Time to Break the Mould
We talk to Rachel Younger about stepping up, supporting SBLs and becoming the new President of the NAHT
FROM THE EDUCATION EXECUTIVE TEAM!
You may or may not be familiar with our sector leading magazine, Education Executive?
It is a magazine that we have been publishing for more than 20 years and is dedicated to championing the success of business and financial leaders in schools, alongside our specialist school business management events (edexeclive.co.uk) and our very popular website edexec.co.uk.
We partner with regional groups and national SBL organisations to ensure we are offering the SBL community the best possible support in their challenging role within schools. From the ISBL, to the NAHT and ASCL, as well as more than 20 regional group partners from across the country, and not forgetting our invaluable network of working SBLs who contribute regularly to share best practice and advice based on their in role experience.
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Because we talk to SBMs on a daily basis, we know how hard schools are finding things currently. The ongoing reduction in real time budgets along with NI contribution increases and the constant juggle to do more with less is really putting a strain on your already stretched budgets, and we want to ensure we are here to help support you in your role through these challenging times.
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Editor’s comment
It’s that time of year again - the annual game of Can We Afford That? is in full swing. Budgets are under the spotlight, procurement is getting the side-eye and somewhere in the middle of it all, schools are still expected to function as, you know… schools. No big deal, just the usual juggling act of making miracles happen with whatever’s left in the pot.
And at the heart of it? School Business Leaders - financial magicians who balance the books, ensure compliance and squeeze every last penny for maximum impact, all while keeping the lights on (sometimes literally!).
It’s a role that’s constantly evolving, demanding adaptability and leadership in ways few outside the profession fully appreciate. That’s why I was keen to sit down with Rachel Younger, the first-ever School Business Leader to take the helm as NAHT President, about her journey and what it means for the profession. Her story is a reminder that SBLs bring a unique and valuable perspective to the table - one that’s making a real difference in schools every day
Budgeting and procurement remain key battlegrounds and Claire Skinner’s Budget Bonanza breaks down how to approach financial planning with a sharp eye and a steady hand.
Meanwhile, Kevin Parker explores how schools can move from firefighting spending decisions to a more strategic long-term procurement approach
Beyond the spreadsheets, there are big-picture questions to tackle. The UK Schools Sustainability Network (UKSSN) challenges schools to rethink waste management - not just as an operational necessity but as a strategic opportunity to save money and improve sustainability. Nigel Milligan shines a light on ‘subscription blindness’ - how unchecked digital service renewals quietly drain budgets. And as AI continues to dominate the education conversation, Gary Henderson cuts through the noise to assess whether generative AI is delivering real impact or just another tech trend struggling to find its place
Leadership is also in the spotlight this issue. Russell Dalton shares practical insights on managing upwards - because influencing senior leaders can sometimes feel like herding cats in a wind tunnel. And for those looking to invest in their own growth, Conny Brandt makes the case for coaching as a powerful tool for professional development
As always, this issue is packed with real talk, practical strategies and expert perspectives to help you navigate the ever-changing landscape of school business leadership. Whether you’re here for the budgeting insights, leadership advice or just to feel a little less alone in the madness - we’ve got you.
Grab a brew, dive in and let’s tackle this term together.
Laura x
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 editor@edexec.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.
RACHEL YOUNGER
President NAHT
RUSSELL DALTON
School operations advisor SBL coach/mentor ISBL
CONNY BRANDT
School business leader
KEVIN PARKER
CFO
LittleWayCatholicEducationalTrust
CLARE SKINNER
School business manager
KingNorton’sGirlsschoolandsixthform
THE UKSSN
GARY HENDERSON
ANME ambassador
NIGEL MILLIGAN
Owner iNamConcepts
Your School’s Wellbeing Partner
S p e Way
For over 25 years, SAS have worked with schools across the UK to build market-leading Sta Absence Protection solutions that fit the needs of schools.
Our philosophy is to work with your School or Academy to prevent and reduce sta absence, giving you peace of mind. SAS developed and provide a range of wellbeing services, complimentary to your cover, designed to keep your sta healthy and your school running smoothly.
Complimentary Wellbeing
Unlimited Counselling
Physiotherapy
Nurse Support
GP Phone & Video Consultations
Menopause Support
24 Hour Support Through Our App
Weight Management
Health Screening
Pupil Wellbeing
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NEWS & VIEWS
08 NEWS AND VIEWS
Get caught up with the latest news and stories from the education world
10 BREAKING THE CYCLE OF EBSA
Our report on the impact and effects of emotionally based school avoidance
11 SPOTLIGHT ON SCHOOL UNIFORMS
How the government is addressing the rising cost of school uniforms
12 CLICK IT
We’ve rounded up the best digital articles from edexec.co.uk this month
LEADERSHIP BY EXAMPLE
16 UNLOCKING THE VALUE OF COACHING
Conny Brandt shares her experience of professional coaching
18 TIME TO BREAK THE MOULD
The new President of the NAHT, Rachel Younger on stepping up for SBLs
22 THE IMPORTANCE OF MANAGING UPWARDS
Russell Dalton explains why for school leaders, the best way is up
MANAGEMENT
26 RETHINKING SCHOOL WASTE
The UKSSN presents a smarter approach to sustainability
30 THE BUDGETING BONANZA
Saddle up SBLs, it’s time to hit that budgeting bullseye
34 THE IMPORTANCE OF AN EFFECTIVE PROCUREMENT STRATEGY
Kevin Parker explains why it isn’t just a ‘nice to have’ but a ‘must have’
ICT MATTERS
36 SWITCHED ON
The latest news and stories from the world of edtech
38 THE IMPACT OF GENERATIVE AI
Gary Henderson looks at the two years since ChatGPT’s launch
42 CAN’T SEE THE APPS FOR THE TREES?
You may have subscription blindness, but Nigel Milligan is here to help
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 issue.
Design
Graphic designer Amanda Lancaster amanda@intelligentmedia.co.uk
Editorial
Editor Laura Williams laura@intelligentmedia.co.uk
Sales Kerry Smith Kerry@intelligentmedia.co.uk
Publisher Vicki Baloch vicki@intelligentmedia.co.uk
NEWS
The latest news and views from the world of education
School Type Affects SEND Identification Rates
Children in England experience huge variations in having their special educational needs identified depending on school type, background and levels of absence, according to research by the Education Policy Institute (EPI). It found pupils attending academies – rather than schools maintained by local authorities – or those living in heavily academised areas were less likely to be identified as having special educational needs when compared with other pupils.
The EPI said this may be due to fewer SEND pupils
enrolling in academies, under-identification, or it could be that academies are successfully meeting needs without formal identification. Children with language barriers are also less likely to be identified with SEND, as are those with high levels of sickness absence and frequent school moves, as they are less visible in school.
The report studied two cohorts, each with 600,000 children, as they passed through primary and secondary school.
