Education Executive Spring Term 2025 Issue 1 by Intelligent Media Solutions

HUB EVENTS

REGIONAL GROUP PARTNERS &

EdExec LIVE is back for 2025!

It’s the event you know and love but with a new twist…

For 2025 we have formed a special partnership with the ISBL and with a number of regional groups to offer the SBL community a scaled event experience, which is something enhanced and different for all involved

We are very happy to be returning to our well-loved venues from previous years, and we are even more excited to be bringing our event to more of our SBL community via FIVE additional locations across the country, bringing the total number of EdExec LIVE events for 2025 to eight!

Our partner organisations for 2025 include the ISBL and almost 30 local or regional SBL groups, as well as a number of MATs of varying sizes, and of course our usual EdExec SBL cohort.

EdExec LIVE 2025 – Dates & locations are as follows:

Manchester & the North West - 12th February

Herts & Home Counties - 5th March

West Midlands - 1st May

Cumbria & The Pennines - 21st May

London & the South - 10th June

Liverpool & the Wirral - 1st July

South West, Gloucester & Bristol - 16th October

Yorks & the Humber – November 2025

You will find further details of all the locations via the dedicated web pages HERE

TO LEARN MORE, OR ASK US SOMETHING GET IN TOUCH WITH US

TICKET INFORMATION

Standard ticket price remains at £65 - which includes all seminars, the exhibition, networking, refreshments and of course a hot lunch.

We are happy to share we also have some subsidised on offer!

Use the discount codes below to take advantage of our £25 and £35 tickets, subject to availability!

There are several ways to obtain a subsidised ticket:

● Book via the QR code, using PROMO code: EEL25RDVIP for a £25 ticket

● Book via the QR code, using PROMO code: EEL25RDVIP35 for a £35 ticket

● As a member of the ISBL or other regional SBM group, you may be eligible for a subsidised ticket at a reduced rate via your group membership. Get in touch with your the ISBL or your group via your portal, to find out more or to access your group promo code.

Tickets for all our events are now available to book!

Use this QR code to choose your event and book your place at one of the eight locations we have around the country for 2025

Editor’s comment SBLs, Start Your Engines!

Happy New Year, everyone! Here we are, shaking off the holiday haze and diving straight into frosty February. With all the festive chaos behind us and a fresh year laid out in front, it’s time to rev up those SBL engines, grab some inspiration and load up on practical tips to keep us rolling as we inch closer to spring!

This month, we’re diving into sustainable procurement with insights from the UK Schools Sustainability Network, exploring ways schools can take the lead in eco-friendly practices. It’s a powerful reminder that the small choices we make ripple out in meaningful ways, not just for our budgets but for the planet and our students’ futures.

Joanne Ray’s article on contract management is another must-read. She turns a hefty topic into a practical guide, showing us how to keep contracts active and healthy, instead of letting them gather dust once the ink dries. And for anyone dealing with subscriptions, Nigel Milligan’s advice on avoiding “subscription blindness” is spot on – it’s time to audit those tech services that might be quietly draining resources!

For a wellbeing boost, Russell Dalton highlights the often-overlooked role of the SBL as the school’s ‘go-to carer’ and offers tips for looking after your own mental health along the way. Meanwhile, Lisa Bower shares her creative take on recruitment events, proving that a few thoughtful touches (and plenty of tea and cake) can turn a tricky task into a win for the whole school community.

Also, be sure to check out our interview with Phil Burton where we learn more about Phil’s journey from retail apprenticeship to school management leadership – and his dreams of a lakeside campsite far from the hustle and bustle!

So, as you cosy up with this issue, here’s to kicking off the year with new ideas, a bit of spark and plenty of grit to tackle whatever comes our way.

Happy reading, 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 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.

LISA BOWER

Director of finance and operation MarpleHallHighSchool

PHIL BURTON

Trust business manager SuccessAcademyTrust

RUSSELL DALTON

School Operations Advisor, SBL Mentor/Coach ISBL

REBECCA CUNLIFFE

School business manager

JOANNE RAY

Trust operations director

CambrianLearningTrust

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06 NEWS AND VIEWS

NEWS

The latest news and views from the world of education

HUB EVENTS

The EdExec team is thrilled to launch their expanded 2025 events programme, starting with the first hub event of the year in Manchester. The first event will be held on February 12th at the Radisson Blu Hotel, Manchester Airport. With a jam-packed agenda and lineup of expert speakers, attendees will gain insights into critical areas such as procurement, operational efficiency and strategies for streamlining processes.

The Manchester and Northwest event, which is a partnership event with ISBL and regional groups, marks the beginning of an expansive calendar featuring eight EdExec

LIVE sessions scheduled throughout the UK. Each event aims to bring school business professionals together to share best practices, develop skills and foster a sense of community.

Education Executive editor, Laura Williams said: “We’ve been planning the expansion of our events for a long time, and it’s amazing to see everything coming together. Manchester is the perfect place to kick off what promises to be an incredible year for EdExec LIVE. I’d highly encourage SBLs to carve out time to attend and invest in themselves. It’s a chance to build your SBL toolkit and set yourself up for success in 2025.”

@NickyGNickster

Think 2025 might be the year I actually stop working! After 2 years of self employed part time work last year I found myself naturally cutting back & feel I might now be ready after just turning 60, to fully stop & embrace being ME! It’s a strange transition but I’m enjoying it.

Time to Get Excited for EdExec LIVE 2025

Have

Your

Say: Win £150 in Amazon Vouchers

Education Executive and SIMS seek your expertise to uncover challenges and shape solutions for data-driven decisions in schools

In today’s education sector, data is at the heart of decision-making. To gain a deeper understanding of the challenges school leaders face in making the most of data, Education Executive has partnered with SIMS to launch an initiative that explores the key issues, obstacles and opportunities surrounding its effective use.

This is where you, the school business leaders, come in. We invite you to share your insights and experiences by participating in our SBL survey. Your contribution will help shape our report on the future of data usage in schools.

As a special thank you, by completing the survey, you’ll be entered into a prize draw for the chance to win £150 in Amazon vouchers - a fantastic incentive to have your voice heard and help with this important research.

@Stephen_Logan

“Surround yourself with people who help raise your standards and challenge you to become the best version of yourself.” @AllistairMcCaw. Highly recommend Mindset is Your Superpower!

RAAC Crisis: 90% of Schools Still Await Repairs

More than a year since the RAAC scandal, nearly 90 percent of schools receiving government support to remove dangerous concrete have not had work carried out. Labour education minister Stephen Morgan has also admitted that it could take up to five years to fix the nationwide problem, which has left thousands of pupils being taught in temporary classrooms. Latest figures show at least 232 schools are to get help through government money after reinforced autoclaved aerated concrete was found amid the national scandal last autumn. But the rebuilding programme could also take three to five years to complete, said Mr Morgan in response to a parliamentary question submitted by the Liberal Democrats.

Initiative Works to Normalise Consent Conversation

A campaign by police and schools which encourages young people to talk openly about sexual consent is helping to “normalise” previously “taboo” conversations, students have said. Police in Cheshire are working directly with schools after the force said there was a “worrying rise” in reported sexual offences involving teenagers. He said encouraging communication and empowering young people to have open conversations was essential. The Whitby High School in Ellesmere Port is taking part in the programme. Assistant head teacher Kay Rimmer said the police involvement in the campaign helped the pupils understand the importance of consent. The scheme is currently being run by 40% of secondary schools in the borough and Cheshire Constabulary said it hoped more would follow.

