter syndrome and its affects

LEADERSHIP BY EXAMPLE MANAGEMENT

26 THE BUZZ ABOUT BIODIVERSITY

The UKSSN offer helpful tips and suggestions for bringing the classroom back to nature

28 THE GOOD, THE BAD AND THE UGLY

Rebecca Cunliffe offers some practical suggestions for developing relationships with governors

32 MAKING INCLUSIVE PRACTICE, STANDARD PRACTICE

Claire Walters talks about why inclusivity should permeate your workforce at every level

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.

38 EXPLORING THE IMPACT OF AI

Justin Smith explores the potential role of AI in alleviating workload pressures

40 TACKLING IT CHANGES WITH CONFIDENCE

Nigel Milligan is here to help you turn your technophobes into techno-wizards

42 TECHNO GEEK

A guide for school leaders on making the transition from PSTN to VOIP

Design

Graphic

Editorial

Editor Laura Williams laura@intelligentmedia.co.uk

Sales info@intelligentmedia.co.uk

Publisher Vicki Baloch vicki@intelligentmedia.co.uk

NEWS

The latest news and views from the world of education

Equal sports access in new PE push

As reported by DfE, schools are to receive guidance on ensuring two hours of PE per week and equal sports access for all pupils ahead of a sports-packed summer. The guidance, which will be published in the run-up to the Women’s Six Nations Championship, builds on the government’s commitment to improve the quality of PE and sport for all pupils.

It demonstrates how schools can remove barriers to participation in PE by taking the specific needs of pupils into account, embedding plans into the school’s strategy, and building relationships with local and national sport bodies.

The guidance shows how some schools which offer excellent PE and sports provision have seen improvements to pupil behaviour, confidence and wellbeing, while a strong extracurricular sports offer at school can develop children’s sense of community and belonging. For example, Wright Robinson College introduced a series of casual, non-competitive sports clubs which run during the school day, creating an inclusive environment which develops character and boosts mental health.

@CherylSBM Ready for #Term5? This year seems to be flying by. Can’t believe I’m halfway through my second year as COO. Still feel like I’m learning all the time but eternally grateful for the wise #SBL community I turn to for advice!

@LeighAnneSBM After a lovely week off in the sun back to school today to tackle the big jobs I always leave until the peace of an empty school!

DfE releases new governance guides

As reported by DSGA, The DfE has unveiled updated governance guides, to replace the Governance Handbook streamlining information and clarifying governance roles without imposing new requirements.

This includes the Maintained Schools Governance Guide and Academy Trust Governance Guide. The new guides change the format and streamline things, but do not include any new requirements. So, boards/trusts do not need to take any action other than to ensure they are aware of and familiar with the new guides.

The Academy Trust Governance Guide is structured around the DfE’s Trust Quality Descriptions, incorporating policy changes from the past 18 months. For trusts, the ‘purpose of governance’ has replaced the previous three ‘core functions’, now setting out the focus for those who govern: to provide strategic leadership, accountability and assurance and strategic engagement.

Separate guides are now available for trusts and maintained schools.

Ofsted seeks kids’ input on inspections

As reported by Ofsted, following the launch of an expanded Big Listen consultation, Ofsted now invites children’s perspectives on educational and care standards to refine inspection criteria. The online consultation gives children the chance to tell Ofsted what they think inspectors should look at when they visit their school or social care setting, and how Ofsted can do its job better.

The children’s consultation aligns with the main Big Listen consultation, which opened on 8 March for parents, carers and professionals working in education and social care. Alongside the consultation, Ofsted is partnering with a

number of organisations to hold a series of Big Listen focus groups with care-experienced children and young people, including those in the youth justice system. The sessions will take place during May and June and involve children of different age ranges and diverse backgrounds.

Like the wider Big Listen consultation, the children’s version will close on 31 May 2024

@mrsfinch2016

Absolutely delighted to confirm that I am now a Trustee of @ ISBL_news. Having been a school business leader for the past 14 years and a member of ISBL for many years, I am really looking forward to this role.

Four-and-a-half day school week: Success story

As reported by Wales Online, Forest Gate Community School, located in one of Britain’s most deprived areas, has achieved remarkable success with a unique approach and dedicated teachers, outperforming wealthier schools despite shorter weeks.

The school scores better exam results than grammar and private schools as well as state schools in exclusive neighbourhoods. Forest Gate Community offers free exam tuition every day in year 11 with children coming into school at 7am and revising past 4.30pm.

Teachers also offer additional weekly classes for

students in year 7 to practice their English and maths revision, to give them a head start on their exams. Their progress score has been above plus 1 every year since 2017, which means pupils earn on average roughly one grade higher in their GCSEs than at other schools.

Remarkably the school managed to get all of this done on a four-and-a-half-day week, with staff and students leaving at lunch every Friday. Executive headteacher Thahmina Begum said: “The key to our success is consistently outstanding teaching. That means recruiting well and providing excellent training so that we have the very best of the best staff.”

Schools call for action on recruitment crisis

At the close of 2023, multiple reports highlighted the ongoing recruitment challenges facing the education sector. Approaching the Summer 2024 term, School Business Leaders (SBLs) continue to express concern about the lack of progress and support in this area

The end of 2023 saw several reports published, including the Initial Teach Training Census and the Teacher Recruitment and Retention research briefing, reaffirming a troubling reality wellknown in the education sector. Despite calls for action, the UK’s ongoing teacher recruitment crisis shows little sign of improvement.

Since 2014, the number of teachers in local authority schools has failed to match the increasing number of pupils. Despite numerous initiatives and schemes to attract new teaching staff, recruitment for certain subjects remains well below target. Particularly in secondary schools, this shortfall is evident in physics (83% below target in 2023/24), design and technology (73% below target), modern foreign languages (67% below target), and computing (64% below target).

Reports point to the cost-of-living crisis, rising workloads and stressful work environments as the primary reasons for teachers leaving their current positions and why many vacancies remain unfilled

despite lengthy recruitment campaigns by school management teams. This increased pressure on support staff to attract teaching staff has led to additional workload pressures as attention is diverted away from operational activities.

A PERFECT STORM

A study compiled late last year saw school business leaders describing the impact of the cost-of-living crisis on teacher recruitment as a perfect storm. The number of pupils requiring additional support, particularly those in disadvantaged areas most affected by the crisis, rose by 84%.

Despite the efforts of schools across the UK, only seven percent of local authorities have witnessed an improvement in teacher recruitment. According to the latest Department for Education data, there were 2,100 teacher vacancies across England in November 2023, compared to just 355 in November 2010.

Education leaders last month urged the government to urgently address the spiralling crisis by properly tackling the

Education leaders have urged the government to address the spiralling crisis

key issues fuelling it, including realterms pay and funding cuts, pressures caused by Ofsted inspections, and unsustainable levels of workload. Paul Whiteman, general secretary of school leaders’ union NAHT said, “School leaders are struggling to recruit enough teachers in both primary and secondary schools, with class sizes growing and staff increasingly having to teach subjects they do not specialise in. The nation’s children deserve better.”

Supporting School Wellbeing: A proactive approach to managing stress and absence

SCHOOLS ADVISORY SERVICE understand the significant impact of stress-related absences on schools and their staff. Here, they emphasise the importance of taking a proactive approach to wellbeing

At Schools Advisory Service, we know that stress related absence is one of the highest causes of unexpected absence. We also know schools who take a proactive approach to wellbeing experience less unexpected absence and a more positive workplace. Wellbeing is the foundation for success - happy and healthy schools perform better.

1-IN-5 UK WORKERS NEEDED TO TAKE TIME OFF DUE TO MENTAL HEALTH OR STRESS

In a recent report from Mental Health UK, they noted 1in-5 UK workers needed to take time off work due to mental health or stress. This figure is only set to rise looking at our own data. With SAS policies, you can include full stress cover which covers all bases for stress related claims, irrespective of whether the cause of absence is work-related or personal.

71% OF WORKERS WERE NOT ADEQUATELY SUPPORTED BY THEIR EMPLOYER

In the same report from Mental Health UK, they noted that over two thirds (71%) did not feel adequately supported by their employer. We provide wellbeing services that can be requested confidentially by staff, via our mobile app, or by calling our in-house team of NMC Registered nurses.