@schoolbusmgr
Great day yesterday at @EdExec took away so much learning from the seminars, met existing suppliers who helped massively with something I’m working on, as well as new suppliers who I will be following up with very soon! #edexeclive #cpd #schoolbusinessmanager
EdExec LIVE Kicks Off Again in May
The next EdExec LIVE event is set to take place in the West Midlands at The Hawthorns on 1st May. Home to West Bromwich Albion, The Hawthorns offers the perfect setting to kick off the next phase of the SBL season! Following the success of previous events in Manchester and Herts & Home Counties, the West Midlands event will mark the beginning of the next round of EdExec LIVE conferences after the Easter break.
The event will feature an impressive lineup of expert speakers, including Bal Bains, Emma Dalziel, Clare Skinner and Andrew Blench.
Laura Williams, editor of Education Executive, said: “We’re excited to kick off the next run of EdExec LIVE events following the Easter break,” she said. “It’s always good to start a new term with a boost to your confidence and some new skills, which is what we offer with our events. It’s a chance for SBLs to connect and go into the next phase of the school year with a little added energy.”
Mental Health Awareness Week 2025 takes place from 12 to 18 May – a reminder to focus on wellbeing, set boundaries and embrace self-care
Record School Absence Fines Hit Parents
Recently released government statistics show a record number of fines were given to parents for their children’s absence from school in 2023-24 in England. Of the 487,344 fines issued, 91% were for unauthorised family holidays.
If these fines, known as fixed penalty notices, go unpaid or in some cases have been previously issued, parents are taken to court. In 2023-24, 28,296 parents were prosecuted over their children’s school attendance. The record number of fines issued last year came before new guidance was set in August 2024. Now, fixed penalty notices have risen from £60 to £80 for a first offence (if paid within 21 days) and to £160 for a second offence (if paid within 28 days). If parents receive two fixed penalty notices within three years, the next offence will result in prosecution. However, councils may choose prosecution earlier if they wish.
Most Academy Leaders Unfazed by Schools Bill
As reported by The Guardian, a survey of trust CEOs reveals that key policies in England’s new schools bill are unlikely to change how academies operate. The survey found that a majority said the bill would have no impact on their schools’ pay or curriculum, while a plurality said requiring new staff to have teaching qualifications would also be neutral.
The schools bill reduces several privileges enjoyed by academies, such as exemptions from following the national curriculum or statutory pay scales imposed on local authoritymaintained schools. Asked about the requirement to use statutory scales as minimum thresholds for teacher pay, 79% of trust chief executives said it “would not affect” their schools while 6% said it would have “a positive impact”. Just 10% said it would have a negative impact. Meanwhile, 68% said that implementing the national curriculum across all academies would have no impact, while 17% said it would be negative. However, several leaders said the bill was missing key components.
“The smallest act of kindness is worth more than the grandest intention.” Oscar Wilde
HUB EVENTS
Breaking the Cycle of Emotionally Based School Avoidance
Schools face a growing challenge as student absence rises, impacting student’s academic success, mental health and future prospects
Persistent student absence, defined as missing at least 10% of scheduled school days in an academic year, presents significant challenges to both educational attainment and student wellbeing. In England, the persistent absence rate was recorded at 19.2% during the autumn and spring terms of 2023/24, which translates to approximately 1.42 million students. This increase highlights an ongoing concern for educators and policymakers striving to improve attendance rates and student outcomes.
One of the major contributors to persistent absence is Emotionally Based School Avoidance (EBSA), also referred to as school refusal. EBSA is characterised by prolonged absences due to emotional distress associated with attending school.
Underlying Factors
Several underlying factors contribute to persistent absence, often overlapping to create a complex web of challenges for students. Reports indicate that nearly 30% of secondary pupils in the UK have avoided school due to anxiety, underscoring the urgent need to address the emotional and psychological factors that contribute to persistent absence. The consequences of persistent absence can be profound, particularly in terms of academic achievement. Data
reveals that only 35.6% of persistently absent pupils achieve grades 9-4 in English and maths, compared to 67.6% of all pupils. This stark contrast demonstrates the long-term impact of missed school days on educational outcomes. Beyond academics, students who experience prolonged absences are more likely to face reduced employment opportunities and diminished life prospects, reinforcing the importance of early intervention.
Implementing Early Intervention
School business managers play a crucial role in addressing persistent absence. By actively monitoring attendance and implementing early warning systems, schools can identify and respond to attendance issues before they become entrenched. Creating a supportive school environment is equally important, particularly one that prioritises mental wellbeing and effectively addresses bullying. Engaging parents and guardians in the process is also essential,
THE MAIN CAUSES OF EBSA ARE:
● Bullying and Social Pressure
● Academic Pressure
● School Environment
● Family Issues
● Separation Anxiety
● School Transitions
as collaboration between schools and families can help uncover the root causes of absenteeism and create solutions tailored to individual students.
Addressing these issues requires a coordinated effort, but by recognising the multifaceted causes of Emotionally Based School Avoidance and implementing comprehensive support systems, schools can enhance student engagement, improve attendance rates and foster better educational outcomes.
Nearly 30% of secondary pupils in the UK have avoided school due to anxiety
The Cost of School Uniforms SPOTLIGHT ON
The government’s updates to the Children’s Wellbeing and Schools Bill aim to address the rising costs of school uniforms and offer financial relief to families. Here’s what you need to know
Earlier this year, the government released proposed updates to the Children’s Wellbeing and Schools Bill, outlining planned changes aimed at helping parents manage the cost of school uniforms. Research has revealed that half of parents are concerned about the expense of uniforms, with 12% reporting financial hardship as a result.
LIMITATIONS ON REQUIREMENTS
The Children’s Wellbeing and Schools Bill will impose a limit on the number of branded items required for school uniforms, prohibiting schools from asking parents to purchase more than three branded items. Secondary and middle schools may require one additional branded item, but this can only be a branded tie. The government is emphasising the importance of these branded items being affordable, durable and long-lasting.
While schools in England are not mandated to have a uniform, the Department for Education (DfE) strongly encourages them to do so. These changes provide a significant opportunity to support families by reducing the financial burden of school uniforms.
WHAT DOES ‘UNIFORM’ INCLUDE?
The term “school uniform” refers to any clothing or bag required for school, including items needed for lessons, clubs, activities, or events facilitated by the school. An item is considered “branded” if it features the school’s name or logo (or,
for academies, the name or logo of the school or its proprietor) or if its colour, design, fabric, or other distinctive features make it available only from specific suppliers. The bill is currently under review in the House of Commons before proceeding to the House of Lords.
As the Children’s Wellbeing and Schools Bill continues its passage through Parliament, further updates and changes to the bill are expected. It is important for school business managers to plan for these changes by reviewing your school’s uniform policies and working closely with suppliers to ensure the availability of affordable and durable options.
The average cost of school uniforms is £287 for primary school children and £422 for secondary school children
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
MONEY TALKS
Empowering Students with Real-World Financial Skills
The UK Strategy for Financial Wellbeing is a tenyear initiative designed to help everyone better manage their money and pensions. A central goal of the strategy is to enhance financial literacy by delivering meaningful financial education to an additional two million children and young people across the UK.