@BeecholmeSchool

Beecholme are bursting with pride to announce that our CEO of PACE Academy Trust, Zoe Harris, has been awarded an MBE on the New Years Honours list for her continued services to education over the years. What a wonderful way to start 2025. Congratulations Zoe.

SCAN TO TAKE PART

IN PARTNERSHIP WITH

The Make Work Pay Plan: Key Insights for SBLs

The Make Work Pay plan is a government initiative designed to enhance economic growth, improve living standards and create more opportunities in the UK

The Make Work Pay plan is central to the government’s mission to boost economic growth, improve living standards nationwide and expand opportunities. The initiative aims to help more people remain employed, enhance worker productivity and raise overall living quality.

Here, we explore what it means for school managers.

In recent years, the UK has experienced a productivity slowdown. To address this, the government is focusing on modernising the UK labour market and reforming employment rights to combat growing job insecurity and economic stagnation.

THE EMPLOYMENT RIGHTS

BILL – WHAT’S EXPECTED?

“Day 1 rights” for Employees

This includes immediate eligibility for paternity leave, unpaid parental leave and protection from unfair dismissal, while still allowing probation periods for employers. It also introduces bereavement leave.

Flexible Working Hours

The plan makes flexible working the default option and tackles unfair work practices by banning exploitative zerohours contracts, ending harmful “fire and rehire” tactics and strengthening protections around collective redundancies.

Sexual Harassment

The plan includes stronger protections against sexual harassment, introduces action plans for gender equality and menopause support and enhances rights for pregnant workers.

The Make Work Pay plan also emphasises family-friendly employment rights, aims to strengthen Statutory Sick Pay, establish the Fair Work Agency and introduce measures to update Trade Union laws.

Delivery of Make Work Pay Commitments

The government will implement some reforms through alternative methods, such as introducing the Right to Switch Off via a statutory Code of Practice. These initiatives will progress alongside the Employment Rights Bill and continue after Royal Assent.

Non-legislative actions include

removing age bands to establish a genuine living wage for all adult workers, supporting terminally ill employees through the Dying to Work Charter, updating health and safety guidance and developing employer guidance on menopause and health and wellbeing.

Considering these significant changes, school business leaders should review the full Make Work Pay plan to fully understand the upcoming reforms and how they may impact their operations. Staying informed about these updates will help your school adapt to new standards, ensure compliance and make the most of potential support measures.

The plan includes stronger protections against sexual harassment, introduces action plans for gender equality and menopause support

The Role of Schools in Promoting Mobile Safety SPOTLIGHT ON

As smartphone use among young people continues to grow, schools have an imperative to address safety concerns and promote responsible digital habits

The use of mobile phones in schools has been a hot topic over the past year. While some may have welcomed mobile bans during school hours, the reality is that young people in the UK continue to spend a significant amount of time on their phones. In this article, we explore the statistics on phone safety and discuss how schools can help students develop a healthier and safer approach to mobile phone use.

THE CURRENT LANDSCAPE

MOST USED APPS BY CHILDREN

● TikTok (42%)

● Snapchat (36%)

● Instagram (31%)

Smartphone ownership among children, especially teenagers, has become the norm. In February 2024, Ofcom, the online safety regulator, reported that 90% of children own a mobile phone by the time they turn 11.

However, opinions are divided on the appropriate age for mobile phone ownership. A survey conducted in April 2024 revealed that 38% of internet users opposed a ban on smartphones for children under 16, while 36% expressed support for such a measure.

THE DANGERS OF PHONE USE

Concerns over screentime and distractions are mounting, but the rise in online bullying and harassment through smartphones is equally alarming. A recent survey revealed that 15% of TikTok users aged 13 to 17 experienced anonymous trolling within the past month, while another 15% encountered sexualised images on the platform. Additionally, an estimated 847,000 children - 19.1%reported experiencing online bullying behaviour over the past year.

PROMOTING PHONE SAFETY

Over a third of children accepted a friend request online from someone they did not know in the past year, while 8.5% publicly shared their location. These behaviours highlight significant risks to children’s online safety, emphasising the need for proactive measures in schools to promote safe smartphone use.

School business leaders can play a key role in encouraging students to develop strong digital citizenship skills. This can involve implementing programs that emphasise smartphone safety, the importance of privacy settings and the risks of engaging with strangers online. Such programs should also address critical topics like cyberbullying and the responsible sharing of personal information.

In addition, schools should establish robust support systems for students facing mobile phone harassment. This includes creating a clear, accessible process for reporting and addressing incidents of bullying, ensuring students feel supported and protected.

Schools should establish robust support systems for students facing mobile phone harassment

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

Unlocking the Value of KPIs for SBLs

Key Performance Indicators (KPIs) are vital tools for school business leaders, helping to align financial objectives with strategic priorities and making data-driven decisions. By regularly tracking metrics like average teacher costs, schools can ensure transparency, accountability and more efficient resource allocation

Read the full article HERE

ICT MATTERS

Artificial Intelligence: Villain, Hero or Reflection?

Gary Henderson delves into the complex and often sensationalised portrayals of Artificial Intelligence (AI) in popular culture, examining how these narratives shape our perceptions of AI’s role and risks in the real world

Read the full article HERE

DID YOU KNOW?

Ever wonder why AIs like Siri and Alexa often have female voices?

Research shows people perceive female voices as more trustworthy and helpful

GREEN & ECO

Bringing Ops into the Classroom: Development, Benefits and Impact

Sustainability has emerged as a crucial aspect of our collective future. Schools, as pivotal institutions in society, have a unique opportunity to influence the next generation’s mindset and behaviours regarding sustainability

Read the full article HERE

LEADERSHIP

New Year, New You!

New Year Resolutions –Bah humbug! Maybe that’s your reaction to the thought of setting some! Hardly surprising when you know that most people don’t keep them. Andrew Blench explores the often-disheartening tradition of New Year’s resolutions, offering practical tips to turn aspirations into achievable goals

Read the full article HERE

“An understanding of the natural world, and what’s in it as a source of not only great curiosity but great fulfilment.”

Sir David Attenborough

Who Cares for the Carer?

Staff wellbeing is a priority for most schools, but does this include the SBL? In this article, RUSSELL DALTON asks you to consider key points to help you and others in your setting, better understand your wellbeing needs

Does the term ‘my door is always open’ sound familiar - and is it one that you work by? If so, you work the way that the majority of SBLs do. You are probably the main person on your leadership team who staff feel safe to come and unload all their stresses and worries on. Your office is the ‘safe zone’. What is said to you won’t jeopardise their role and they won’t be judged.

YOU ARE THE ‘CARER’

But this brings up many concerns, not least of all who cares for the carer?

Education Mutual have been conducting SBL annual mental health and wellbeing research to gain vital data in this area and thus enable constructive advice for schools and SBLs alike. The overwhelming challenge that 82% of respondents agreed on was excessive workload, followed closely by funding issues, problems with staffing,

working long (unpaid) hours and a lack of work-life balance. Does this sound familiar?

One of the main contributing factors to these challenges is a lack of understanding of the SBL role by colleagues, including other members of SLT. The main concerns are:

● Lack of appreciation and being taken for granted

● Senior leaders’ lack of understanding about role manageability

● Communications that demean professional standing and/or are unpleasant in nature Having to manage diverse work strands in combination, such as human resources, finance, premises, recruitment etc., which fill only part of the responsibilities, makes the role highly demanding. These demands are exacerbated by having to manage multiple strands of work at pressured times in the school year. In addition, frequent interruptions and requests add to workload pressures, drawing you away from your core duties.