WHAT SCHOOLS SAY ABOUT OUR SERVICES

“Staff are overjoyed that they can access your Wellbeing Services and we have had positive feedback from them. We have enjoyed working with your amazing team and look forward to working together in the future.” - Herbert Thompson Primary School

Wellbeing is the foundation for success - happy and healthy schools perform better

“We have had our staff health checks with Monica, and this was really well received by staff. The number of positive comments was amazing, it was so useful and gave staff such peace of mind! Today, I have had contact with Sharon from your wellbeing team and she was wonderful! I am so impressed by her speedy professional response and her kind and caring manner I think she may well have changed someone’s life for the better today.”Warrington Primary Academy Trust

TAKE YOUR FIRST STEPS

We provide a range of tools and services to manage stress, improve workplace culture and build sustainable frameworks which support the whole school in delivering education. This is a sponsored article, brought to you by Schools Advisory Service. Contact our team to learn more about our services and how we can help school leaders make transformational changes that support you and your whole school. www.schooladvice.co.uk Call us on 01773 814 400

CLICK IT

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

PROGRESSION

SBLs Assemble! Are you ready to be 10% braver?

In her new role as editor for Education Executive, Laura Williams knows a thing or two about stepping out of your comfort zone and tackling a brand-new challenge head on! In this article, Laura reflects on her journey so far – and its next steps as we gear up for Ed Exec Live 2024. Find out how you can get involved and have your voice heard. From becoming a digital columnist to finding the confidence to speak in public, Education Executive is your platform and we’re here to give you the power to use it! Read the full article HERE

DID YOU KNOW?

According to studies the most effective time of day to hold productive meetings is between 10am and 2pm – just so long as it doesn’t interrupt lunch!

Why you should challenge your IT providers

Do you ever feel that you’re tied down by your current providers, whether IT, photocopiers or facility management? Remember that as the customer, you hold the reins, and all service providers should be supporting your school’s vision and needs. In his latest article, Nigel Milligan reflects on past experiences, emphasising the importance of service providers aligning with your school’s best interests. Read the full article HERE

SUSTAINABILITY

The Multi Benefits of Sustainability Practices

The 2022 DfE Climate Change and Sustainability Strategy set out guidelines for sustainable practice in schools. However, with no accountability structures in place, why would schools give their precious time and resources to tackle what could be complex, challenging, and costly initiatives? There is a strong moral

LEADERSHIP

Taking the stress out of giving feedback

Navigating the realm of feedback can be a daunting task, even for seasoned school business leaders. Whether you’re engaging in a formal evaluation process or offering feedback post-project, employing effective strategies can alleviate stress and enhance productivity for both you and your school staff. In this article, we dive into best practice for initiating feedback, planning for conversations, and encouraging open dialogue. Read the full article HERE

case, business and educational case for the implementation of sustainability in our schools; financial, reputational, educational and community benefits are among the positive outcomes on offer. In this article, the UKSSN lays out the importance of integrating sustainability into operations Read the full article HERE

DID YOU KNOW?

The photocopier was invented by Chester Carlson in 1938. Carlson suffered arthritis and aimed to design a machine that could alleviate the pain of having to handwrite copies of documents!

DID YOU KNOW?

The Woodland Trust offer free trees for schools who have space to plant saplings and want to benefit from additional greenery. Application packs are available to download online from https://www. woodlandtrust.org.uk

MONEY TALKS

MANAGEMENT

The power of unconscious networking

How many of us hear the word ‘networking’ and cringe? If you’re told to network, what do you say? What do you do? Whether its during professional training, through volunteering roles or simply through meeting others at events, we are often networking without even knowing it. Annette House, head of business for Edinburgh Primary School, shares her experience of unconscious networking and reveals why you may already be better at it than you realise. Read the full article:

Tackling the high needs funding crisis

Amid recent revelations regarding budgetary errors and ongoing challenges in the education sector, the issue of high needs funding emerges as a critical concern. In this article, Kevin Parker delves into the complexities of high needs funding and explores potential avenues for addressing this pressing issue. Read the full article HERE

EEL spotlight: School business leader wellbeing with Education Mutual

Ahead of Ed Exec LIVE, we caught up with EDUCATION MUTUAL to discuss the Annual School Business Leader Wellbeing Index and find out about what they’ll be sharing at the event regarding the current state of mental wellbeing for SBLs

Thank you for taking the time to chat! We’re looking forward to having you join us at Ed Exec Live in a few weeks. For those who may attend or are considering attending, can you share a bit about what they can expect to see from the Education Mutual seminar?

Of course, in our seminar we will be discussing Education Mutual’s Annual School Business Leader Wellbeing Index. In it, we’ll be highlighting the impact of workloads on the mental health and wellbeing of the SBL population within the education sector. We will also be looking at what support is provided to staff and how well that’s getting utilised. One of the key points is going to be offering some recommendations on what support can be found and where to find it. Other topics we’ll be highlighting are the challenges that SBLs face with other colleagues within the education setting and discussion around personal mental health support.

Is there anything that you think people might be surprised by?

I think the surprising thing will be the number of different elements of the SBL role that has a huge impact on mental health and wellbeing - particularly because we do this on an annual basis so we can see the comparison year on year. The data is saying that the problem of workload for the SBL population is getting worse and not better. There are some surprising stats within that, that a lot of people are going to take away and understand that we need to really think and address what we’re doing for the SBLs.

What do you hope SBLs and attendees are going to take a way from the seminar?

I want them to be able to see and understand that this is happening across the sector, and that there is an organisation out there that is looking to help and support them because there’s lots of great things like the Teacher Wellbeing Index, but there’s not a lot of support for that support staff category. We want SBLs to see that it is getting recognised and there is a range of resources available to help and support them. The aim of the index is to be able to provide them with that information, help support them and understand where they can get help and minimize the impact of their workloads on their mental health and wellbeing.

Why do you think it’s a topic that needs to be discussed right now?

‘I think it’s important that the results of our School Business Leader Wellbeing Index are shared so people understand the impact that the pressures of mental health are having on the SBL population. Although there is support being provided, it’s obvious that that’s not getting utilised. So, the problem exists, and the solution is there - it’s about highlighting that more needs to be done across the whole sector to support this group of people. All the information has come directly from SBLs as they filled in the survey, and they’ve given a very clear picture of what’s going on in the sector. ‘For schools that are working

with Education Mutual, we’re able to highlight the services we offer that can help such as – face-to-face counselling, stress coaching, access to a 24/7 GP and menopause support’.

What, in your opinion, is the best way to approach the EEL events to get the best out of them?

I think you’ve got to come with a completely open mind, and you’ve got to be prepared to get stuck in and take the most out of the day that you possibly can. Take the opportunity to speak to colleagues that you know but also to meet new people. Soak up all the CPD that you’ll be getting and all the new ideas that you can take back to school. It’s an opportunity to come and find out what other new services and products may be on the market that can help support you.

I believe it’s important to prioritise your own time outside of school. Having that space to meet colleagues and understand that everyone is likely experiencing similar feelings as you are can be invaluable. Additionally, having the opportunity to learn, develop new ideas, acquire new skills, and bring them back to school is a significant resource. I understand that finding time outside of school can be challenging, but the benefits you receive in return are substantial.

SBL Voice: Should SBLs do duties?

Since becoming Executive Editor for EdExec magazine, LAURA WILLIAMS has been busy behind the scenes working on a personal mission to amplify the SBL voice! One of the ways of doing that is with our new EdExec SBL Voice feature

Welcome to our first EdExec SBL Voice! For this issue, we asked: Should SBLs do staff duties?

First, we asked SBLs about their own duty obligations. Of the responses received, we had an even split in terms of own

duty arrangements – a third of SBLs said they did them, another third did not, and the final third said they did on an ad-hoc or occasional basis. The answer to the question as to whether SBLs should be doing them was not quite so clear cut!

Wendy Haywood, school

business manager

“I am only called upon as a last resort or if I volunteer due to staff shortages to carry out break/lunch cover. We are already struggling to get everything we need to do in the day done and removing more time on a regular basis means something must be shelved or carried out later than we would like. I love my school and very rarely say no to anything I am asked. At the end of the day, we are all a team and here for the pupils. However, I worry about the expectations of our role - we already wear many ‘hats’ and ‘spin many plates’. If we’re needed to carry out additional roles on a regular basis, how do we make up the time to do the roles specified in our job descriptions?”