ICT MATTERS
To Print or Not to Print?
If you were to ask any IT technical person what are the top services and hardware that they would choose to get rid of, printers will always feature in the top five of the most troublesome. Nigel Milligan shares his insights on the common challenges of printing in schools and offers practical solutions for managing services
What did Cinderella say to the school business manager? One day my prints will come!
From Action to Impact: Leading the Charge
You’ve already made significant progress toward achieving your environmental goals, and your commitment to sustainability is more than just words – it’s a real effort to make your school eco-friendlier. But now, you may be wondering, “What comes next?”
LEADERSHIP
The SBM Dilemma: Generalist vs Specialist
The role of the school business manager is one of the most demanding in education, balancing responsibilities across finance, HR, IT, procurement, facilities and more. As school business functions grow increasingly complex, SBMs often face a key decision: should they remain generalists or specialise in one area?
Fun fact: Did you know that a group of pandas is called an embarrassment?
Essential Summer Preparations for Schools
The British summer may be famous for its unpredictability, offering heatwaves in April or golden sunshine in October, but one thing is certain – it’s always wise to be prepared for anything!
‘Keep your face to the sun and you will never see the shadows’
Helen Keller
www.edexec.co.uk
Crafting Your SBM Development Plan
In her previous instalment of this series, Val Andrew discussed professional development options for SBMs. This month, Val provides guidance on how to create your plan and effectively advocate for investment in your growth.
Unlocking the Value of Coaching
You’re an experienced SBP. You’ve got your qualifications, and you know what you’re doing. How can you develop further? CONNY BRANDT explains how coaching might be the way forward
My school first introduced coaching to support the SLT during a period of change. However, we found it so beneficial that we have continued with it. Typically, I go to a coaching meeting with a good idea of where I am and what I want to do, and I have my responses ready to any queries or tasks from the last session. What does my coach do? He comes up with questions or issues I hadn’t even considered yet, which then leads to me being able to plan more effectively, anticipate issues etc. If that sounds challenging, I guess it is but in a good way! He always makes me
feel at ease and the sessions are completely confidential, so I know that I can speak freely and it’s okay if I don’t have an answer, or something hasn’t gone right.
COACHING FOR SLT MEMBERS
At my school, we decided to engage the same coach for our SLT members. Whilst each session is individual, and he never shares comments made by our colleagues, this approach really helps him build up an overall picture of how we work together, and how we may respond differently to issues, which means that he can support each one of us more effectively.
I know that I can speak freely and it’s okay if I don’t have an answer, or something hasn’t gone right
However, the main thing is for you to find a coach that you are happy with. When we decided to look for coaching, I started off by looking for recommendations from my networks, and from these I created a shortlist of favourites whom I then contacted for more information.
COACHING BENEFITS
● Improved confidence
● Increased self-reliance
● Better job satisfaction
● Improved professional relationships
● Better work/life management
Coaching is something very personal and it is important that you find someone whose style suits you and who you are comfortable talking to.
THE COACHING JOURNEY
Whilst my coaching journey started as support for change management, and then grew into ongoing professional development, it can be really helpful for anyone, at any stage of your career –whether you are a newly qualified SBP who needs some support finding their feet or getting their voice heard, someone who has just taken on a new challenge, or someone who has been doing the same thing for a while and wants to develop.
If you feel that 1:1 coaching isn’t your thing, or you would like to try something different, there are several organisations designed to get you started on your path. Additionally, SBL regional groups and organisations like ISBL can provide valuable guidance and direction. And if you find yourself needing more support, Education Executive’s editor, Laura Williams, is also well-versed in coaching!
So, what difference has coaching made to me? Amongst other things,
●It helped me process and get past a difficult situation that I had found myself in, which had really knocked my confidence
●It supported me to plan more effectively for a new challenge I have taken on (working with another school)
●It has developed my skills in supporting the staff that I line manage
●If you think that you don’t really need or would enjoy coaching, I urge you to give it a go – you don’t know how it will help you grow until you try it!
Time to Break the Mould
Throughout the education landscape, there have been certain organisations that have been constants, their presence and support becoming a seamless part of a school leader’s journey
One of these is NAHT, once known as the National Association of Head Teachers. The organisation now represents more than 38,000 school leaders of all varieties in every phase and sector of education. Laura Williams recently sat down to talk with Rachel Younger, the new President of NAHT (who also happens to be an active SBL)!
Like so many SBLs, Rachel found her way into education almost by accident, beginning her journey as a school administrator - a role she quickly grew to love as she became deeply involved in the school community.
“A job came up for an administrator at my son’s primary school. It was a tiny school with only around 40 children on the roll, two classes. It looked interesting and would work well for childcare! I went for it, and I got it so there you go! I started in 2003 and loved everything about the job - being
part of the community, getting to know the families, learning all about everything. I went on to complete a CSBM qualification before submitting a successful – albeit last minute – application for an SBM role in Blackpool. Schools are fundamentally the same, but very, very different. I went from around 40 children to around 480 but I got to grips with that, and it was exciting.”
Rachel took the next step in her career, which ultimately led her to join the NAHT. However, the journey wasn’t always straightforward, especially since many within the organisation had little understanding of the SBL role and its responsibilities.
“After a few years, I moved to another school, and it was there that the head persuaded me to join the NAHT. Another few years after that I found myself standing in for the head as a representative for NAHT at a council meeting.
I went along and was surrounded by union reps I’d never met, listening to the director of education, and I thought, this is interesting; it’s like a whole different world. I stood in another few times and eventually took over as the branch secretary. As branch secretary I then joined the regional executive. People would ask, “who’s she?”, and when I introduced myself, I got, “you’re a what?!” They were polite, but you could tell from the looks on people’s faces they were a bit confused. But I didn’t let that put me off. I thought they’d get used to me, and they did. They realised I could contribute in the same way they could and that was that!”
It was 2022 when Rachel started to dream of being the very first SBL to head-up the union. She explained how sometimes, you have to go with your gut feeling, even if it means doing something that hasn’t been done before.
“I like learning how things work and how they fit together. How the whole thing is constructed and how it runs. And I thought, I might want to be president. I’ll give that a go as well! I decided that this was the right time. It was very much a gut feeling. There have been a few times in my life that I have ignored my gut feeling and really regretted it. I kept thinking no, it’s now - now is the right time. Partly it’s that I wanted to do it because nobody thinks I can because I’m an SBL! How else do you change people’s mind? You’ve got to do it to show people that it works. All the previous presidents have been headteachers and there’s no rule, it’s just how it’s always been.”
For Rachel, the decision to step into a leadership role within the NAHT was about more than her own contributions. It was about challenging perceptions and breaking the mould. I thought it’s time something different happened. It’s time we broke that mould and I’m the person to do that! I don’t want this to be like a flash in the pan. It would be great if at some point we had a deputy head, or a CEO, or a middle leader as president. Any of the other categories because I’ve shown that it can be done. I want that to be my legacy, changing people’s perceptions. I’m sure anybody who becomes president wants to do a really good job, or you wouldn’t do it - but you are aware that you have eyes on you. Not only have I got to be a good president, but because I’m the first SBL that’s done it, I’ve probably got to be five times as good, because if I make a mess of it, then it will seem like it should have been a headteacher after all!”