Frequent interruptions and requests add to workload pressures

It is very common that the first car in the car park and the last one to leave is that of the SBL and their car is, often, alone in the car park during school holidays and some weekends. No wonder work-lifebalance is significantly diminished. This is not considering work taken home and out of hours communications.

DOES THIS RESONATE WITH YOU?

If so, what can you do to ensure your mental health and wellbeing are looked after? Let’s go back to the start - our open-door policy. As the ‘carer’ you are providing a massive service to the school and especially the colleagues who come to your door. However, at what cost?

These colleagues will feel much better after unloading their woes onto you, but this only adds to your metaphorical bucket, as well as interrupting your flow of work and concentration. I’m not suggesting you stop

offering this service, but maybe do it in a controlled manner. Suggest a walk at a break or lunchtime. This will benefit you, as you will be getting away from your office and the proven mental and physical health benefits of walking in nature will be felt by you both.

GET OUT THERE

You will find there is a recurring theme to some of these recommendations - that of getting outside and mindfulness. As an example of this, I was recently out walking trying to reconcile several challenges in my mind. Suddenly I found myself, subconsciously, kicking my way through a pile of leaves. When I got through them, I had a massive smile on my face and my feelings of anxiety had significantly reduced.

Your workload may find you office bound for long periods of time. It is important that you take time for yourself. It may only be a few minutes but move away from what you are doing and practice some mindfulness techniques to help you relax - even better if you can do this outside in the fresh air! Just these few minutes will refresh you and allow you to be more productive.

Most importantly, you need to ensure colleagues understand your role. A good place to start is with the SLT. Do you ever take a lead in meetings, or do you take a more passive role? Surprise the others and take the lead - even sit in the ‘seat of power’ (get there early to do this!).

One idea that a previous CEO brought in for the SLT was walking meetings. These were leaderless and proved to be very constructive. They can be recorded to ease the writing of minutes after, but again, the benefits of conducting them outside and on the move were extraordinary. Let your colleagues know the pressure points coming up, it won’t be seen as a sign of weakness but may be met with offers of support. Believe me, you will feel better by getting it off your chest. But don’t stop there, take a lead in staff meetings. Highlight, what is going on, including your deadlines.

REDUCING THE PRESSURE

Finally, one of the greatest impacts on mental health and wellbeing is the 24/7 nature of communications. Digital communications mean that we can always be ‘on call’, if we allow it. There are simple rules to reduce this:

Limit the number of work WhatsApp groups you are in. Or be radical and don’t be in any! If you have your work email on your phone, turn the notifications off. This way it is your choice to look at them. Better still, don’t have them on your phone at all.

Let your colleagues know the pressure points coming up

Leave your work devices at work. It is too easy to bring them home to ‘just finish off what you are doing’.

Get the school to instigate a ‘no emails after school’ policy. If people want to send emails, they need to schedule them to be delivered at a specified time the next working day. Also, get the school to have a ‘no bad news’ Friday policy. There is nothing worse than worrying all weekend about something you were told about on Friday.

In conclusion, to really focus on your mental health and wellbeing, the basic rule to consider is that every ‘yes’ at work could inevitably result in a ‘no’ in your personal life. Now go out and kick some leaves!

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SUPPORTING DATA-DRIVEN DECISION MAKING

We live in a world driven by data. Schools generate and manage a vast amount of information daily - from academic performance metrics and attendance records to financial reports and demographic data

Whether its gathering data that provides a comprehensive view of a school’s operations or extracting critical insights that strengthen funding proposals, having access to the right information can be the pivotal factor between success and struggle. The key to unlocking this potential lies not just in the collection of data, but in the ability to integrate and interpret it effectively.

Schools often have access to an abundance of data, but maximising its value depends on the ability to connect the dots and create a unified picture that supports effective decision-making. All too often, data remains fragmented - scattered across disconnected systems or underutilised - hindering efforts to fully leverage its potential. But what are the underlying causes of this challenge, and what specific pain points are schools facing that hinder data-driven decision-making?

In the coming months, Education Executive is partnering with SIMS to explore the most critical issues and challenges surrounding data use and management, as shared by you. We want to gather insights from education experts and the wider school business community on the difficulties and barriers to

leveraging data for effective decision-making. As part of this, we will be taking a closer look at the obstacles you identify through our SBL survey, which we invite you to participate in, providing your valuable input and sharing your thoughts on this important topic.

Through this in-depth exploration, we aim to address not only the well-established pain points in the education sector but also uncover any emerging or currently unidentified challenges that prevent school leaders from effectively navigating the data landscape.

COMPLEX, DISCONNECTED SYSTEMS

Schools often rely on a variety of systems that unfortunately don’t always integrate smoothly with each other. This lack of integration results in timeconsuming tasks, such as cross-referencing data across different platforms and manually entering information, both of which increase the risk of errors. There are several reasons for this, including the use of “bolt-ons”additional software modules or features that fail to fully synchronise with existing systems - or the coexistence of outdated systems alongside newer, more advanced technologies. Consequently, school business leaders can find themselves spending excessive time on administrative tasks, rather than focusing on strategic decision-making.

HAVE YOUR SAY HERE

We really want to amplify your voice, so please spare just a few mons to complete our survey and help us to better understand your challenges and pain points

Ultimately, no one has a clearer understanding of the challenges schools face than those who are working with it every day

OUTPUT AND INTEGRATION

Reporting capabilities in many schools tend to be generic, often providing basic overviews rather than offering the detailed analysis needed for informed decision-making. This lack of depth requires school business leaders to manually extract and manipulate data. This disjointedness not only increases the administrative workload but also impedes the ability to make data-driven decisions that are essential for effective planning and resource optimisation.

DATA LITERACY

Data systems in schools are often complex and not always userfriendly, which can make it difficult for staff to navigate them effectively. The varying levels of data literacy among system users, coupled with inadequate training, further hinder the efficient use of data. In today’s rapidly evolving technological landscape, systems change quickly, and without adequate support, school business leaders may find themselves falling behind. As a result, even if the system can provide the necessary data, it may not be easy to locate or extract, leading to important insights being overlooked or missed altogether.

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COST AND PROCUREMENT

The process of procuring data systems for schools can often be time-consuming and complex, with many hurdles. One of the major challenges is the inconsistency in training and post-implementation support offered by different providers, which can leave school business leaders struggling to fully understand and optimise the systems they’ve invested in. Additionally, selecting the right system can be overwhelming, as it can be difficult to determine which features will best meet the specific needs of their school. Without a clear understanding of what’s available or what will be most beneficial, the process becomes even more challenging.

THE COMPLEXITY OF COMPLIANCE

Ensuring the security and compliance of data systems, particularly in relation to GDPR and safeguarding requirements, presents a significant challenge when managing multiple, disconnected systems. A common issue is lack of integration between security features across various platforms, which can leave SBLs feeling stuck in a frustrating cycle of navigating between different systems. Instead of providing seamless protection, these disjointed security processes can create inefficiencies, as SBLs are forced to repeatedly address security concerns across different tools and platforms. While maintaining data security is critical, rather than streamlining protection efforts, these fragmented processes can become a barrier, creating unnecessary delays and increasing the risk of error.

FUTURE PROOFING YOUR SYSTEM

With the right tools to extract and visualise data effectively, SBLs can avoid the pitfalls

REAL-TIME DATA ACCESSIBILITY

Extracting data in a timely manner can be a major challenge. The process is often hindered by the sheer volume of information, requiring you to sift through irrelevant or unnecessary details to find what’s needed. This becomes even more problematic when real-time data access is limited, or when delays in data syncing occur. Delays in syncing data between systems or a lack of integration can cause critical gaps in understanding, preventing you from responding quickly to emerging issues or opportunities.