Vicki

Newsome,

school business manager

“I feel having a presence at the gate in the morning and afternoon helps with building relationships with parents/carers. If you then need to have a challenging conversation with them it is a little easier as you have a relationship with them. It is no fun in the rain! I am SLT on call to incidents one day a week. I do find this challenging, although, I feel it is important for the SBM to know the pupils in the school and their needs. This helps in SLT meetings and conversations regarding the budget.”

Tarina Chow, academy business manager

“I work in a special school and feel that I don’t have the level of training to support our students. The staff are highly skilled in medical, and team teach etc. I’m not trained in that way so I feel I would not be of value. I can see how it could be of value in other schools and did break duty in my last role in mainstream primary. Many SBLs are on SLT, expected to do things like SLT but not paid as SLT. The job of an SBL is very different to any other member of school leadership team and I think it’s often the case that we have scope creep and this I feel is part of that.”

Anon, school business manager

“I have had duties in the past, such as door duty in the morning. I don’t think we should be asked to deal with behavioural issues as I think that should be left to teaching staff. I wouldn’t ask a phase lead to run payroll! I personally would prefer to do ad hoc duties only. I love working in a school but think that it should not be an expectation of someone in my type of role do a regular duty.”

Claire

Brand,

assistant head - business & finance

“There’s an impact on workload (no-one else does ours) but I wouldn’t say no as I cannot expect others to do what I would not do myself and it does foster good relations between SLT and staff and pupils. Context is very relevant to consider as a factor in this.”

Anon 3,school business manager

“In my current role, I don’t have capacity to do it more often. However, I feel the interaction with pupils is a bonus to my day. If you are contracted or appointed to a specific role like SBL, then you are choosing to not work in a classroom or deliver support from an education/care perspective. We probably all do (I know I can’t walk away when someone needs help) but that plays in to the ethos of our school, the needs of our pupils and a duty of care towards them. Staffing in education is so stretched, it is having a significant impact on the staff trying to fulfil multiple roles. The same goes for SBLs. We need to be able to do our job the best way we can and in the time we have, to then let that work impact the classes positively. Time lost to duties can add up over a week to a significant loss of working time.”

Natalie Phillips, school business manager

“I think there can be real benefits to undertaking duties, but this does have to be balanced with role responsibilities. Having a clearer understanding of the children and some of the challenges they bring is very helpful. Being visible to other staff members can also be a benefit, they are able to see you as part of the team rather than a face behind a desk who does a job they don’t understand. To maintain some balance within your day, if you are taking on duties, it may be worth considering having some protected work time where you cannot be interrupted.”

Anon

2,

school business manager

“Absolutely not in my remit. There’s one of me in my school, and lots of other teaching/ pastoral staff to deal with those sorts of issues. It’s not what I am there for. My scope is so large as it is, there’s not capacity for anything like that. I wouldn’t expect a teacher or other team member to step in and help me process a few invoices if I’ve a lot on! Although the SBM/SBL is, in my experience, a bit of an allrounder, in my school there are 45 staff in my setting - 44 of them are better placed to undertake that sort of responsibility than I am, so let them!”

Vikki Dea, regional trust business manager

“I believe the role of a TBM is not to do duties as that can impact on their capacity to complete other tasks within their role. Where there is a safeguarding concern or an emergency, a TBM should step in and support the school, but this shouldn’t be an expectation. I think it also depends on the size of the school and if that TBM feels comfortable in challenging pupils. The role of a TBM can be very different in Primary where you could be standing on a school playground while small children run around manically to a large Secondary school where you may have to stand on toilet duty and challenge pupils for vaping inside a cubicle!”

Diane Scott, school business manager

“I step in when there is a need, which is quite regularly. As a member of SLT I should be doing “my bit” - it makes me a visible member of the team and helps build relationships with the children. If we want to raise our profile as a School Business Professional as part of SLT we should be willing to work as part of that team, sharing the duties. However, we are not trained in behaviour management and our time could be better spent on the strategic role to which we have been appointed.”

So where is that line for you? Are you happy to jump into duties or is it a flat no? We would love to hear more SBL opinions on this and other subjects. The EdExec SBL Voice Mailing list is made up of SBLs who are happy to share their thoughts and opinions by answering specific questions or contributing insights via email about the hot topics and sector news impacting SBLs and their schools! If you’re interested in joining the EdExec SBL Voice Mailing List to have your say on future topics, visit this website to register: https://www.surveymonkey.com/r/J2J8K66

A new era in school catering: apetito’s innovative approach

Balancing cost and quality can be challenging for schools aiming to maintain an efficient yet nutritious catering provision. However, it doesn’t have to be. RUPERT WEBER, head of education at apetito looks at how its premium pre-prepared system makes a real difference to schools looking to serve high-quality meals, whilst making significant savings

We all know that schools are currently under massive financial pressures. Total school spending per pupil fell by 9% in real terms in England between 2009–10 and 2019–20. This fall in spending per pupil represents the largest and most sustained cut in school spending per pupil in England in 40 years.

James Bowen, Assistant General Secretary at the NAHT school leaders’ union explains: “Years of real-terms funding cuts and the continued impact of inflation mean that many schools still face really difficult decisions when budgeting, affecting everything from staffing to learning resources.”

BALANCING QUALITY AND COST

One area where schools can make significant savings is in catering. Until recently, schools have opted for contract caterers or a complex in-house service and attempts to save money typically resulted in a decline in quality.

Here at apetito, we’re proud to be different and we don’t do things the traditional way. The benefits of that are clear: simplicity, cost-efficiency and quality. Our revolutionary premium pre-prepared school catering model is gaining huge popularity by helping schools achieve immediate savings of up to 20% on their catering with zero compromise on quality. apetito’s pre-prepared system gives schools full control

of their menus and staff, whilst delivering exceptional meals. Our service is easily adapted to suit bespoke needs and demonstrates real value for schools prioritising quality, efficiency and cost-effectiveness.

With apetito there is no need for a team of skilled chefs, as our catering system eliminates much of the costly and labourintensive work.

By partnering with apetito, schools have a choice of over 150 meals, enabling kitchen staff to create menus that suit pupils’ tastes and dietary requirements. Schools have the flexibility to create their menus and place orders of our nutritious, high-quality pre-prepared meals developed by our team of chefs, dietitians and nutritionists. Kitchen staff simply need to decant, cook and serve.

This simplicity means that our premium pre-prepared system typically requires 50% less staff and completely removes the requirement for skilled cooks and chefs, which delivers significant cost savings. Our expert team are also on hand to support schools with reducing utilities and equipment costs.

We are really proud of our model 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 but don’t just take it from us…

This means we have a lot more flexibility and control than we would have with a contract caterer and serve food we know our pupils will enjoy.

For us, the flexibility is a massive benefit because we know that lots of our pupils are particular about certain textures and flavours. apetito offers such a broad choice of options, which gives us the ability to cater for pupils’ individual dietary needs extremely easily. If we wanted to, we could serve an entirely different menu next week and having the ability to do that is a real benefit for us, as it is easy for our catering team to serve food in a way that suits every individual child’s needs.

For so many of our children, food is such an important part of their life and by working with apetito, we’re now able to serve them high-quality, nutritious meals that they really enjoy.”

A SERVICE THAT MAKES A DIFFERENCE

VALUE, CHOICE, AND QUALITY

The Ropemakers Academy, part of Beckmead Trust were looking for a catering provision that could serve high-quality, nutritious meals that would cater for all its pupils’ dietary requirements. Partnering with apetito has come with real benefits explains Ropemakers headteacher, Simon Hawthorne:

“The school have found that since moving across to apetito, the school has access to more than 150 different dishes and have streamlined their kitchen operation, helping to increase the catering efficiency whilst delivering value, choice, quality, and variety.

Since we’ve introduced apetito, there has been a significant improvement in the quality of the food we’re serving and this in turn has had a real impact on the children. The better the food, the happier we find our pupils are and we’ve noticed a lot more positive behaviour since partnering with apetito. The children eat well and, in turn feel well. With apetito, we’re able to have more control over what we’re serving because we’re the ones planning the menu.

At apetito we do the heavy lifting for you. With our service in place, schools catering is totally simplified. In the kitchen there is less stress, admin, invoices, suppliers and people to manage – it truly is high-quality catering made easy.

Every school we partner with has a dedicated manager to support teams every step of the way, so school management teams can rest assured that their catering needs are in capable hands.