There have been a few times in my life that I have ignored my gut feeling and really regretted it
As someone who has most definitely stepped up and used her voice, Rachel is keen to encourage any SBLs out there who want to be heard and recognised for their efforts. She explained her hopes for the future.
“Networking is really important. We all say it and it sounds cliched, but it’s true. If you’re alone, sat in your office, who’s going to hear you? How do you get noticed? It can be a lonely job, and you’re so busy, and you can get stuck in your own head. We spend so much time in education reacting and I think it’s difficult to get out of that habit, even though we have a new government. We need to retrain ourselves; we need to be building what the future is going to look like. People need to start having conversations about all support staff, including SBLs. In a dream world, it would be good to have a pay scale that included everybody who works in education. Listening to other colleagues, there is a real dividing line in their schools. It’s almost like a boxing match with teachers in one corner and everybody else in the other. But we all want the same thing – for children to have a good education. The other thing people are thinking about right now is what is the purpose of schools? There are the questions of what the purpose of education is, but that’s not the same as what the purpose of schools is. A lot of schools have set up foodbanks because they have seen the need, but we’re not funded to be social workers, or healthcare. If the funding was right, do we want the school to
We spend so much time in education reacting and I think it’s difficult to get out of that habit
truly be that hub of the community and have a dentist on-site and a nurse on-site and all those other things potentially? I think the skills of the SBL can really play into that. If there was one thing I would want to see implemented across all schools its more funding. The issue is that we don’t have enough time because there’s not enough money, so there’s not enough people.”
So, what would be Rachel’s number one takeaway that s he would offer to other SBLs?
“The nature of our job means we’re often invisible because when we’re doing it well, nobody notices us. But don’t let yourself be invisible. Get out there - whether it’s writing articles for a magazine or joining a union or networking. We’re all amazing and we need to make sure other people know that too.”
SCAN TO BOOK A DEMO
The Importance of Managing Upwards
Leadership is a journey not a destination, and often the best direction to go is up. Here, RUSSELL DALTON explains why managing upwards is crucial
In today’s complex and dynamic work environments, managing upwards is an essential skill. It involves influencing those in positions of authority, effectively communicating your perspective, and building a relationship that benefits both you and your organisation. Managing upwards is about finding your voice and having the confidence to use it, whether that means speaking truth to power, standing up to leadership, or stepping into your role with unwavering strength.
WHAT DOES MANAGING UPWARDS MEAN?
Managing upwards goes beyond merely working well with your boss. It’s about creating a partnership where your insights and contributions help leaders make informed decisions. This requires understanding your manager’s priorities, challenges, and leadership style.
When done well, managing upwards fosters mutual respect and trust. It enables you to promote yourself, contribute meaningfully and establish a sense of independence in your role.
WHY IS MANAGING UPWARDS IMPORTANT?
In hierarchical organisations, the flow of ideas and feedback often depends on those in more junior positions. Leaders rely on their teams to provide valuable insights and to identify challenges that may not be immediately visible. However, fear of speaking up, miscommunication, or lack of confidence can hinder this exchange. By managing upwards, you not only ensure your voice is heard but also contribute to a healthier and more transparent workplace culture. It empowers you to:
● Build Influence - By managing upwards, you develop credibility and establish yourself as a thought partner.
● Drive Positive Change - Leadership decisions often impact entire teams or organisations. By sharing your perspective, you can help steer those decisions in a more beneficial direction.
● Enhance Career Growth - Speaking up demonstrates initiative and leadership potential, qualities that can be rewarded with new opportunities and responsibilities.
● Finding Your Voice - Finding your voice means identifying and embracing what you stand for, your values, expertise and unique perspective. It’s about understanding your role in the broader context and realising that your input matters.
● Know Your Value - Confidence begins with self-awareness. Reflect on your skills, accomplishments and the value you bring to the table. Acknowledge your expertise and recognise that your perspective is as valid as anyone else’s.
● Understand the Big PictureContext is crucial! Understand your organisation’s aspirations, your leader’s priorities, and how your role contributes to these objectives. This knowledge will help you align your suggestions and concerns with broader organisational needs, making your input more compelling.
● Seek Feedback - Feedback helps refine your voice. Regularly seek input from peers and mentors to understand your strengths and areas for improvement. Constructive criticism is a tool for growth, not a reflection of inadequacy!
HAVING
THE CONFIDENCE TO USE YOUR VOICE
Confidence is not natural; it is cultivated through practice and preparation. Once you’ve found your voice, the next step is learning how to use it effectively.
● Prepare Thoroughly - Confidence improves with preparation. Whether you’re proposing ideas, raising concerns, or challenging decisions, ensure you have the facts and a clear rationale. Anticipate questions or objections and be ready to address them thoughtfully.
● Start Small - If speaking up feels daunting, begin with smaller interactions. Share your thoughts during meetings, offer suggestions to peers, or ask clarifying questions. Gradually, you’ll build the confidence to tackle larger conversations.
● Practice AssertivenessAssertiveness is about expressing your thoughts clearly and respectfully. Use ‘I’ statements to take ownership of your ideas and avoid evasive language like “I might be wrong, but…” or “This is just a thought…” Speak with conviction!
● Find Allies - You don’t have to navigate upward management alone. Identify colleagues who share your perspective or support your goals. Having allies can bolster your confidence and amplify your voice.
SPEAKING TRUTH TO POWER
Speaking truth to power, challenging leadership or addressing sensitive issues requires courage. However, it is an essential aspect of managing upwards, particularly in environments where leaders may not receive critical feedback.
● Focus on the Issue, Not the Person - When addressing a concern, frame your feedback around the issue rather than targeting the individual. This approach reduces defensiveness and keeps the conversation constructive.
● Choose the Right Time and Setting - Avoid raising sensitive topics in public settings where the leader might feel exposed or defensive. Instead, opt for one-on-one conversations where you can discuss the matter openly and privately.
Speaking truth to power, challenging leadership or addressing sensitive issues requires courage
● Use Data and StoriesWhether it’s data, case studies, or anecdotes, concrete examples make your arguments more compelling and difficult to dismiss.
● Be Solution OrientatedLeaders are more likely to listen to those who offer solutions, not just criticisms. Present viable alternatives or suggest steps to address the issue you’re raising.
Managing
upwards is a powerful way to assert your voice, influence leadership and create meaningful change
● Standing Up to LeadershipStanding up to leadership doesn’t mean being confrontational. It’s about respectfully voicing what you believe is right. This requires resilience, emotional intelligence and a strong sense of purpose.
● Pick Your BattlesFocus on issues that align with your values or significantly impact your team or organisation. Avoid engaging in conflicts that are trivial or unlikely to lead to meaningful change.