Systems that are not scalable or adaptable to future needs can quickly become outdated, forcing schools to make additional investments in upgrading technology and retraining staff. In many cases, schools find themselves in a cycle where they update one system to meet current demands but are unable to do the same for other systems. As a result, they end up with a patchwork of technologies, some of which are modern and efficient, while others remain obsolete or incompatible with newer tools.

EFFECTIVE DATA COMMUNICATION

Inadequate support for effective data visualisation and communication can result in misunderstandings and misaligned expectations among stakeholders. For school business leaders, it’s essential to be able to pinpoint and highlight specific data points that are crucial for decisionmaking. However, in lengthy and complex reports, key insights can easily get lost or overlooked. When important data is buried within extensive information, it becomes difficult to draw attention to the most relevant points. Instead, with the right tools to extract and visualise data effectively, SBLs can avoid the pitfalls of generic, one-size-fits-all reports and instead provide stakeholders with focused, high-impact data that drives smarter decision-making.

WIN £150 IN AMAZON VOUCHERS!

We value your insights, and as a token of appreciation for completing our survey, you’ll be entered into a draw for a chance to win £150 in Amazon vouchers.

As you read through the points above, you may have recognised some of these challenges from your own experience or encountered other obstacles that are often overlooked but should be addressed. This is just the beginning of our deep dive into this topic, and we’re committed to exploring it further.

We are excited to invite you to share your insights through our engagement survey, linked below. This is a unique opportunity for school business leaders to contribute directly to this important research. Your feedback will be essential in further exploring the depth and range of challenges you face in data management and decision-making. The survey further explores the pain points outlined above, asking for your input and including issues related to disconnected systems, reporting limitations, data accessibility, compliance complexities and more.

WORKING TOGETHER

Ultimately, no one has a clearer understanding of the challenges schools face when it comes to connecting the dots of their data than those who are working with it every day. Your unique perspective is invaluable in helping us pinpoint the existing and emerging challenges and identify effective solutions.

Through partnership with Education Executive

on this initiative, SIMS is dedicated to supporting school business leaders and giving back to the education community and aim to gain an even deeper understanding of how they can support the sector with solution led insight and ideas.

By participating in our white paper research in partnership with SIMS, you’ll play a key role in shaping a detailed report that highlights the challenges impacting data use in schools. Your input, combined with expert insights from SIMS and other sector stakeholders, will help us better understand the challenges you face and guide the creation of solutions tailored to address these real-world issues.

Your contributions are essential in ensuring that the final report reflects the true experiences and needs of school business leaders like yourself.

ABOUT OUR PARTNER

As the original school management information system, SIMS understands the challenges and complexities of running schools and MATs.

SIMS deliver enhanced solutions to help schoo ls, local authorities and multi-academy trusts use data to reach their school improvement goals.

Cake, Coffee and Careers

This month, LISA BOWER shows how creativity, cake and a welcoming atmosphere can turn a challenging recruitment process into a rewarding experience

This week I held my third recruitment event. Unless you are very lucky, you will know that school recruitment is very difficult, particularly for support staff. We have a very strong team at my school, but there are often vacancies. We find that people are leaving education to go and work in the private sector, where they can often earn more money, take holidays in term time and work at home part of the time.

Education is not a career where you become rich. It is a job that relies on good spirit, team work and giving that bit more. But these aren’t things you can really put onto a job description! It is also a fantastically rewarding career, where you can make a difference to students and their families every day - it is difficult to communicate this in an advert too.

We are also spending a huge amount of money on advertising our vacancies on TES and Greater Jobs. I really resent the cost, but in a world where applications are few and far between, we need to try everything to fill vacancies.

TAKING MATTERS IN HAND

A year ago, I had lots of vacancies. Post-covid we found it particularly difficult to recruit, running lots of adverts and having very little luck. So, I decided to take matters into my own hands and host a recruitment event. I put together posters, asked on social media if anyone could donate to a goody bag, the food tech department made cakes, and we served tea and coffee.

For a few weeks I promoted the event on social media, and asked people to sign up before coming along so I had an idea of how many people to expect. I also wanted to be sure it was worth running if only one person walked through the door.

We made sure that everyone who attended signed in and gave us their email address. We pointed them in the direction of someone they could talk to, who understood the role that they were interested in. We plied them with cake and tea and gave them a goodie bag, and if they brought their children along, we welcomed them and ensured that they were occupied, allowing their parents to talk.

FIRST EVENT SUCCESS

At that first event we had vacancies for learning managers, learning support assistants, a reprographics manager, a science technician and exam invigilators. The event was extraordinary! We were stunned by how many people came through the door. Most of them said that they had often thought about working in a school, but didn’t know enough about it, didn’t feel that they had enough experience, or simply needed that final push to apply.

I won’t lie, running the event was exhausting. At the end of a day in school, standing and talking to people for an extra three hours was hard. But it was also great fun! The people that came were interesting and interested. Our students loved talking to them and showing off their school, and I saw another side to some staff members who came along to support and encourage people to apply. The day after, I emailed all the attendees to thank them for coming and sent them a link to our job pages, and we had lots of applications.

I decided to take matters into my own hands and host a recruitment event

ONE YEAR ON

Remarkably, within six weeks of holding the event we filled all our vacancies. Over a year on, all those people we recruited are still with us, some in the same positions and some having moved on within the school to try something else. We were all delighted with how something so simple could have such a huge impact.

Buoyed by the success I have held two further events. We had a lot fewer roles this time, but I invited our cleaning and our catering company to attend and promoted their vacancies on our promotion material. Despite having so few roles available we still had around 40 people attend and are confident that we will be able to recruit for our vacancies. We have also encouraged people to send in application forms, we will hold these on file for when the inevitable vacancies arise.

I have streamlined the event since the first time. I now know that goodie bags aren’t a motivator, but just talking to someone, having questions answered and feeling welcomed appear to be the things that people attending want to get out of the evening. In six months, I will hold another event, although this time I want to try extending it to teachers. I’d like to build up a database of people who we can contact when vacancies arise.

I would suggest anyone trying to recruit hosts an event like this. The results speak for themselves, and it had the added benefit of me hearing our staff talk about how happy they are to work at our school all evening. If nothing else, that was worth giving up a few hours of my time.

Getting to Know You: Phil Burton

Did you always want to work in education? What has your career journey been like?

As a kid I wanted to join the RAF Military Police! However, I instead ended up working for the Arcadia Group and going down the retail management apprenticeship route. In my time there I ran restaurants, worked as a fraud investigator, did loss prevention, HR, marketing - all the operational side of things.

My wife’s a head teacher, and she said I’d be quite good as a business manager in a school. I was a school governor at the school I ended up working for originally. The vacancy came up, and I was asked if would I consider it? I had just done my HR qualification, and the school was looking for someone that had an HR background. So, it all just fell quite nicely.

That was nine years ago. I went from one school to having two schools, then becoming a trust business leader to where I am now. People thought I was mad when I first said I was going from retail into schools!

We recently caught up with PHIL BURTON, business leader at Success Academy Trust, to learn about his journey from retail management to tackling everything from retrieving shoes off rooftops to giving kids the chance to reach their full potential

It sounds like you had a solid start with lots of varied experience, so what has surprised you most since moving into education?

The biggest surprise is probably the variety of stuff that you deal with.

I don’t think many people really understand what a business manager does in a school. I think there’s a perception that you’re either the office person or you are a traditional bursar.

I’ve had conversations where I’ve said, well one day I might have my head down a toilet, trying to fix it or I’ve got the ladders out because some kid has thrown their shoe on top of the roof!