ELEVATE SCHOOL MEALS

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

Why you shouldn’t put up with toxic leadership

Toxic leadership can affect anyone, often without their awareness, leading to feelings of failure and inadequacy. However, it’s crucial to recognise that the issue lies with the leader, not with you. One Education Executive reader (who wishes to remain anonymous) shares their story

Ihad never worked for a toxic manager. I was aware of them, of course - I had seen and heard colleagues from other schools share their experiences, and I had always thought that I just wouldn’t put up with it.

I had no concerns about starting to work for - let’s just call them ‘Boss’. I had met ‘Boss’ beforehand, and they seemed like a great leader. They were warm and friendly, and talked about kindness, wellbeing and teamwork - I was really excited about the opportunity to work with them!

It soon became apparent that my skills were just not on a par with my predecessor. Whenever I completed a job, ‘Boss’ would point out the flaws in my work. But I was determined to stay positive. After all, I could clearly learn and develop from this feedback. However, no matter how hard I tried, I never got it right, and even when I incorporated the feedback I had received previously, there were new issues with my work.

EXCLUSION AND ISOLATION

I started to feel like I had ‘reverse imposter syndrome’ – that I had thought I was good enough but had been found out as lacking competence. ‘Boss’ was highly experienced and knowledgeable, and brought a lot to the table. But no-one else’s contribution seemed to matter. They had all the answers, and everyone else was clearly in need of their guidance and support.

I was a member of the SLT and attended weekly SLT meetings. After a while, I realised that the actual decision making happened outside of these meetings, in the one-to-one talks that ‘Boss’ held with individual SLT members, which I was never involved in. By the time something was shared with me, decisions had already been made, and I was simply informed as to what actions were required from me in response.

My input was never sought or considered when I did try to give it. As a result, my role

turned out to be completely operational, rather than the strategic role I had been expecting to take on.

When I talked about work at home, my partner told me that ‘Boss’ was a poor manager. But I defended them and explained how their actions had resulted from my lack of experience or skill, how they were working to improve the school overall.

Being a professional, I decided to address my concerns with ‘Boss’, and requested a meeting with them to discuss my role. ‘Boss’ agreed, and I shared how I felt about what was happening - that I was feeling voiceless, powerless. ‘Boss’ was very sympathetic and assured me that they did not want me to feel like that. They promised changes to my work that would give me greater involvement, and thus encouraged, I carried on. But nothing changed.

Eventually, I stopped caring about my work; feeling unable to do anything about my issues, I just turned up and did whatever I

My resilience had been worn away, and just thinking about work made me feel stressed

was told to do without thinking about it. I no longer work for ‘Boss’. But it wasn’t until after I had stopped working for them, that I realised just how much they had affected me. My resilience had been completely worn away, and just thinking about work made me feel stressed and anxious. I had lost my professional confidence, and constantly worried about not being good enough, not being competent at my job. For months after, I felt I needed support to be able to take on tasks that were well within my capabilities. Any feedback or criticism, no matter how constructive or well intentioned, made me feel tearful.

YOU'RE NOT ALONE

I don’t have any clever advice on what to do about toxic managers. But I wanted to share my story, because I had never realised how insidious toxicity could be, leading to me supporting and defending someone who was effectively dismantling me. If any of this rings a bell with you - it’s not you. It’s them. And you need to get out. 

Battling the internal imposter

Imposter syndrome is characterised by feelings of anxiety and a lack of internal validation despite achieving success externally. This condition often leads individuals to feel like frauds and doubt their abilities. In this article, RUSSELL DALTON delves into its causes and impact

It is only in the latter years of my professional life that I have been aware of the phenomenon known as ‘Imposter Syndrome’. From the age of 16, when I started work, I thought it was just me who felt I was under skilled or lacked the competence to do the role I was in. I looked at others and felt I was not able to emulate their abilities. It was a revelation when I became aware of the syndrome and realised this was something many of us suffer from. However, this syndrome isn’t new. Two clinical psychologists, Pauline Rose Clance and Suzanne Imes, first identified and named it back in 1978. Don’t get me wrong, outwardly I am extremely confident, and I have gained

high positions in both my military and education careers. But thoughts of being a fraud or having deficiencies exposed and the anxieties, insecurity, and dread that follow, drove me to want to know more about it and how it could be controlled.

WHAT IS IMPOSTER SYNDROME?

Although Clance and Imes originally defined imposter syndrome to describe a condition they observed in professional women, research shows that men and women can equally suffer from it. It stems from a sense of inadequacy despite being competent. It isn’t about assessing the situation but about assessing ourselves. We feel more

inadequate than others facing the same complex situation, and often that we don’t belong there at all. It can cause us to feel a sense of time running out, and that we’ve been putting on an act which we can’t keep up much longer. This is despite all evidence to the contrary.

WHAT CAUSES

IMPOSTER SYNDROME?

My research informs me that imposter syndrome is a cognitive distortion. It causes people to doubt their skills and accomplishments. They doubt their own history and track record. They even doubt others’ high regard for them. Imposter syndrome isn’t an official psychological condition, and it

has a variety of causes. It comes from a combination of factors: Family environment - Family members might have put outsized emphasis on achievement or been overly critical. Social pressures - Being part of a social group where approval or worth seems to be explicitly connected to achievement. Sense of belonging – The fear of being found out and cast out.

Any circumstance that made a person feel different or excluded, such as;

● gender,

● accent/Language

● ethnicity

● physical or learning differences

● socio-economic status

● religion

It isn’t about assessing the situation but about assessing ourselves

can fuel the feeling. The person can carry that persistent sense of not belonging long after the circumstance is resolved.

Personality - Some personality types are more linked to internalising feelings of pressure, doubt and failure. People may not seek out or fully explore useful relationships at work. Even if they do, the internal struggle necessitates a lot of energy. It can lead to frustration, shame, depression and lack of self-confidence.

CHARACTERISTICS OF IMPOSTER SYNDROME

At times we all doubt ourselves, but does that mean we have the syndrome? Here are the most common characteristics:

Self-doubt - A lack of self-worth results in persistent feelings of anxiety regarding the ability to succeed.

Undervaluing contributions

- Undermining the worth of achievements, which results in a persistent sense of incompetency. Attributing success to external factors - Crediting achievements to

situational factors beyond our control. When positive feedback in the form of praise or promotion is given, we will struggle to accept responsibility for the success. Instead, we may attribute the positive impact to chance, coincidence, good luck, or the contributions of colleagues.

Sabotaging self-successReinforced feelings of inefficacy, causing a fear of success. We believe it is unattainable no matter how hard or often we try to attain it — success isn’t meant for us!

Setting unrealistic expectationsCreating the sensation that our best isn’t enough. It pushes us to set unrealistically high standards. Continuous fear of not living up to expectationsCausing us to feel we are not able to fulfil expectations we, and others, set, despite our best efforts.

Burnout - To overcome a sense of incompetence, we push ourselves, expending our energy quickly. Work starts to become more of a chore than a source of meaning and purpose, and we lose the passion for what we do.

5 TYPES OF IMPOSTER SYNDROME

Dr. Valerie Young defines five types in her book: The Secret Thoughts of Successful Women: Why Capable People Suffer. In reality, people may find themselves fitting more than one type over time.

1

The Perfectionist - This type must be sure everything gets done with perfection. Achieving an outcome or completing a task is never enough. Perfectionism results in feeling unsatisfied no matter how much hard work they do or what ambitious goals they achieve.

2

The Super Person - This type thrives in showing off their ability to take on a lot of work in a short period of time. They are willing to work long hours to achieve validation. They are trying to prove that they are capable of handling anything.

3

The Natural Genius - This type of imposter thrives on being quick and slick in getting things done. They believe that they got it right the first time. Feedback is threatening, if they didn’t get it right, they failed.

4

The Soloist - This type is not interested in getting support from others to do their work. However, the soloist resents others altogether. They are not willing to ask for help, regardless of the situation. Asking for help can leave them vulnerable and expose what they don’t know or can’t do.

5

The Expert - This type of imposter feels the compulsive need to have all the knowledge and experience before even attempting the job. They may be critical of others around them who “work to learn” or take aspirational roles, while also not recognising that certainty and having all the answers isn’t expected. In a fast-changing environment, no one is an expert in what to do next!

10 TIPS FOR DEALING WITH IMPOSTER SYNDROME

● Understand the voice: Positive assessment can help reveal the different saboteur voices that keep you from advancing.