● Stay ProfessionalEmotionally charged situations can escalate quickly. Remain calm and professional, even if the conversation becomes challenging. This approach demonstrates maturity and earns respect.
● Be Persistent, Not PushyLeaders may not immediately act on your suggestions or feedback. If you genuinely believe in your perspective, don’t be afraid to revisit the conversation later, armed with new insights or evidence.
STEPPING INTO YOUR ROLE AND STANDING STRONG
Managing upwards ultimately requires stepping into your role with confidence and conviction. This means taking ownership of your responsibilities, trusting your instincts and maintaining a growth mindset.
● Embrace AccountabilityTake responsibility for your decisions and actions. Leaders value individuals who own their outcomes.
● Invest in Personal GrowthLeadership is a journey, not a destination. Continuously seek opportunities to develop your skills and broaden your knowledge.
● Cultivate ResilienceResilience is the ability to bounce back from setbacks. Not every attempt to influence leadership will succeed, but each experience provides valuable lessons that can guide your future efforts.
● Stay True to YourselfAuthenticity is a cornerstone of effective leadership. Don’t compromise your values or principles to fit into someone else’s expectations. By staying true to yourself, you’ll inspire others and foster a sense of integrity.
Managing upwards is a powerful way to assert your voice, influence leadership and create meaningful change within your organisation. While it requires courage, preparation and resilience, the rewards are significant. By finding your voice, having the confidence to use it, and standing strong in your role, you not only enhance your own career but also contribute to a culture of transparency, collaboration, and respect.
Empowered employees lead to empowered organisations. Start small, be consistent and remember: your voice matters more than you think!
Be brave, speak up and be heard!
Rethinking School Waste: A Smarter Approach to Sustainability
Effective resource management isn’t just about budgeting - it’s also about tackling waste. With new legal requirements on the horizon, schools must take proactive steps to reduce, recycle and rethink their approach
We all know that our schools are currently having to do a lot more with the funding provided to them. School resource management has never been more important, enabling schools to get the best value from their resources. We know that staffing accounts for most spending within schools, followed by utilities, which leaves the remaining to be spent on resources and services. Some of those resources have a hidden additional cost - their disposal cost, not just in terms of finance but also the impact on the environment. Businesswaste estimate that each school pupil generates between 20 and 45kg of waste every academic year. This means a minimum of 180 million kg of waste could be created by school pupils across the UK annually.
CALCULATING WASTE PER PUPIL
You can estimate how much waste your school generates just by multiplying the number of pupils by 20kg and 45kg. That will give you a benchmark scale of how much your school could be generating. If you want a visual clue, just look at the bins when the weekly collection has been missed! If you want
a financial clue, take a close look at your waste management invoices. Is your school being charged extra for additional lifts or over weight limit bins? You could save your school some money if waste management is put in the spotlight and a strategy developed for managing it better. Are you paying more to dispose of recyclable items in your nonrecyclable bins? Your waste management company should be able to provide you with some valuable data, which you will then be able to use to start identifying where improvements can be made.
ARE YOU RECYCLING EVERYTHING YOU CAN?
Education in the UK can be resource heavy. In a primary school it can also be sprinkled with glitter, which does make it hard to recycle. Maybe this Christmas your school has alternatives to glitter or stops using it altogether? Unsurprisingly it is more likely to be the primary schools which can generate up to 45kg of waste per pupil per academic year, with secondary schools creating less but still significant amounts.
Apparently 70% of school waste is food, paper and card, which we all know can be easily recyclable.
But despite 80% of waste generated by schools being recyclable, only 20% gets recycled. Waste is generated across all areas of school operations, including educational resources, catering, cleaning, grounds maintenance and admin.
By 31 March 2025, all schools in England have a legal duty to take all reasonable steps to apply the waste hierarchy and meet the new recycling and waste collection measures. This means separating waste in accordance with their waste collector:
● Dry recyclable materials
● Food waste
● Black bin waste (residual waste)
● Waste Hierarchy
Many schools will already be operating a waste management system which involves a heavy emphasis on recycling, so will have the necessary bins in place, potentially colour coded and labelled so they are easily identifiable. The DfE’s Good Estates Management for Schools (GEMs) guide suggests following the waste hierarchy. However, the model they suggest, does miss out on an important factor – refuse (as in refusing to accept waste at its source by refusing products that are harmful to the planet). There are hierarchy models, such
When a contract is formed it’s important that everyone knows what part they play
as the one from Method Recycling, that include not only reducing waste but also managing resources that cannot be fully eliminated.
Good waste management should also include:
● How much waste the school generates
● How and where the waste is managed
● Separating different types of waste
● Creating green waste compost areas
● Putting leaf waste on top of planting beds to compost
These are worthy suggestions, but we believe that waste management starts prior to the procurement process as demonstrated by the waste hierarchy. The ISBL Sustainability Standards, in addition to referencing waste management in their Estates Management discipline, also reference the importance of waste reduction as part of their procurement discipline, Lead Practitioner level:
“Adopts a partnership approach with suppliers to find synergies in resource efficiency, waste reduction, water conservation and biodiversity throughout the value chain.”
Are there any obvious suppliers you could identify which could work with you to reduce waste in the supply chain? In your contract management discussions, could the importance of waste management be raised and actions and desired outcomes agreed?
By now this is probably feeling like another entry on your “to do list”, however you’re not the only person consuming resources and generating waste in your school. Get the data and engage with other stakeholders. All those pupils could be engaged with, after all you need their help in ensuring successful segregation of waste in the right bins. Would sharing your waste per pupil data with them inspire them? Speak to your estates and caretaking team, they might
KNOW YOUR WASTE TYPES
Dry recyclable waste is:
● Glass - such as drinks bottles and rinsed empty food jars
● Metal - such as drinks cans and rinsed empty food tins, empty aerosols
● Plastic - such as rinsed empty food containers and bottles
● Paper and cardboard - such as old newspapers, envelopes and packaging
Food waste is:
● Food leftovers
● Waste generated by preparing food
It allows us to be proactive, rather than reactive; to manage and mitigate risks
have some ideas to implement. Ensure your cleaners are also clear on the requirements, they could feedback how the implementation is going across the school. There will be bumps as everyone needs to understand and implement the waste management process whether they’re learning in the classroom, watching a school production or attending a summer fete.
Black bin waste or residual waste is:
● Absorbent hygiene products such as nappies
● Highly contaminated materials like food packaging that cannot be washed Garden waste:
● Workplaces that generate garden waste have a legal duty to manage it in accordance with the waste hierarchy and arrange for it to be recycled or composted if it delivers the best environmental outcome
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The Budget Bonanza
As we stroll down Main Street, Springtime, Education, our attention is drawn to an all-important activity. Here, CLARE SKINNER explains how SBLs can saddle up and hit that budgeting bullseye
For those on the maintained side, you will be about to submit figures to the local authority. For those academies on the other side, your General Annual Grant (GAG) statement will have settled on your desk. Whether you are about to complete that gun slinging event of setting budgets, or you are just starting to think about it, here are some thoughts that may prove useful.