In the retail industry, you would have a separate HR manager, you would have a health and safety manager, you would have a finance manager - that is one person in a school and that is what people find a little bit mind blowing on a daily basis.

Tell us a bit about the motivation behind what you do. What drives you each day?

Ultimately, it’s about getting the very best for the children. That sounds quite cliche, but that’s what it is. I came from a traditional Pupil Premium family with all the things that are associated with that. My family were always of the view that just because that was the situation you are in as a child, it does not mean that is what is destined for you. They were very much about, no you will go out there, and you’ll do this and make that change. There’s nothing better than seeing a kid that you know had a hard time, then they get their GCSE results or whatever it might be, and they’ve just achieved way beyond what they ever thought they could do.

Outside of education, I do an awful lot with youth groups. I’m a Scout leader and run one of the largest Scout groups in Leicestershire. It’s about giving kids opportunities they don’t normally get and

pushing them to be the best that they can be.

Someone’s got to give kids the opportunity to get out of whatever predetermined cycle people think they’re going to be in.

Sounds like you’re finding it incredibly rewarding – what are some of the lessons you’ve learnt from your students?

The biggest thing you learn when working with children is don’t underestimate what they can do.

It’s about giving kids opportunities they don’t normally get

As an example, my Scouting group opened a section for four- to six-year-olds, and I was told don’t expect them be to be able to light a fire. Don’t expect them to be able to do this or that. Why not? Why can’t they do that? So, I basically ignored what we were being told and did it anyway. Next thing I know we’ve got people saying, ‘I can’t believe that they’re doing this, and they’re doing it safely’! Kids can do anything. They really can.

What about some of your role models from outside work?

My granddad was probably the biggest, he was a professor at Rugby college. He was always talking about learning. Not necessarily academic learning, but the importance of learning new skills and new things. He had a massive influence on what I’m like and why I am who I am. Sadly, he passed away a couple of years ago. The year before he died, he was trying to work out how the internet worked and tried to order a book on railways from Amazon. Somehow, he managed to order 92 of them! I said, granddad, what have you done? And he said, well, I was trying to learn how to do this thing! Even to that age he was still trying to learn all the time.

I also find Professor Lord Robert Winston from Child of Our Time inspiring.

I got the opportunity to meet him once at a conference. Do you know that sometimes they say don’t meet your heroes? He was brilliant.

QUICK FIRE QUESTIONS!

I’ve got my career map of how I’m going to get there

So, what does the future look like for you and what are your goals?

My goal is to become a chief finance officer. That’s where I want to go and what I want to do ultimately - I’ve got my career map of how I’m going to get there and I’m working towards that goal. In the far future I want to go and run my own campsite. Me and my wife would both love to run a campsite. If I had my way, it would be a Scout’s adventure centre, perhaps near a lake! I quite like Ross-on-Wye and Monmouth, that sort of area. We spend a lot of time there, canoeing, all that sort of stuff. That would be the dream!

What’s one thing you can’t live without? Honestly, my mobile phone, because that’s like the hub of communication for me and probably Pepsi Max!

What’s your ideal holiday? Adventure holidays! We’re not a family that go and sit by a pool for two weeks. We’re a family that will be whitewater rafting and canyoning and that sort of stuff.

What philosophy would you share with new SBMs? Don’t be afraid to challenge the norm. Just because we’ve always done it that way doesn’t mean it’s right. You’ve got to keep moving and challenging things.

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The Importance of Contract Management

You’ve got your contract in place, the hard work is done, right? Actually, it’s just beginning. JOANNE RAY emphasises the importance of active and ongoing contract management in ensuring long-term success

Having recently finished tenders for a couple of key contracts for our multi-academy trust, and awarded the contracts, the temptation has been to tick those huge projects swiftly off the to-do-list – with a flourish and a pat on the back for everyone involved!

We’ve all been there – breathing a huge sigh of relief when we think that all the hard work is done. Depending on the size and scale of the projects, key milestones throughout the tender process could include (but of course is never limited to!): determining the business need, scoping of works, stakeholder engagement and communication, pre-tender specification, invitations to tender, site visits, analysis of bids, scoring, presentations, contract award, contract writing, negotiation and review – not to mention clarifications, variations and managing expectations along the way!

That’s a lot of work, over a long period of time. So, once that’s done, there’s just the mobilisation to sort, the approval and signing of the contract and the start date and we’re done, right? On to the next project! Sadly, no – now, the hard work really starts!

JUST GETTING STARTED

It might seem easy to put a service in place, whether it be for cleaning, catering, or health and safety consultancy – and forget about it. This may work for a short time, but inevitably, problems will arise. These could be financial: Who is signing off the invoices? Who knows if they’re right? Where are the costs coming from in the budget? Or operational: Who do I tell if I’m not happy with the service? Is there a schedule of visits? Where’s the paperwork? What is the supplier supposed to be doing and when?

This is where ongoing and active management of the contract becomes important to its success.

ACTIVE MANAGEMENT

Firstly, there is clarity of roles and responsibilities. When a contract is formed it’s important that everyone knows what part they play and the expectations upon them and others. There are several ways to approach this, and it will depend on whether the contract is at trust or school level.

Aspects to consider include: monitoring of the service, signing off invoices, organising meetings, setting agendas, meeting attendance, review of reports and paperwork, actions required, monitoring of Key Performance Indicators (KPIs) (which should be written into the contract) and, last but not least, administration of the contract – who is responsible for keeping a signed copy, knowing contract terms and conditions, recording notice periods and end dates – and building in time for the next round of quotes ready for renewal? As you can see there is a lot of responsibility to share around!

Next there is continuous monitoring. This is essential to ensuring all parties fulfill their obligations as outlined in the contract. Keeping an eye on KPIs is important to ensure a contract remains compliant. KPIs could include financial statistics (costs vs budget), accident statistics, or audit measurements to name just a few examples.

To help monitor KPIs, scheduling regular review meetings (and, depending on the contract, quality audits) throughout the academic year is good practice and ensures that as our very busy diaries inevitably fill up, these aren’t forgotten about.

When a contract is formed it’s important that everyone knows what part they play

Regular communication is key in all aspects of business and if we want our working relationships with our contractors to be partnerships, we need to carve out time to work on these.

KEEPING EVERYONE UPDATED

Meeting frequency may range from weekly meetings during the contract mobilisation period to termly meetings when the contract is more embedded. There should be a standing agenda, and the meeting should include feedback from stakeholders. Meetings can be in person or virtual but should be routinely scheduled, even if there might not appear to be anything to discuss, as it helps foster a good working relationship between all parties.

Meetings will include tracking key milestones, deadlines and KPIs or performance metrics and should leave both the customer and the contractor in no doubt as to what is working and what isn’t. They help to ensure that the contract is fulfilling what it was put in place to do, from a financial and operational perspective.

It allows us to be proactive, rather than reactive; to manage and mitigate risks

That’s where the minutes and action log become important – which is usually the contractor responsibility to produce and circulate, but my advice is always to take a few key notes of your own – and agreement of deadlines for actions and next steps. It’s helpful that someone attending the meetings understands the scope and the terms and conditions of the agreement to know that obligations on both sides are being fulfilled. Great communication between parties leads to swift decision making and smooth running of a contract. And don’t forget the positives – take the time to feedback what’s going well!

ADJUST AND AMEND

Contract amendments may be needed during the term. It’s important that a change control process is used to document and manage any modifications. This can be as simple as an email from the budget holder or authorised signatory but may involve a variation or an addendum to the contract.

A record of the change should be kept with the contract for reference.