● Assess the evidence: Listing, “Evidence that I am inadequate” against, “Evidence that I am competent”, can help bring perspective.

● Refocus on values: Take your focus away from outward signs of success or achievement and remind yourself of what really matters to you.

● Reframe growth: Life and a career are a journey. You can grow, learn, and make progress.

● Get out of your head: A pattern of circling thoughts goes hand-inhand with imposter syndrome. Find someone to talk to or write down your fears, they are less powerful when they aren’t circling.

● Practice self-compassion: Don’t beat yourself up for feeling like a fraud. Give yourself credit and compassion for how far you’ve come.

● Be kind to yourself: You are a human. Humans make mistakes. You will too!

● Keep failure in perspective: Instead of focusing and defining your failure in the abstract, take time to write down the likely outcomes if some part of your effort fails. Rarely is it the end of the world. Try learning from your failures instead of letting your failures define you.

● Practice mindfulness: Pause and re-evaluate. This technique gives you the opportunity to put yourself in the present. It enables you to recognise the capacities you have, and used, to successfully reach this point.

● Seek trusted feedback from your network: Make a practice of periodically getting feedback from people you trust and respect. Knowing that you have a source of meaningful feedback can help you let go of wondering what everyone else is thinking of you. 

More Than Staff Absence Insurance

Complete Absence Management Solution

to ensure your budget is protected whilst proactively preventing and reducing absence with our wellbeing support.

Practical & Proactive Support

Staff Absence Solutions that really make a difference. This is why we have complementary wellbeing support that is ran by our in-house team of NMC Registered Nurses.

For over 25 years, SAS have worked with schools across the UK to build Staff Absence Solutions that really make a difference. This is why we have complementary wellbeing support that is ran by our in-house team of NMC Registered Nurses.

We provide services for your Whole School Community, from classroom to staffroom, and assist School Leaders in building effective and sustainable wellbeing frameworks.

We provide services for your Whole School Community, from classroom to staffroom, and assist School Leaders in building effective and sustainable wellbeing frameworks.

Contact our team

Contact our team

Find out more information about our services by calling our team or visiting our website.

Find out more information about our services by calling our team or visiting our website.

NEW Leadership Supervision

NEW Leadership Supervision

Our EAP-beating, holistic Leadership Supervision provides you with a multi-faceted provision to keep Leaders performing their best, which positively benefits your Whole School.

Our EAP-beating, holistic Leadership Supervision provides you with a multi-faceted provision to keep Leaders performing their best, which positively benefits your Whole School.

BThe buzz about biodiversity: Bringing nature into schools

Sir David Attenborough once said, “If children don’t grow up knowing about nature and appreciating it, they will not understand it. And if they don’t understand it, they won’t protect it. And if they don’t protect it, who will?” In this article, the UKSSN stress the importance of biodiversity

iodiversity is a great example of how classroom activities can have input from both school operations, teaching staff and students. In addition, improvements made in school grounds for pollinators also bring associated benefits to the school community, through improvements in wellbeing, air quality and individuals’ ability and opportunity to connect with nature.

OUTDOOR LEARNING

The opportunity to take learning out of the classroom can help certain concepts come alive and be easier to understand, as children can contextualise their learning. Outdoor learning allows learners to explore the interplay between different curriculum areas, breaking down the walls of the classroom. Children can experience learning through the seasons, utilising the rich abundance of resources nature provides. Outdoor learning approaches not only contributes to

physical and emotional wellbeing and holistic development but also fosters critical thinking, problem-solving skills and collaborative teamwork. Children learn to think creatively, adapt to new situations, and work together to overcome challenges, while developing a deeper connection with nature and a sense of responsibility towards the environment.

MAPPING

You might have considered improvements in your school grounds and aren’t sure where to start. Consider how your grounds are currently being used and ask for students help in analysing the m2 of your school grounds given to:

● Amenity grass

● Playground / hardstanding

● Allotments

● Beds and borders

● Wildflower areas

● Wildlife or conservation areas

● Orchards / tree areas

Has your school engaged with the National Education Nature Park? National Education Nature Park supports the curriculum with free teaching and learning resources, as well as biodiversity mapping and Climate Action Plans. Both their website and the UKSSN Ops Group website has a list of grants available for schools. Using GIS mapping tools to record the number of trees on site can provide valuable opportunities to apply digital, geographical and scientific skills. Pupils can work out the carbon captured in the trees on your grounds using a simple calculation. Are you happy with the % of land designated to encourage biodiversity? e.g. wildflower areas, conservation areas and tree areas. Involve children as part of the decision-making process to help give them ownership of the project. Can you identify areas of your grounds which could switch from ‘grey to green’?

Could you work with your rounds contractor to accelerate changes? Would they consider “No Mow May”?

ADAPTATION TO CLIMATE CHANGE

We know we are getting more extreme weather – hotter summers and wetter every other season! Could improving your grounds biodiversity help your school to create more shade so students can enjoy being outside whilst protected or cool buildings from solar gain?

Could you make your school grounds more flood resilient? If there are groundworks taking place, could consideration be given to installing SuDs - sustainable drainage systems? Could removing some unused hardstanding help to improve water soaking away in the deluges, creating new habitats in the process?

We need to make room for pollinators on our land and plant the right plants

BIODIVERSITY AND POLLINATORS

As well as using biodiversity to improve school grounds, we need to increase biodiversity to help pollinators rest, refuel and pollinate. Buglife.org.uk states that since the 1930s over 97% of all flower-rich grasslands has been lost, due to modern farming methods, urban spread and new transport links. This has significantly reduced pollen and nectar sources and led to a serious decline in wildlife depending on wildflower-rich habitat. Without pollinators, our agricultural economies, food supply and surrounding landscapes collapse. According to the Pollinator Partnership, birds, bats, bees and other small mammals that pollinate plants are responsible for bringing us one out of every three bites of food.

We need to make room for pollinators on our land and plant the right plants. Even in inner cities, pollinators live, proving how vital community gardens, small plots, plant boxes and containers are. The Wildlife Trust suggest setting up a nectar café in a sheltered sunny spot with plants placed in groups so that colour and scent are easy to detect.

NEXT STEPS

Getting your students involved in improving outdoor spaces is the most exciting and rewarding part. Being involved in caring for and developing the natural world can have a positive impact on their health and wellbeing and engagement and connection with nature. Look at the UKSSN Ops group website for an example of a school grounds

biodiversity audit, so you can gain an understanding of your current position and develop an action plan to improve biodiversity.

Here are some more ideas for those wanting to improve their school’s biodiversity…

● Install bug hotels and bird feeders. If you don’t have resources to build them, purchase locally from a wildlife trust or charity

● Consider grants to help your school or organisation

● Encourage students to write to local wildlife groups and residential groups and persuade them to register on the B-Line map

● Install hedgehog highways

● Set up night cameras to track the animals that visit your school after dark

● Encourage students to improve the biodiversity in their own gardens, window boxes or areas near their homes

● Document a nature walk in your local area

Wherever you are on your Climate Action Plan’s list of projects to improve your school’s biodiversity, we hope you get to enjoy being amongst the pollinators and wildlife sanctuary you’ve created! 

USEFUL WEBSITES

Schools can find a list of useful links to biodiversity projects, initiatives and resources on the UKSSN ops group website https://ops.ukssn.org/

The good, the bad and the ugly: Getting to know your governing board

REBECCA

CUNLIFFE, school business manager at Lomeshaye Junior School, delves into strategies for cultivating stronger working relationships with governors, offering insights to differentiate between the good, bad and ugly

As school leaders, members of the governing board are our critical friends. Finding ways to work together efficiently and collaboratively will help both you and governors get the best out of the meetings and provide governors with the information they need to support the school’s strategic vision. Governors are volunteers and we must always be mindful of this when asking them to read through documents by keeping them clear, succinct and informative.

How do we do this? As a clerk to governing boards for the last 10 years I have seen the good, the bad and the ugly in terms of governing boards. School business leaders need to develop their skills in communicating with governors to ensure meetings are not unnecessarily time consuming

and that governors are provided with information to support them to challenge and to strategically plan for school development.

THE GOOD School staff, parents and stakeholders know the governing board members. You understand their reasons for joining the board and match their skills, so they are effective and support you. They visit regularly for supportive visits and are interested in the development, management and leadership of the school.