DON’T GO IN ALL GUNS BLAZING
Rather than just pointing and shooting the same way you did last year, take some time to reflect; what have you learnt this year that could make your budgeting more accurate and deliver better value for your setting? What were the findings from external audit, did you action all points from your internal audits, have you investigated the findings from your benchmarking exercise and what did your School Resource Management Self-Assessment Checklist (SRMSAC) tell you?
These activities are not just about meeting regulatory requirements, they can really help us to be better in our roles so be informed by them, scenario plan and/or implement the things that they have shown you, don’t ignore them.
Go into this with your eyes open; the numbers on your funding statement are indeed what you will be receiving whether you like them or not, but are they the right numbers? Check the information on those statements and cross reference them back to source documents such as your October pupil census to ensure that numbers on roll are correct, pupils per key stage are accurate and free school meal information is right.
Be confident that the £ on the statement convert to numbers in your school at the snapshot points. If there are queries and you don’t think that things add up, then flag them up with the DfE or your LA as even they can make mistakes and the sooner you can raise concerns, the sooner answers and clarity can be obtained.
If there are queries and you don’t think that things add up, then flag them up with the DfE or your LA
GET SOME BACK UP
You cannot develop a budget alone; you need a team around you, so ensure that you are aware of your setting’s priorities for the coming year. As part of the senior leadership team (SLT), you will have this insight and be able to work with the relevant colleague to really understand their needs so you can consider how best to match resources with requirements.
If you are not on SLT (don’t get me started), then arrange a meeting with the headteacher to discuss the budget and the school’s development plan (SDP) to get the understanding you need. Get the budget on the SLT agenda and be in the meeting to present numbers, initial concerns and to gather the information you need to provide the full picture. Then keep it on the agenda to track progress, discuss scenarios and finalise the details that will eventually be presented to your governors/trustees.
Use your finance teams as well, get them involved in ensuring that income and expenditure is all
accounted for accurately in your finance system. Are your cost centres and ledger codes set up correctly and mapped appropriately for your setting? What lines have been overspent on – why is that? A real unforeseen expense or simply inaccurate coding? What journal corrections have been done in the year? Why - and can they be avoided next year by more accurate budgeting at a granular level? Getting your team involved at this point will make their operation more efficient as you implement the budget once agreed.
GET YOUR AIM IN
The key aim of the exercise is to maximise teaching and learning resources to improve outcomes for the children in your setting. With more and more schools spending over 80% of their income on staffing, ICFP (Integrated Curriculum & Financial Planning) is key at this point. Work on staff timetables for September will be starting about now but won’t be complete for a couple of months so how can you plan for this?
It is imperative that you understand what is affordable and how to deliver best value. Know your people, who is close to retirement, who is planning to have family, who is looking for a career move, who has been struggling (for whatever reason) and may submit a flexible working request to reduce their contracted hours. All these things are key matters to understand when budgeting for staff costs and, if you have used your School Workforce Census (SWC) as a strategic tool, rather than just a statutory return, you will have a good hold on this information.
The SWC will also have informed you whether staff absence management needs to be improved in your setting and, if it does, this should be part of the SDP. As should the need to review Teaching & Learning Responsibility (TLR) payments if that, as well as during your benchmarking exercises, was identified as an area for further analysis. Consider how to use your people strategy to further enhance best value; is recruitment effective? Are you an employer that offers a solid benefits package? Is your leave of absence policy attractive? What continuous professional development (CPD) and succession opportunities do you provide? Investing in our biggest resource doesn’t always mean cutting back to make things affordable, rather it can mean investing in retention tools, so we keep the best elements and spend money in the right places to retain skills and experience that benefit our children.
GET QUICKER ON THE DRAW
With the remaining 20% of your expenditure make sure you don’t miss opportunities to maximise your returns. Use (or build) your contract register to ensure that costs don’t just keep rolling over, make sure that the register informs a procurement plan to investigate, in line with school priorities. what is being spent where and how savings could be generated.
Consider how to use your people strategy to further enhance best value
Don’t just consider how to make efficiencies with your outgoings though, is your income working for you? Are you using a sweep facility to get interest on cash balances that you may need immediately? What short- or medium-term investments are you making with reserve balances? Could you rent out your site to generate income, are there grants or funding out there that you are not tapping into? Balance your focus on what comes in as well as what goes out. With all of that in place, you can saddle up and make your high noon appointment. Go get ‘em cowboy.
The Importance of an Effective Procurement Strategy
Having an effective procurement strategy is not just a “nice-to-have”. In this article, KEVIN PARKER explains how for school business leaders, it is critical for long-term sustainability and success
In today’s educational landscape, schools and trusts face increasing financial pressures. Rising costs, limited budgets and the need to deliver high-quality education make it essential to manage resources effectively. Procurement, often an underappreciated function, plays a vital role in helping schools stretch budgets while ensuring that students and staff have access to the best possible resources.
COST SAVINGS: MAXIMISING VALUE
One of the most immediate benefits of an effective procurement strategy is the potential for significant cost savings. In schools, where every penny counts, making informed purchasing decisions can have a direct impact on the quality of education delivered. A structured procurement strategy helps identify opportunities for savings by:
● Leveraging Bulk Buying: Schools or MATs can take advantage of economies of scale by negotiating contracts with suppliers for bulk purchases. This can reduce costs and ensure that resources such as books, stationery, or IT equipment are sourced at the most competitive prices.
● Standardising Products and Services: Instead of purchasing different products from various suppliers, schools can benefit from standardising key items. Standardisation not only reduces costs but also simplifies maintenance and training.
● Reducing Wasteful Expenditure: Without a strategy, schools may end up making ad-hoc purchases or rushing into decisions without considering long-term needs. A robust procurement process encourages forward planning and avoids unnecessary purchases.
In practice, effective procurement can allow schools to reinvest those savings into educational initiatives, such as curriculum development, staff training, or classroom technology - ultimately enriching students’ learning experiences.
BUILDING STRONG SUPPLIER RELATIONSHIPS
Successful procurement is not just about cutting costs; it’s about building strong, long-lasting relationships with suppliers. These relationships can lead to better service, preferential pricing and more favourable contract terms. Schools and MATs that cultivate a strategic approach to supplier management are better positioned to benefit from:
● Increased Supplier Responsiveness: When schools develop close partnerships with key suppliers, it often leads to faster resolution of issues, whether related to delivery times, product quality, or service levels. Suppliers who feel valued are more likely to go the extra mile.
● Customised Solutions: Through ongoing collaboration, suppliers can offer customised solutions that are tailored to the unique needs of a school or MAT. For example, a long-term relationship with an IT vendor may allow for bespoke software solutions or maintenance packages that fit within the school’s budget and infrastructure.
● Innovation Opportunities: By engaging suppliers in strategic conversations, schools can stay ahead of the curve in terms of new products, technologies, or services. A proactive supplier can often suggest innovative ideas to improve efficiencies or reduce costs in the long run.