Don’t forget contract renewal, or termination. Where contracts aren’t actively managed issues can arise. For example, lack of knowledge of the notice period or end date – which can lead to the contract rolling over from the initial term to another (sometimes up to 5-years!). This may mean that despite a desire to change the service, it’s not possible to do so. Contracts with automatic roll overs are something to be avoided at the outset if possible, or at least know what you are signing up for and note key dates! An awareness of the terms and conditions of the contract helps ensure decisions are made in a timely fashion before the expiry or roll over of the contract and facilitates a smooth transition if you need to run a further tender, or transfer to a new agreement.

Contract management is critical to developing successful working relationships with suppliers. Whilst we know things in the world of education are never without challenge, effective contract management should provide the framework within which problems can be discussed and ultimately resolved, saving time, money and resource in the long run. It allows us to be proactive, rather than reactive; to manage and mitigate risks. A proactive approach enables us to deal with problems as they arise – and hopefully before they become urgent or feel insurmountable – or worse, develop into a dispute or legal issue.

Lastly, effective contract management allows us to celebrate success and communicate a job well done. It facilitates stronger, more collaborative supplier and contractor relationships. A win-win for everyone! 

Getting Ahead With the Budget

It’s time to start budget planning! It might feel early, but a head start now will pay dividends later. Here,

REBECCA CUNLIFFE talks about why it’s the perfect time to crunch those numbers

Now is the perfect time to start conversations about the budget, especially if you are a maintained school! You know what is going well and what is sending you into a spin so address these areas first.

SERVICE LEVEL AGREEMENTS

Check through all the SLAs and ensure those that need reviewing are in your diary, so you don’t miss a renewal date. Those that need reviewing, ready for the budget meetings in the spring term are the SLAs that need your attention. Start getting quotes and talking to other SBMs about who they use for certain services. Make sure you don’t just settle for who you have always worked with and ensure you are getting the best value for money. Time spent on this now will pay off in the next financial year.

CONFERENCES AND CLUSTER MEETINGS

Ask other SBMs or speak to sponsors at events to see what they are offering and what their prices are. Could they save you valuable time and money? You won’t know unless you ask and, on the plus side, speaking to sponsors usually means you get some freebies and get entered into prize draws.

That has got to be worth a few minutes of your time! Another SBM may have just completed a tender process found some great deals - sharing this sort of information, or buying as a cluster group, could reduce costs too.

IN-HOUSE BUDGETS

Start conversations with the head teacher, subject leaders and other budget holders about what they are planning for the 2025/2026 financial year. They find it hard to get their head around the crossover with the financial and academic year (to be honest, we all do) but they need to start planning for the summer and autumn terms 2025 and the spring term 2026 now. What are the key priorities and what financial support do they need to ensure these priorities can be successful?

WHAT HAS GONE WELL?

If you have made changes to how a budget area is managed and it has been a success, make a note of this so you remember to maintain this. Tell the budget holder they have done a good job managing their money, they are more likely to continue to manage their funds well if you do this. Have you changed a supplier and saved money? Celebrate this (even if it's just to yourself)!

Taking some time out now to plan your conversations, to gather evidence and to start planning is time well spent

NOT SO WELL?

This is just as important. Have you underestimated the use of supply staff? Have you overestimated how much you needed for IT equipment? Have you read the School Improvement Plan? Have you understood the priorities and calculated what finances, if any, are needed? Has the headteacher gone rogue at any point this year and spent money you don’t have on priorities not in the SIP? Have you told them the impact of their actions? Can you speak openly about the budget to leaders and governors? If not, why not? So many questions here I know, but if we don’t spend time looking back at the budget and forecasting, we will end up with a deficit or with multiple in-year virements to prop up the budget.

STAFFING

Your autumn term teacher resignation date has passed so apart from support staff changes you should know what staff you have for the spring and summer terms at least. Speak to the headteacher about their thoughts about classes for the new academic year, subject leader roles and use this information to start conversations (if you can) about money.

Taking some time out now to plan your conversations, to gather evidence and to start planning is time well spent. There are always never-ending to-do lists and demands on our time, they will always be there, but repeated mistakes made by a lack of planning will hurt you year on year.

If you are lucky enough to get time to work at home, this is a job worth allocating to these days. Ask for time in an SLT meeting to discuss the findings and ask other leaders to support you in forward thinking and planning to reduce the last-minute panics.

Don’t get overloaded, that is not the point of this exercise. Use your monitoring reports (you should be preparing these for governors six times a year) to help you. Where are your significant differences between the agreed budget and the actual budget? Start there and let this evidence guide you.

Work through this evidence and try and plan for solutions, work with the headteacher so that they fully understand what has been budgeted for, then later in the year when they have a great idea that is going to cost money, you can remind them what was agreed and ask what they are sacrificing to fund this latest idea.

You’ve got this! One day at a time, one conversation and one decision at a time. 

Understanding Sustainable Procurement

Sustainable procurement is the process by which schools select goods and services in a manner that actively considers the environmental and social impacts of those purchases. Schools have a unique responsibility in regards to sustainability, as they play a crucial role in modelling sustainable practices for students and the broader community. Sustainable procurement aims not only to meet the immediate needs of the school but also to promote sustainability throughout the supply chain.

Discover how schools can reduce their environmental impact, promote ethical practices and lead by example when it comes to procurement, in this latest article from the UK Schools

Sustainability Network (UKSSN)

SUSTAINABLE STRATEGIES:

Environment: Minimising waste, reducing consumption and choosing products that have been produced sustainably. Considerations include assessing the ecological footprint of materials, such as water usage, carbon emissions and pollution. Social responsibility: Ensuring that suppliers treat their workers fairly, comply with labour standards and support ethical practices. This also involves ensuring that products are sourced responsibly, with a recognition of resources sourced from regions prone to unethical labour practices.

Economics: Considering the long-term economic impact of purchases, which might include supporting local businesses and economies, and opting for durable, high-quality products that may have a higher upfront cost but provide greater long-term value.

For schools, sustainable procurement in practice means working with suppliers and products that are environmentally friendly, ethically sourced and do the least harm to the planet, while also ensuring valuefor-money.

Implementing sustainable procurement policies and practices in schools can help mitigate climate change, reduce waste, conserve resources and support fair and ethical trade, setting an example for the next generation.

SCOPE 3 EMISSIONS: DEFINITION

To understand sustainable procurement fully, it is essential to recognise the concept of Scope 3 emissions. Emissions are commonly divided into three scopes according to the Greenhouse Gas (GHG) Protocol: Scope 1 emissions are direct emissions from owned or controlled sources, such as fuel combustion in heating systems in school buildings or school minibuses

Scope 2 emissions are indirect emissions from the consumption of purchased electricity, heating and cooling for school facilities

Scope 3 emissions are indirect emissions that occur in the supply chain. These include emissions from activities not owned or directly controlled by the school, such as the manufacturing, transportation and disposal of purchased goods and services

For schools, Scope 3 emissions come from a range of sources, such as the production of textbooks and school supplies, food served in canteens, transportation of goods, employee commuting, funds held in banks or investments and waste disposal.

Schools have a unique responsibility in to regards sustainability

Scope 3 emissions typically represent the largest portion of a school’s total carbon footprint because they encompass the entire life cycle of the products and services procured.

SCOPE 3 EMISSIONS: MEASUREMENT

Measuring Scope 3 emissions can be complex due to the vast array of factors involved in the supply chain. Common standards such as the Greenhouse Gas Protocol are useful to help create an emissions inventory’ breaking down Scope 3 into categories, like purchased goods and services, waste and employee commuting.