THE BAD

A dictator like approach, asking so many questions during meetings that when preparing

you panic, doubt yourself and dread sitting in a room with them. Challenging questions feel like they are being directed to catch you out rather than allowing you to shine and share your knowledge.

THE UGLY

On the surface they are a supportive governing board, but you are never sure what is coming next. During meetings they break from the agenda and ask questions about the operational management of the school for their own gain. This is usually a parent governor, although not always, and they have joined the board to moan about operational decisions and changes - unhelpful, not strategic and unpredictable! Whichever type of GB you have,

here are my top tips for school business leaders to get the best support and strategic leadership from your governing board;

COMPREHEND THEIR ROLE

Mould governors to be good leaders by understanding their role fully. This way not only can you prepare what you need to share with them but also how they will use the information to carry out their duties.

ASSIST WITH UNDERSTANDING

It is inevitable that we will use abbreviations and acronyms in our reports, don’t leave a Governor wondering what on earth you are talking about, give them a glossary so they can fully understand the information.

USE INFORMED RECRUITMENT

If you are recruiting for a new governor, no matter their status, it is recommended that you carry out a skills audit to identify

It is useful for prospective governors to know what skills you need to enhance the board

any gaps and to inform your recruitment, it is useful for prospective governors to know what skills you need to enhance the board. If you are lucky enough to have a few applications, you can use the results of the audit to ensure you recruit someone with the skills you are missing.

SPEND TIME TOGETHER

Governors hold leaders accountable for the strategic vision of the school. It is important that we present information that allows them to analyse our performance and ensure we are striving for best value in all our decisions. There are training courses available for governors and these can help provide valuable questioning skills and knowledge. However, I have found that the best (good) governing boards have members who spend quality time with the staff responsible for leading key areas.

Their leadership will depend on your guidance and information sharing

For example, it is good practice for the Chair of the Resources / Finance committee to spend time with the school business manager. Time spent reviewing the SFVS annually can help to identify areas for development and areas that celebrate the skills of the governing board. In addition, time spent outside board meetings carrying our budget monitoring and being aware of any virements that will be presented for approval in advance is helpful to speed up discussions during meetings.

HAVE CLEAR TIMELINES

Policy approval must have an annual timetable and governors, especially those with key roles and responsibilities (Chair, Vice Chair, subject nominated governors), should ensure they read and challenge the contents of any school policy. If the school has a clear timetable for reviewing policies, governors can plan their time to read and submit questions in advance of meetings. Sharing policies electronically, rather than sending paper copies is a more efficient way of gaining approval.

Most governors I have met do not want the thud of papers landing at their home address. Oversharing can be just as bad as not sharing and may lead governors to become involved in the operational management of the school, which can create ‘bad’ and ‘ugly’ scenarios!

GET TO KNOW THEM

Take time to get to know your governorstheir skills, occupations and reasons behind joining the board. Some are just brilliant people who want to support their local school, some are parents with a vested interest in the school being the best it can be for their child. Some have been in education, retired and want to share their skills and knowledge - and some are in it for professional development.

If you understand their drive, you can match their skills with key roles. If you understand more about them, you can understand how much time they have available and plan meetings to suit them.

If you build good working relationships, communication channels and trust it can only work in your favour.

Having governors who only visit the school for meetings and are distant can create fear and friction. Taking time to build these relationships will help you in the long run, I promise.

Whatever your GB looks like, get learning about governor roles and responsibilities, guide them, nurture them, and ask them what they think of the style and content of reports. Listen and make changes. The more involved they are in the agendas and information content, the more all parties get from the meetings and the result is that the school will develop, and students will receive the best education possible.

Their leadership will depend on your guidance and information sharing, so be proactive and soon you’ll be striding into meetings brimming with enthusiasm!

As always, I believe in you - you can juggle all this and enjoy great governor meetings in the future. Good Luck! 

USEFUL WEBSITES

● For Schools & Trusts National Governance Association (nga.org.uk)

● NGA glossary nga- skills-auditsingle-schools-20220707.xlsx (live.com) nga-skills-audittrustees-20220707.xlsx (live.com)

Why we need to make inclusive practice, standard practice

AIn her previous article, CLAIRE WALTERS focused on how SBLs can empower all education staff to create a legacy of support for autistic students in their settings. This month, Claire explores the theme of inclusion and how this should permeate your workforce at every level

s mentioned in my last piece for Education Executive, I have moved from a school business leader role to being part of The Autism Education Trust, where we offer training for those working with autistic young people to effect culture change across education settings. This change is achieved through our unique combination of co-produced and evidence-based content, shaped into our flagship programmes: The Professional Development Programme, Work Based CPD Programme and Consultancy Support offer. Due to increasing demand, we will also be building on our success by opening our AET Shop, introducing memberships and supporting international settings.

A MULTIFACETED ROLE

I have certainly been prepared well for AET’s expansion into these different arenas in my previous role. Many SBLs also act as human resource managers - we really are the “Mr. Ben” of schools (showing my age here!). One minute unblocking a toilet to

setting a budget the next, building a wind farm then leading a disciplinary meeting with a colleague. I hope you read that sentence and smile, recognising the variety inherent in your role as an SBL!

My point is you are the glue and part of your role is that staff come to you for advice and support. You have a vital role in enabling inclusion and systemic good autism practice throughout your setting. Attitudinal opportunities and challenges are present in all areas of employment practice. Our goal at the AET is to ensure that children and young people have a positive education experience – something that cannot be achieved without the development of an inclusive culture, which itself cannot be achieved without the inclusive practice of all staff.

You have a deep understanding of your staff, but if your goal is to be inclusive, does that practice extend to your workforce? Is inclusivity integral to your recruitment and induction processes? Is your setting accepting of difference? Does it provide a sense of belonging - where not only your students but your whole

workforce can be their authentic selves and be heard? This is the meaning of true inclusion, and it is in your power to ensure it permeates at every level.

Why is it essential that SBLs and HR teams ensure that inclusion extends to the workforce? 70% of autistic children are educated in mainstream schools and fewer than half say they are happy. Those students are your future workforce, so it seems a reasonable probability that autistic persons also form part of your current workforce.

ET THE STANDARD

According to researchers at UCL, there are ‘approximately 750,000 undiagnosed autistic people aged 20 and above, in England. This brings the total autistic population to over 1.2million – approaching double the figure of 700,000 cited by the government for the entirety of the UK.’

In addition, the most common learning difficulty dyslexia affects approx. 10% of the population. ADHD in adults may be as high as 5% despite only 2.5% being diagnosed while 65% of neurodivergent employees fear workplace discrimination. Late diagnoses of autism can lead to a sense of grief, time lost, being misunderstood, a sense of anger at not understanding yourself and feeling that others don’t understand you either. This can present differently in a person who masks.

The best course of action, therefore, is for SBLs to ensure inclusion is simply an ordinary way of working and that inclusive practice is standard practice. Not only does this benefit your future and current workforce, but you as an employer. We are all aware how expensive and timeconsuming recruitment is and the importance of attracting and keeping staff.

Is inclusivity integral to your recruitment and

induction processes?

REVISIT RECRUITMENT

Simple ideas often have the most impact – for example, could you send interview questions out beforehand to offer time to prepare, perhaps with a brief bio of the panel? We do this in my workplace, and I can tell you that you receive more thoughtful, insightful responses which aid your decision-making, helping you to get the right person for the role. It is a huge benefit for both candidate and recruiter to be able to offer that simple adjustment. Not making these adjustments could create a barrier, reducing your pool of potential applicants.

If the percentage of autistic adults who make up the available workforce (and working adults who don’t know they are autistic) decide not to apply because your recruitment practices are not accessible, think how much potential your setting is missing out on!

It is not only your interview practices that need to be inclusive- it is also important to revisit HR adverts and application forms and consider whether your list of competencies will discourage individuals from applying. Will ‘must be flexible’ put off more people than you might imagine? Applying and interviewing for a new role naturally generates anxiety, and inclusion is about the removal of barriers, ensuring you recruit the best staff and keep them.

INDUCTION

If our SEND students are the part of our cohort most vulnerable to exclusion, then are we displaying unconscious bias and assuming our induction programmes suit all audiences? Including staff who are autistic or otherwise neurodivergent? Schools are fast paced, often complex environments where there is little time to pause or reflect. Autistic and neurodivergent colleagues could benefit therefore from structured induction programmes, ensuring they are carefully introduced to their new workplace, routines and processes.