EFFICIENT PROCESSES: STREAMLINING PROCUREMENT
An effective procurement strategy simplifies processes and makes them more efficient.
Schools often suffer from cumbersome, time-consuming procurement procedures that distract staff from their primary focus - delivering education. By implementing streamlined procurement processes, schools can save time and resources while ensuring compliance and accountability. This is particularly important in an education environment, where transparency and adherence to public sector standards are crucial.
Key areas where efficiency can be improved through a well-defined procurement strategy include:
● Automated Purchase Systems: By automating purchase orders, invoicing and payments, schools can significantly reduce manual paperwork and administrative errors. Automation also improves traceability and provides real-time data on spending, making it easier to monitor and control budgets.
● Centralised Procurement for MATs: For multi-academy trusts, centralising procurement processes can lead to major efficiencies. Rather than each school managing its own procurement, a centralised system allows for better coordination, negotiation power and consistency.
● Clear Policies and Procedures:
A clear procurement policy ensures that everyone in the school or trust understands the processes and follows them consistently. This reduces confusion, unnecessary delays and ensures that decisions are made based on priorities and budget.
LESS POLICY, MORE FLEXIBILITY: REDUCING BUREAUCRACY
While schools must adhere to certain regulations, overly complex procurement policies can stifle efficiency and innovation. One of the advantages of a streamlined procurement strategy is its ability to balance compliance with flexibility, allowing schools to make swift, informed decisions.
● Simplified Decision-Making: A flexible procurement framework gives school business managers the authority to make timely decisions without having to navigate through layers of red tape. This is particularly important when dealing with urgent purchases or timesensitive opportunities, such as securing discounted pricing for bulk orders.
● Adaptability to Changing Needs: The education sector is constantly evolving, and procurement strategies
An effective procurement strategy simplifies processes and makes them more efficient
must be adaptable. Whether it’s new technology, curriculum updates, or changes in school staffing, a flexible procurement policy allows schools to pivot quickly and adjust their purchasing decisions based on emerging priorities.
● Risk Management: Flexibility in procurement does not mean compromising on risk management. A well-structured procurement strategy includes mechanisms for assessing risks related to suppliers, contracts and financial commitments. Schools can mitigate these risks while maintaining the ability to make swift, effective purchasing decisions.
An effective procurement strategy is crucial for running a successful, sustainable educational institution. It’s not just about saving money - it’s about creating value, building strong relationships, streamlining processes and ensuring every decision aligns with the school’s mission and goals. In an era where schools must do more with less, procurement can be a strategic lever for driving improvements, delivering high-quality education and ensuring financial sustainability.
SWITCHED ON
Artificial Intelligence Transforms Classroom Experiences
Artificial intelligence (AI) is making its way into classrooms across England in innovative and unexpected ways. From Charles Darwin chatting with students about evolution to primary school pupils seeing their writing transformed into images, AI is reshaping the learning experience.
While Education Secretary Bridget Phillipson called for a “digital revolution” involving AI in schools earlier this year, the change is already underway in schools such as Willowdown Primary in Bridgwater, Somerset. Matt Cave, the school’s head teacher, shared that his pupils have been using AI to enhance their descriptive writing skills. By feeding their work into an AI platform, students can generate images based on their writing, helping them visualise their ideas and improve their creativity.
The results have been “brilliant,” according to Cave, who highlighted the positive impact AI has had on his students’ engagement and imagination.
Bill to Limit Smartphone Use
A bill that initially proposed a complete ban on smartphones in schools and the regulation of addictive algorithms targeting young teenagers has been revised to gain broader government support. The proposed legislation now includes a provision that would require the government to decide within a year whether to raise the digital age of consent from 13 to 16. This change would mean companies could not collect data from children without parental consent until they reach the age of 16.
Chris Bryant, the Data Protection and Telecoms Minister, expressed support for the bill’s recommendations, noting that they align closely with the government’s current plans. Bryant added that his department had commissioned the University of Cambridge to conduct a feasibility study on the effects of smartphone and social media use on children.
The bill also calls for additional guidance for parents on managing smartphone use by children and urges the government to develop a plan to research the impact of social media on children within the next year.
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The Impact of Generative AI in Education: Two Years After ChatGPT’s Release
It’s been two years since ChatGPT’s launch, but has artificial intelligence lived up to the hype in education or is it just another tech bubble? GARY HENDERSON explores the impact and history of gen AI
Since the release of ChatGPT in November 2022, the world of education has experienced a wave of excitement over the potential of generative artificial intelligence (gen AI) to revolutionise teaching and learning.
One look at conference programmes over the last two years and you will see countless people talking about artificial intelligence, including myself on occasion. Also look at what tech vendors have to offer, both the educational tech vendors and the enterprise tech vendors, and almost all are talking about how they use AI or how their product includes AI enabled features. But looking back two years on, has all the hype been realised or is AI and generative AI just another tech bubble?
AI IN HISTORY
It’s important to note that AI wasn’t new in 2022. The term artificial intelligence dates all the way back to the 1950’s and has gone through several cycles in the past including the late 1990’s and Deep Blue playing chess against Gary Kasparov and then 2011, IBM’s Watson winning the quiz show Jeopardy! against human champions. In each case AI was met with wonderment but then failed to really make an impact in our everyday lives. Yet, AI did make an appearance in our everyday lives but very few of us recognised it or referred to it as AI. Recommendation
systems in Amazon and other online shopping and ondemand video services, biometric identification systems, search engines and sat nav were just some of the solutions which entered our everyday lives, and which used artificial intelligence to operate, but where we never really talked about them as being AI systems. Enter ChatGPT…
THE
ARRIVAL OF CHATGPT
November 2022 and ChatGPT was launched to the public, including to teachers and to students. With this came proclamations of the potential for gen AI to provide students with personalised learning experiences, broaden access to quality education and reduce workload through the streamlining of administrative tasks. However, the rapid integration of AI into education also sparked debates around privacy, cheating, over-reliance and concerns over the accuracy of AI-generated content.
Very quickly two camps emerged - those who were positive as to the potential for AI and those who were concerned and worried about the use of AI in education. It was boom, or doom and gloom, dependent on whichever camp you fell into and to some extent continues to be so. Although I feel that increasingly there are more people starting to talk honestly about the balance between the benefits and risks of using AI in schools.
The rapid integration of AI into education also sparked debates around privacy
GROWTH AND ADVANCES
One thing the last two years has seen significant growth in, is that of user interface wrappers around the big generative AI large language models (LLMs), and particularly ChatGPT. These wrappers are where someone has identified a specific need and then created a nice interface which sits between the user and the relevant large language model. These nice interfaces make thing intuitive where the underlying LLMs may not be so intuitive, however they also lack flexibility where the underlying LLMs offer almost infinite flexibility. So very many options cropped up that educators are spoiled for choice, however in that wealth of choice is the difficulty of finding the platforms which truly make a difference and of managing the time required to learn and experiment with so many different platforms. Additionally, these platforms may
often be free but that is not to guarantee they will remain free, so to opt for several different platforms may be cost effective now however could be costly in the longer term.