The measurement process generally involves: Data Collection: Gathering data on procurement categories, such as quantities and types of products purchased, frequency of deliveries and supplier information.

Emission Factors: Applying emission factors to estimate the emissions associated with each procurement category. Emission factors are standardised values used to convert activity data (like tons of paper used) into carbon emissions (CO₂e).

Engagement with Suppliers: Working with suppliers to gather more precise data. Suppliers may be able to provide information on the carbon footprint of their goods, especially if they follow sustainability standards themselves.

Some specialists will be able to provide a quick and relatively straightforward estimate of Scope 3 emissions; others will take more time but provide a more granular and accurate result. Schools should take time to research the service they need which may change over time.

Schools can choose suppliers who have actively demonstrated commitments to sustainability

REDUCING EMISSIONS AND GROWING SOCIAL VALUE

Reducing the environmental impact of supplies is an achievable goal for schools. Below are strategies schools can adopt to reduce emissions associated with their supplies that will complement work on regular measuring and reporting:

Partnerships: Partner with organisations who specialise in sustainable procurement. Value Match are one such organisation with a track-record of success in the education sector. Collaborating with other schools and trusts can also help identifying suppliers who truly value sustainable procurement.

Contracting for outcomes: Importantly, schools can also include sustainability criteria in their contracts with suppliers (not just the tender), specifying that suppliers must meet (or be working towards) and report on agreed environmental or ethical standards.

Reducing waste: Schools can limit waste by only purchasing what is necessary, opting for bulk purchases to reduce packaging and deliveries, and working to reuse, repair and redistribute goods before buying new. Prioritising sustainable suppliers: Schools can choose suppliers who have actively demonstrated commitments to sustainability. These suppliers may have environmental targets of their own, lower-carbon production methods, eco-friendly packaging and transport and recycling initiatives. Care must be taken to identify potential greenwashing – misleading sales and marketing about climate action an organisation is taking.

Eco-friendly goods: Schools can prioritise materials with lower environmental impact, such as recycled or biodegradable products, and avoid products that generate significant waste or pollution. Localism: Buying goods from local suppliers can significantly reduce transportation emissions. Changing culture: Schools can also work to develop a culture of sustainability by involving students and staff in decisions related to procurement and encouraging them to participate in eco-friendly practices.

Potentially schools have very significant role in the growth of sustainable procurement as they engage with numerous suppliers and collectively have substantial purchasing power. By addressing concepts like Scope 3 emissions and social value, schools can contribute to a healthier planet and model responsible, sustainable practices for children and young people as well as the wider community.  Visit the UKSSN: https://ops.ukssn.org/

● www.countyourcarbon.org

● www.zellar.com

● www.climateeducation.co.uk

● www.greenschoolsproject.org.uk

● www.planetmark.com

● www.value-match.co.uk

SWITCHED ON

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

EdExec LIVE Seminar Highlights Need for Cybersecurity

As cyber threats against educational institutions surge, the Cybersecurity for Schools: Keeping Your School Data Safe seminar at EdExec LIVE promises to arm school leaders with essential tools and strategies to safeguard their institutions. Recent statistics highlight the pressing need for improved cybersecurity in education.

A report from the UK National Cyber Security Centre (NCSC) revealed that 78% of UK schools have experienced at least one cybersecurity incident, ranging from phishing attacks to ransomware breaches. The seminar aligns with calls from the Department for Education (DfE) to bolster digital resilience in schools. As schools increasingly rely on digital tools for learning and administration, the stakes for cybersecurity have never been higher.

Students Excel in Green Tech Competition

As reported by The Bucks Herald, for the third year running, students from five secondary schools and the Buckinghamshire College Group competed in the contest that also acts as an opportunity for youngsters to learn about green energy sources. Bucks Council has revealed that students from Buckinghamshire College Group won over the panel of judges, who were impressed by the carpentry and joinery students’ idea of buying a woodchipper to turn timber waste into wood shavings and wood chippings to be donated to local residents, farms, stables, landowners and animal charities to be used for things like household pets and agricultural animal bedding, mulch for soil conditioning, garden and landscaping projects.

Mental Health Initiatives Highlight VR’s Potential

As reported by This Is The Coast, in a bid to tackle the rising mental health challenges faced by children and young people, Scarborough is implementing a multifaceted approach, according to Dr Gill Kelly, consultant in Public Health.

One of the key innovations being introduced is the use of virtual reality (VR) headsets. Dr Kelly explained that Sidewalk, a provider of wellbeing support to older children, is exploring the use of VR headsets that deliver talking therapies to young people.

Alongside the introduction of VR, two mental health support teams have been deployed in Scarborough schools, an initiative funded by NHS England. These teams are a vital part of the local mental health support system.

The program focuses on educating children about their feelings and emotions, normalising the range of emotions, and showing them it is okay to feel sad. This approach aims to encourage children to understand their emotional responses, recognise a range of feelings as normal, and understand how to manage them.

Gaming for Gold

With the first Olympic Esports Games taking place in 2025, and the Esports World Cup recently concluding with a record $60m prize pool, competitive gaming is more prominent than ever. The British Esports Federation runs through the opportunities and benefits for schools

What started out in bedrooms and halls full of computers has gone on to become a billion-dollar industry. Esports (or electronic sports) is the act of playing video games competitively to spectators, either online or in-person.

For years it has bubbled underground, with small amateur tournaments offering PC equipment as prizes, but now there are plenty of professional gamers making a living out of playing at the highest level, in games like League of Legends, Counter-Strike, Rocket League and more.

GOING MAINSTREAM

Beyond this, it’s really starting to hit the mainstream. A few months ago, the International Olympic Committee (IOC) announced that the inaugural Olympic Esports Games will be held in Saudi Arabia in 2025. This comes after years of the IOC experimenting with esports with side events, including the 2023 Olympic Esports Week, with British Rocket League women players winning a show match representing team organisation Resolve.

IOC President Thomas Bach said: “This is truly a new era for the IOC. With the confirmation by the IOC Session of the creation of the Olympic Esports Games, we are keeping up with the pace of the digital revolution.”

In another first, the initial Esports World Cup took place in Saudi Arabia earlier in 2024, with a record-breaking prize pool of $60m across multiple games and competitions. That’s

not to mention the existing major tournaments and world championships, with the most-skilled gamers doing battle on the biggest of stages.

But esports isn’t just about the pro level. Like traditional sports, there are multiple tiers, including grassroots tournaments and collegiate activities, offering several opportunities and benefits to schools.

STUDENTS MAKING HISTORY

British Esports Student Champs, organised by national body the British Esports Federation, allows students aged 12+ to represent their secondary schools, further education colleges and alternative provision schools across the UK to compete with one another.

This is the largest amateur grassroots esports tournament for students, and features games including League of Legends, Rocket League, VALORANT and Overwatch 2, plus multiple tiers for students of all ages and abilities, as well as inclusive tournaments for women and marginalised genders. There’s also a PUBG MOBILE tournament for smartphone and tablet gamers, and a Student Racing League with Williams Esports for students who prefer to get behind the virtual wheel.

The Student Champs are about more than just competition. Participation in these team-based tournaments allows students to develop a range of transferable skills such as teamwork, leadership communication and problem solving, as well as futureready digital and STEM-based skills. Representing their school in

Participation in these teambased tournaments allows students to develop a range of transferable skills

the Champs can also count towards the Skill Section of the Duke of Edinburgh’s Award. On a personal developmental level it allows students to make friends, have fun and enjoy themselves doing something they love.