Autistic individuals prefer routine so a clearly structured induction plan, given in advance, is key. Show them the induction activities they will be involved in ‘now’ and ‘next’ – breaking things down to reduce anxiety. You should also consider other adaptations in your induction programme: do induction materials and resources use clear language? Is unknown terminology avoided or explained? Is text-based information supported with visual aids?

SETTING AND ENVIRONMENT

Schools are fast paced, often complex environments where there is little time to pause or reflect

flexibility for breaks and individualised adjustments to support inclusion.

Our school environment should support everyone. Yet many face barriers and (often unconscious) discrimination. Are school business leaders and HR teams offered training to make them aware of the importance of knowing their staff, how they work and therefore how to build on their strengths and support them where needed?

If you were an autistic teacher/TA how would your recruitment, induction and culture feel? You may feel that you don’t know enough about autism to know if anything needs changing. This is where the AET can support you– so consider this food for thought. Get it right and you will have happy, healthy and productive staff - and happy, healthy and productive students as a result!

Hopefully, this has helped you think about some changes you could make in your setting and where you can identify opportunities to support and signpost to other sources of help, becoming a transformational leader who meets individual need, considers staff wellbeing and mental health. Becoming a leader who enables true inclusion. 

Consider whether the environment is more excluding than including: are your staff areas busy with charts? Are there bright lights, strong smells? Is it noisier than it needs to be? Consider what you can do to create a more supportive environment for all staff. Do you offer a quiet area? Do you make sure staff areas are uncluttered and that the building is kept clean, tidy and easy to navigate? Let new staff know what to expect whilst minimising distractions, providing quiet spaces with the

If you need support or advice in implementing inclusion and good practice, we are here to help. The Autism Education Trust’s mission is to empower and support the education workforce in securing a positive education that ensures wellbeing for all autistic children and young people.

To find out more, visit: https://www. autismeducationtrust.org.uk/

Calls for more guidance on children’s AI use

As reported by The Standard, a new study reveals that 25% of children are using AI tools for their studies, prompting calls for government guidance as parents and educators grapple with the technology’s impact.

Research from online safety charity Internet Matters found that over half of 13-to-14-year-olds were actively engaging with AI chatbots, and that 41% of children believe AI tools will be beneficial to their education. But parents are more sceptical, with only 29% agreeing the technology was helpful. The charity has called on the Department for Education (DfE) to

provide more advice and support to schools to help teachers, parents and pupils benefit from AI tools and understand the potential benefits and limitations, while also using the technology safely.

Internet Matters co-chief executive, Carolyn Bunting, said: “Generative AI is here to stay and tools like OpenAI’s ChatGPT and Snap’s My AI are increasingly a part of children’s lives. With just a few prompts, an entire essay can be crafted, or an image can be generated, fundamentally changing the way we produce and share content, and how children learn.”

A poll distributed by the International Baccalaureate (IB) also found that 43% of young people said they had used artificial intelligence to help with their schoolwork. It found that 72% of students said they had used an AI Chatbot before while 13% of students who responded to the poll believed it is still possible for their education system to avoid the influence of AI.

IB director general Olli-Pekka Heinonen said: “As educational leaders, we can’t attempt to hold back the inevitable tide and so must make sure that AI is used and developed for the purposes of teaching and learning.”

University of Suffolk to run esports undergraduate degree course

As reported by the BBC, The University of Suffolk (UOS) said it would launch a “cutting-edge” degree in competitive video gaming.

The Esports undergraduate course, which would explore topics from game design to live streaming, would accept its first students in 2025. The curriculum was being developed in partnership with professionals in electronic sports. Professor Stuart Harmer said the course would provide students with “a much-needed pathway” into the industry.

“We are thrilled to announce our plans to create one of the first esports undergraduate courses in the East of England,” said Mr Harmer, dean of the School of Technology, Business and Arts at UOS. It recognises the

tremendous growth and potential of the esports industry. The course would look at game design, esports event management, live streaming, esports marketing and analysis of competitive gameplay.

Mr Harmer said: “We have witnessed a significant growth in students studying esports at colleges and schools in the region and by providing this course, we’re offering these students a much-needed pathway that allows them an important progression into Higher Education in this industry.”

The impact of AI in education settings

The school business leadership community is feeling the strain. Excessive workload has long been a driver of attrition, and research highlights the impact on school leaders. JUSTIN SMITH explores the potential role of AI in alleviating pressures

The NAHT report of January 2022 on school business leadership, cited balancing books and keeping pace with constantly changing government guidance, as main pressure points. Much has been spoken about the likely impact of Artificial Intelligence (AI) in the classroom and on teachers. But AI presents itself as a game-changer for the school business fraternity too, promising to redefine the operational landscape of educational institutions.

AI holds the potential to streamline processes, enhance engagement and optimise resource allocation, all while ensuring that educators can dedicate more time to fostering student development. For SBLs, embracing AI may not elevate the efficiency and effectiveness of educational delivery.

AI’s capabilities extend beyond automation; they include generating insights from data that can inform strategic decisions, improving communications and facilitating a more adaptable learning environment that meets student’s unique needs. These innovations offer a path to reducing operational complexities and creating inclusive and responsive educational systems.

Navigating the AI landscape in education comes with concerns around data privacy, ethical use, and ensuring equitable access to technology. Moreover, the shift towards AI-enhanced education requires considerable investment in

digital infrastructure and CPD for staff. The issue here being the resource imbalance between institutions; small rural primary schools are clearly at a disadvantage when compared to better resourced multi-school MATs. Therefore, the need for collaboration and partnership is stronger than ever.

The key to successfully integrating AI into operations lies in a strategic, informed approach. Acknowledging the vast capabilities offered by AI to improve both administrative and educational outcomes must be balanced against its associated potential risks.

The promise of AI in streamlining administrative tasks offers a shift from traditional, time-consuming processes to more efficient, automated operations. This approach enhances operational efficiencies and reallocates precious time and human resources towards fostering better outcomes for students and work life balance for staff.

EFFICIENT RESOURCE ALLOCATION

AI-driven tools excel in optimising resource allocation and scheduling, a notoriously complex and time-consuming task. By analysing patterns and predicting needs, AI can assist in the dynamic allocation of classrooms, timetabling, scheduling staff meetings, and the organisation of school events, ensuring optimal use of resources.

ATTENDANCE TRACKING AND EARLY WARNING SYSTEMS

Monitoring student attendance and punctuality can be streamlined with AI. Automated attendance recording saves time and offers real-time data analysis, identifying trends in absenteeism or lateness. This capability allows for the early detection of potential issues and enables timely intervention. Moreover, integrating AI with messaging systems can automate notification processes to parents and carers when unexplained absences occur, fostering better communication between the school and home.

ENHANCED DECISION-MAKING

Predictive analytics powered by AI offers a strategic advantage in administrative decision-making. By sifting through vast amounts of data AI tools can forecast future trends, identify potential challenges, and suggest preventive measures. For example, highlighting areas where budget adjustments are necessary or where student performance may be at risk, enabling proactive measures that can lead to significant improvements in financial and educational outcomes.

STREAMLINED COMMUNICATION

Schools must foster an ecosystem where technology complements rather than replaces the human elements of education

processes. This not only improves accessibility and organisation but also enhances data security and compliance with data protection regulations (GDPR).

NAVIGATING CHALLENGES

The reliance on extensive data sets, including sensitive student information, places a significant responsibility on schools to ensure data privacy and security. The potential for AI algorithms to perpetuate biases or make decisions that affect students’ educational trajectories without transparent oversight raises ethical concerns. Schools must implement robust data governance frameworks and ensure AI systems are designed and deployed with fairness, accountability, and transparency in mind. Uneven distribution of resources and access to technology across different socioeconomic groups can exacerbate educational inequalities. Ensuring that AI-enhanced education benefits all students, regardless of background, requires targeted efforts and investments. Schools strive to bridge the digital divide now, but providing equitable access to AI tools and resources is needed to prevent widening the gap in educational opportunities. This requires leadership and resourcing at government level.

AI can also revolutionise how schools communicate with their stakeholders and wider community. Chatbots and virtual assistants can handle routine inquiries providing instant responses to common questions regarding school policies, events, or student progress. This not only improves the efficiency of communication but also ensures that administrative staff can focus on more complex queries and tasks.