Also, more generally, we have seen rapid advancements in generative AI, with better models providing better answers, and now even verbalising those answers or engaging in a natural language dialogue. We have seen image generation tools move from having clear artefacts which revealed the use of generative AI, to much better responses which lack these artefacts. We have also seen this progress from simple imagery into video and the pace of advancement continues to be quick. No sooner do you get used to one set of functionalities, when greater functionality arrives.
WHAT ABOUT THE IMPACT?
After two years, so much has been said about the potential for AI and so much has been said about the risk, but in terms of the impact there are still many in education who are not using AI. For those using AI, they are often able to show how they have used AI to their benefit, including showing how they have created resources quickly or how they have used AI to enhance their creativity, creating images, sound, video and more with the help of generative AI. Or they show the amazing work created by students through using generative AI.
But I feel these people are still in the minority although I believe more and more educators are finding ways that AI can assist.
There is however a bit of a clear divide between students and their teachers. I have seen this with the rapid uptake in student use, outstripping the uptake in teachers in the six months after ChatGPT launched, and with the figures for regular use of generative AI among students being quite a bit higher than for the staff supporting and teaching in classrooms. Is this an age-related thing, with younger people more likely to experiment, or is it an institutional rule related issue where teachers have become so used to the rules and processes of schools that they are less likely to explore and experiment with AI? I am not sure, however both options sound plausible.
THE TROUGH OF DISILLUSIONMENT?
It has been suggested that maybe we have entered the trough of disillusionment with many who tried AI simply not finding the gains they wished for and therefore not being willing to spend further time on AI. I suspect this isn’t true and suggest that the slow increase in take up relates to workload challenges and the time required to become comfortable and confident in using generative AI solutions. The Teacher Wellbeing Index has pointed to growing stress and workload challenges in schools for the last two or three years so taking this into account, it is no surprise that teachers may be adopting AI at a slower rate than their students. But the potential continues to be there, and educators are sharing how they are using generative AI and the benefits it has brought, and it is in this collective sharing that I see the biggest potential.
For those using AI, they are often able to show how they have used AI to their benefit
MIXED OUTCOMES, PROMISING FUTURE
Two years after the release of ChatGPT, generative AI has undoubtedly made a mark on education however maybe a smaller one than many, mainly those in the boom camp, have indicated. If anything, this is less due to ChatGPT and the many other generative AI solutions out there and more to do with the slow rate of change and slow agility of worldwide education systems. I also feel the vendor gold rush to create AI tools, and the resultant confusing plethora of options did not help.
Generative AI has opened many new opportunities for teachers and students, as well as resulting in concerns about privacy, cheating, over-reliance, and inaccuracy. But it’s here now and it’s here to stay, and if anyone is already using it, it is our students. I think we are still in the early days of seeing how AI will impact schools, however, that there will be an impact is undeniable.
at
Can’t See the Apps for the Trees? TECHNO GEEK
If your school is like many others, you might be signing up for services left, right and centre, only to lose track of what’s being used (or not). Don’t worry, you’re not alone! NIGEL MILLIGAN is here to help you tackle “subscription blindness” head-on
Subscription blindness is a term that refers to the situation where people become so habituated to subscribing to various services such as streaming platforms, software tools, newsletters and digital content that they lose track of, or overlook, the total number of active subscriptions they have. The ongoing payments for services that are no longer used or needed often go unnoticed for months or even years, which leads to financial waste.
REVIEW REGULARLY
To counteract subscription blindness, it’s recommended to regularly review bank and card statements. In schools it’s easy for various departments and subject cost centres to sign up to annual software subscriptions and services. As part of the strategic budget plan, it is essential to record all these subscriptions along with renewal dates and the options for cancellation too.
The latest DfE CFR Framework changes for 2024/25 specifically highlight the ‘Spend on technology’ which has now added the additional spend lines ‘IT learning resources’ & ‘Administration software and systems’ which mean that any subscription details need to be recorded. This will further allow schools to monitor the subscription costs and whether they are providing true value.
COMMON PITFALLS
Some of the most common ‘Software as a Service’ subscriptions that schools use are easy to keep a track of as they are usually invoiced annually by the provider. It is crucial to monitor the use of these services and the impact they have on the curriculum objectives and outcomes. It is often easy to simply keep renewing each year without checking that they are being utilised fully.
From my previous experience I have often found that when staff are asked about the use of these services, they simply say that they must keep it as it’s a fantastic resource. When we requested usage logs from the provider, we discovered that the service wasn’t being used to its full potential. It is crucial that subject and assessment leaders closely monitor how these resources are used. In many cases, the selection of devices used in schools can be dictated by the software and apps that are used. If everything the pupils need to use is web based, why does the school need to maintain an expensive, complicated Microsoft Windows deployment when Chromebooks and iPads will work more reliably and are much more affordable to purchase (with a longer life cycle too).
The subject of Microsoft leads me to one of the most expensive ongoing costs that many schools still commit to yearly. Microsoft OVS (Open Value Subscription) agreements back in the day offered schools much more affordable and value-added features for Windows OS & Software licences.
It is crucial to monitor the use of these services and the impact they have on the curriculum objectives and outcomes
In many cases, the selection of devices used in schools can be dictated by the software and apps that are used
These 3-year OVS agreements are based on each full-time employee in school. In one recent example, a school with 52 FTEs was spending more than £3,000 +VAT per year. When we looked at what they were using, most of the school could function without the need for the full desktop Microsoft Office installed on the PCs. They could work just as well using the free A1 web based offering. We narrowed this down to around 12 users (Admin & SLT) who did need the full desktop software installed. The A3 offering - even at the standard retail price of £63.60 per user, per year from Microsoft - works out much cheaper.
BE VIGILANT
Another issue that schools can get caught up in is the use of school debit / credit cards being tied to online subscriptions such as Amazon, Apple (Music & apps) and other similar services. Apple, for instance, many years ago created Apple School Manager which allows all apps and books to be purchased (even free) and deployed via Mobile Device Management (MDM).
Apple School Manager credit is now available from resellers and can be purchased via purchase order. This means that the use of a debit / credit card doesn’t need to happen any longer. In app purchases aren’t possible with the Apple School Manager deployments and aren’t a recommended practice to allow. App developers have changed their business models over the past few years and can offer paid versions of apps rather than a free version with in-app upgrade option. I often supply Apple credit for use with Apple School Manager (which for the record we do not make anything from this as it’s simply a value-added service that ensures that things are done correctly).
To summarise: Please be vigilant and carry out a full audit of all subscriptions that the school has across all areas. Make sure you record all of these in your system along with due dates and make a note of any notice periods required to cancel. Monitor the effectiveness of all subscriptions and don’t be frightened of challenging anyone who questions any well-informed decisions. You can also challenge your IT provider about the status of any ongoing licences or services. As always, I welcome any feedback or further questions you may have. If you need any more advice, please contact me directly.