Almost 200 institutions compete in the Student Champs today, with more than 1,250 teams and 6,000 students taking part each year. An annual live grand final event takes place at the end of each season, giving students a chance to showcase their talents live on stage.

British Esports has also spoken about the impact of esports on neurodiverse individuals. Esports has created an inclusive environment that harnesses their strengths, such as attention to detail, strategic thinking and hyperfocus. With esports and education, it adds an element of interest to an otherwise

regular qualification, allowing students to stay engaged and increase productivity. British Esports previously teamed up with National Star College, a specialist FE College for young people with a range of additional physical and learning needs, and Xbox for a series of esports tournaments, with a show match at the annual Student Champs finals.

Conor ‘Conny’ Albery, commentator and host at the 2024 Student Champs finals, says: “It’s important for parents to understand esports. It’s really fulfilling once you see the rewards and work hard to get them. Parents can be hesitant to understand things, but the Student Champs show more support from parents to students - and that is really the most important thing to grow a good culture.”

Fellow commentator Dainéal said: “British Esports is a great organisation that spends a lot of time educating parents and people that might not have information about what esports is. They might think you’re just sitting at your computer playing a game, but in actuality it’s nearly as serious - if not equally as serious - as an actual sport, where you’re practising and doing all these other elements and there’s a team dynamic within it.”

SKILLS AND QUALIFICATIONS

Like sports, the esports industry requires professionals including commentators, marketers, broadcast producers, coaches, reporters, video creators and social media managers to name a few.

There are now a range of qualifications, to give students the digital skills and knowledge to thrive within these roles.

Today, there are some 10,000+ young people that have studied the various Esports BTECs developed by British Esports in partnership with Pearson, which include Level 1 to Level 3 variants, Higher Nationals and more. British Esports has also partnered with the Leadership Skills Foundation to deliver esports leadership qualifications for those aged 11+, allowing younger people to take their initial steps onto the esports career pathway from September 2024.

These various qualifications help build digital literacy and cognitive skills, as well as decision making, dexterity, creativity, concentration, leadership and communication, strategic thinking and STEM skills. Not only that, but esports can also lead to improved wellbeing and attendance in students, as found in British Esports’ work in Alternative Provision Schools.

Beyond this, British Esports hosts an annual Education Summit, it has a large presence at the Bett Show each year and has a partnership with Sunderland College to help deliver the BTEC in Esports programme from its National Esports Performance Campus. It’s also partnered with College of Esports at a degree level, and even has its own National Esports Performance Campus in Sunderland.

Jason Frost, curriculum manager for Creative Arts & Media at Burnley College, which competes in the Student Champs, concludes: “Esports is the fastest-growing new course in our college’s history and the Student Champs has been fantastic for us - we now have ten teams competing on a weekly basis. Every student has a job - it could be admin, commentating, competing on teams… those soft skills you really need, communication, leadership, teamwork - suddenly these kids who couldn’t look you in the eye when you walked through the door are suddenly excelling themselves in all these things. So, it’s really powerful.

HOW TO GET STARTED

Today, there are some 10,000+ young people that have studied the various Esports BTECs

Whatever we’d invested in esports initially, we got back in that first year. And we’ve gone on to invest in another three rooms. We’re also starting the HNC qualification in esports this year - we have a new room in the university block. We’re going from strength to strength - we’ve gone from 20 students to about 150 students in two years.

So, I would say to senior leadership teams, you need to be thinking about this - you need to be thinking about esports.”

HOW TO GET STARTED

With esports being such a community-driven activity, the ‘build it and they will come’ strategy can pay off. Why not identify a tech-savvy teacher at your school who is perhaps a gamer themselves and encourage them to experiment with the IT equipment to get some games going on existing PCs.

Engaging with students and holding an esports club or team try-outs can foster a sense of community and competitive spirit.

You don’t need super high-tech computer rigs, flashy lighting or expensive setups, either. Start simple, research what else you might need, and most of all, have fun with it.

To find out more about esports, the Student Champs, qualifications, or how to get involved, contact education@britishesports.org

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LIVE IT

It’s time to unwind and enjoy a well-deserved break with some light-hearted reading

BRAIN TEASER:

A sundial has the fewest moving parts of any timepiece. Which has the most?

Answer: An hourglass - it has thousands of grains of sand.

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

The Gift of Reading

A new charity is teaming up with Britain’s food banks to offer books for people to browse, borrow, or keep. Bookbanks, founded by London-based writer Emily Rhodes, began with a simple idea: gifting books to visitors at her local food bank. What started small has grown into a national initiative aimed at fostering community connections and sparking conversations. Since launching as a charity in June, Bookbanks has gained support from ambassadors like authors Andrew O’Hagan and Elizabeth Day. With funding from grants and donors, the organisation has introduced a volunteer training program and is expanding its reach across the UK.

To fix clumped brown sugar, add a slice of soft white bread to the packet, and within a few hours, it will return to its sandy texture!

THUMBS UP!

DID YOU KNOW?

School dinners first gained national attention in 1906 with the introduction of the Provision of Meals Act, which aimed to provide free meals to all children.

It isn’t the mountains ahead to climb that wear you out; it’s the pebble in your shoe.

Muhammad Ali

Better Late Than Never!

One morning, Brittany Keech of Belding, Michigan, checked her mailbox when something unusual caught her eye. Amid the fliers and bills was a faded, timeworn postcard. “At first, I just thought it was old and interesting,” said Keech, 30. “But then I took a closer look.”

The postcard, bearing a faded green one-cent George Washington stamp, was postmarked October 29, 1920. It was addressed to a Mrs. Roy McQueen, who had once lived at the same address where Keech now resides with her husband and children.

While the mystery of who sent the postcard and who it was meant for has mostly been solved, one question lingers: how did it end up in Keech’s mailbox nearly a century after it was written?

Well, knock me down with a feather!

ALL ABOARD?

Denton in Greater Manchester has been named the least-used train station in the UK, with just 54 recorded entries and exits between April 2023 and March 2024. Located only 30 minutes from Manchester city centre and close to the scenic Peak District, Denton’s spot at the top of the quietest stations list may surprise some. However, locals likely aren’t shocked, as the station is served by just two trains on Saturday mornings - one to Stockport and one to Stalybridge. Earlier this month, the Office of Rail and Road (ORR) also announced the ten busiest train stations in and outside London, alongside the five quietest, with Denton leading the latter category.

HUB EVENTS

REGIONAL GROUP PARTNERS &

EdExec LIVE is back for 2025!

It’s the event you know and love but with a new twist…

EdExec LIVE 2025 – Dates & locations are as follows:

Manchester & the North West - 12th February

Herts & Home Counties - 5th March

West Midlands - 1st May

Cumbria & The Pennines - 21st May

London & the South - 10th June

Liverpool & the Wirral - 1st July

South West, Gloucester & Bristol - 16th October

Yorks & the Humber – November 2025

You will find further details of all the locations via the dedicated web pages HERE

TICKET INFORMATION

Standard ticket price remains at £65 - which includes all seminars, the exhibition, networking, refreshments and of course a hot lunch.

We are happy to share we also have some subsidised on offer!

Use the discount codes below to take advantage of our £25 and £35 tickets, subject to availability!

There are several ways to obtain a subsidised ticket:

● Book via the QR code, using PROMO code: EEL25RDVIP for a £25 ticket

● Book via the QR code, using PROMO code: EEL25RDVIP35 for a £35 ticket

Tickets for all our events are now available to book!

Use this QR code to choose your event and book your place at one of the eight locations we have around the country for 2025

TO LEARN MORE, OR ASK US SOMETHING GET IN TOUCH WITH US