DOCUMENT MANAGEMENT

The management of documents and data, a critical yet cumbersome task, can be significantly improved with AI. From automated document classification and filing to the extraction of relevant information from unstructured data, AI can reduce the manual effort required in document management

WHAT’S NEXT?

Balancing the use of AI with the irreplaceable elements of what makes us human; insight, empathy, and experience is crucial. Schools must foster an ecosystem where technology complements rather than replaces the human elements of education. The goal is not to replace the human touch but to augment it with AI’s capabilities. By doing so, we hope to create a learning environment that prepares students for the challenges of tomorrow while respecting their individuality and rights today.

The partnership between emerging technologies and education must be guided by a shared vision of enhancing outcomes and enriching experiences for all - adopting new technologies and reimagining the possibilities of what education can be in an interconnected, digital world.

Tackling IT changes with confidence

Change can cause anxiety at the best of times, but for the technophobes amongst your team, IT changes are particularly daunting.

NIGEL MILLIGAN of iNam

Concepts

Ltd shares some practical advice to take your team from trembling to transforming

In any school setting, leading change in IT involves a delicate balance of technical guidance and empathetic support. It is imperative that there is a clear, embedded IT vision in place for the school that has been developed by all key stakeholders and your IT team. However, many members of the school team will have a fear of change, a natural human emotion that can be handled by applying a few simple strategies to help staff get to grips with any new technologies.

CLEAR COMMUNICATION:

Why change? Begin by clearly explaining why the change is necessary. State clearly how it benefits both the school and the staff. Highlight the

positive impact of the changes on teaching, learning, and administrative tasks. Provide a clear timeline of the changes, including training dates, implementation phases, and milestones.

TRAINING AND WORKSHOPS:

Tailored training can help staff feel more engaged with IT changes. Offer training sessions that are tailored to the specific needs and roles of different staff members or consider hands-on workshops where staff can practise using new technologies in a safe environment. SBLs should encourage peer-to-peer learning and support among staff members so those who grasp the changes quickly can assist others and help them to build confidence.

FEEDBACK AND COLLABORATION:

Before and during the implementation of any changes, SBLs should create channels for open feedback, such as suggestion boxes, surveys, or regular meetings. You may want to introduce collaborative tools that facilitate communication among staff, such as shared documents or project management platforms. To ensure buyin to any IT changes, aim to involve staff members in decision-making processes whenever possible.

GRADUAL IMPLEMENTATION: Don’t try to change everything at once! Start with small-scale pilot programs to test new technologies and gather

feedback. Gradually implement changes in phases, allowing staff time to adapt to new systems and processes. You should also have dedicated support teams available during the rollout phase to assist staff with any issues or questions.

HIGHLIGHT SUCCESS STORIES:

Highlight the positives! Share success stories of how other schools or departments have successfully implemented similar changes and acknowledge and celebrate the efforts of staff members who have embraced the changes and achieved positive outcomes. Why not celebrate milestones in the implementation process, such as successful training completion or the launch of new systems? You can

use celebrations as opportunities to gather feedback and insights from staff on what is working well and what can be improved.

ENCOURAGE A GROWTH MINDSET:

Foster a culture of continuous learning, where it’s okay to make mistakes and learn from them - not everyone will adapt at the same pace, so it is vital to be patient with staff members as they learn. School leaders should demonstrate enthusiasm for the changes and actively participate in training sessions, encouraging staff to explore new ways of using technology in their roles and recognize innovative ideas.

ACCESSIBILITY AND SUPPORT:

Key to a smooth transition is ongoing support – this can be provided through easily accessible resources, such as user manuals, FAQs, and online tutorials. Keep training materials updated and available for staff to reference whenever needed. It can be advantageous to establish a dedicated IT helpdesk or support system where staff can reach out for assistance. Your IT team or external provider should have such a system in place already.

Highlight the positives! Share success stories of how other schools or departments have successfully implemented similar changes

After the changes are fully implemented, you should conduct a thorough review to assess the impact and gather feedback from staff, using this to make continuous improvements to IT systems, training programs, and support structures.

By implementing these simple strategies, you can create a supportive and collaborative environment where school staff feel empowered to embrace IT changes rather than fear them - and integrate them effectively into their daily routines.

Transitioning from PSTN to VoIP: A guide for school leaders TECHNO GEEK

The Public Switched Telephone Network (PSTN) has been the backbone of voice communication for decades.

However, with the advent of digital technology, Voice over Internet Protocol (VoIP) is set to become the new standard.

STEVIE PARTINGTON talks about making the transition

For schools, moving from PSTN to VoIP can offer significant benefits, including cost savings, improved functionality and enhanced connectivity. VoIP technology allows voice communication to be carried over the internet rather than traditional phone lines. This transition is not just a trend but a necessity, as providers like BT plan to retire the PSTN by December 2025.

In a recent conversation with BT at my own school they told me that they would give just one month’s notice and that it would happen before January! This prompted us to speed up our plans somewhat and start transitioning to VoIP before it became necessary.

ASSESS YOUR INFRASTRUCTURE

Before making the switch, it’s important to fully assess your current infrastructure. Firstly, your PSTN set-up – are there phones around school that are not used anymore? In the school I work in, we had several phones in boarding houses that are hardly touched anymore due to most boarder to parent communication happening through an internet-based system already e.g. WhatsApp, Zoom, Teams, iMessage, FaceTime etc. Determine if your internet connection can handle the increased load VoIP will bring. You may need to upgrade to a higher bandwidth internet connection or consider a dedicated line for voice traffic to

ensure call quality. It’s important to consider if there are any bottlenecks through your current network and how adding a VoIP might make these worse.

To ensure a smooth transition, conducting a network assessment or audit before making any decisions is critical. This involves mapping out your current network infrastructure, understanding the capacity of your existing internet service, and identifying any potential areas for improvement or upgrade. Engaging with an IT specialist to conduct this audit can provide valuable insights and help you make informed decisions.

START A DIALOGUE

Start conversations with potential VoIP providers early. They can offer tailored solutions for educational institutions and help you understand the process, costs, and equipment needed for the transition. There are also several education-specific providers that are worth talking to. While VoIP can be more costeffective in the long run, transitioning may require an initial investment in new hardware. Budget for new equipment, installation, and training. Most providers can help you spread the initial cost of the hardware over a 12/24/36 month contract and offer support of the hardware during this time – this can help cushion the blow and realize cost savings even earlier. When selecting a VoIP provider, it’s essential to consider the specific needs of your educational institution. Ask

about the flexibility of their systems, the scalability options they offer, and how they handle data security and privacy. Data security is particularly crucial in a school environment, where sensitive information about students and staff must be protected.

KNOW YOUR TIMELINE

Create a detailed plan that includes a timeline for the transition, training for staff on the new system, an inventory of equipment that needs to be upgraded or replaced, and communicating with stakeholders. Involving all stakeholders in the planning process can also foster a sense of ownership and ease the transition.

To ensure a smooth transition, conducting a network assessment or audit before making any decisions is critical

Setting up a steering committee comprising representatives from different groups within the school community, such as teachers, administrative staff, and technical personnel, can help ensure that all viewpoints are considered and that the plan addresses all relevant concerns. Keep teachers, staff, parents, and students informed about the change. Explain the benefits and how it will affect them. Clear communication can alleviate concerns and ensure a smoother transition.

ENSURE CONTINUITY

Make sure that your new VoIP provider can provide a continuity of service. This can usually be achieved by making the actual switch of the external number during off-peak hours such as an evening or a weekend. It’s usually possible to put the new system hardware in place

before it is the live system. With the new hardware in place, you can test the new system thoroughly before going live.

VoIP systems come with features that can enhance communication within the school. These can include Teams integration, video conferencing, voicemail to email, Outlook calendar integration, and mobile integration. Explore these features and ensure you train staff to use them effectively. Some systems connected to PSTN, like lift alarms and fax machines, may need special consideration. Work with your provider to ensure these systems are compatible with VoIP or find suitable alternatives.

I had problems finding an alternative for our lift alarms as we are in an area with poor mobile signal – a mobile sim connection was the go-to for our lift servicing provider for the emergency line.

Moving from PSTN to VoIP is a significant step for any school. Don’t hesitate to seek support from other local schools that have made the switch. By planning carefully, communicating clearly, and leveraging the expertise of providers, you can ensure a successful transition that brings your school’s communication into the digital age.

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 Learn