The majority of our staff absences are those regular short-term absences. With Every HR, we’re told when someone has hit an absence trigger which has given us more visibility. We’ve saved more than it [Every HR] has cost, definitely.
My biggest mantra in HR is ‘no surprises’. And now there won’t be any!
Nicola, Prince Albert Community Trust
Find the root cause of absence to understand and prevent it
Pre-emptive alerts inform you when an employee is approaching a formal absence trigger, enabling you to have proactive and open conversations around the reason behind the absence.
End-to-end visibility over absences in your school or MAT
Real-time information
See absences as they come in to support supply and wellbeing decisions
Absence trend graphs
View data differently to spot patterns in nonattendance and leave
Pre-emptive triggers
Make interventions in good time, with customisable absence alerts
The Absence Management module is great and allows for an easy view of what school staff attendance looks like.
The system is built to mirror our policy so reinforces our school approach to managing attendance. Line managers feel more empowered, and the system allows us to have meaningful MI to share with senior leaders.
Rachel, The Grammar School at Leeds
Don’t let staff absence levels get you down
Get in touch with Every HR By IRIS – we’ll help you bring attendance back up.
Editor’s comment
You did it! Another academic year done and dusted – and that deserves to be celebrated! It may well have been a rollercoaster; full of highs, lows and scary bits in between, but your school and your students are a lot better off for having you on the ride with them.
I know that many of you will be working for some, if not most, of the summer break so make sure you keep this issue handy to remind yourself not just of what you need to do, but of what’s important too.
This issue has been carefully curated to help you do all the things that need to be done between now and September. This includes reminding ourselves why we do what we do with our SBL Voice piece reflecting on the year just gone, and Clare Skinner’s article on how to celebrate our wins.
If you’re starting to get itchy feet and are unsure if it’s time to move on, check out my cheeky F1 themed article to help you figure it out (Lewis to Ferrari, hello?!) and if you’re playing heads or tails between LAs and MATs, check out Kemi Arogundade’s article about her experience of moving from a Local Authority to a MAT for a bit of reassurance and a lot of inspiration!
And whilst I know you’ll have to-do lists coming out of your ears, Jo Marchant has pulled together a quick how-to guide to help contractor works run smoothly over the summer, Rebecca Cunliffe has your September to-do list drafted and ready and Nigel Milligan tells you the best way to improve to your internet connection…
Also, if you fancy some light reading whilst having a brew and a slice of cake, you can check out my first ever interview as Editor of EdExec. This time, I’m on the other side of the questions as the team ask me all about my plans, aspirations and what exactly the deal is with all the lemons!
And finally, whatever your plans are for the summer, remember to take some time just for you. So, when you can, leave the laptop in the drawer, put your phone on silent and go and hit the shops, hike the trails or jet off across the ocean!
Have a great summer, I’ll see you on the other side!
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.
LAURA WILLIAMS
Executive editor
Education Executive
KEMI AROGUNDADE
CFO/assistant principal BurntwoodSchool,London
JO MARCHANT
Estates Professional
Schoolbusinessmanagement consultant & author
CLARE SKINNER
School business manager KingsNortonGirls’SchoolandSixthForm
REBECCA CUNLIFFE
School business manager LomeshayeJuniorSchool
NIGEL MILLIGAN
Director of IT INamConceptsLtd
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 joanna@ intelligentmedia.co.uk
06
Latest school business management news in brief
08 PREPARING FOR THE WORKERS (PREDICTABLE TERMS AND CONDITIONS) ACT
It’s time to re-evaluate work scheduling
Getting hands on with school waste!
This month’s round up of the best had to offer our readers
14 EMPOWERING EDUCATION: FINDING YOUR HEROES
IRIS Education provides staffing solutions to address the recruitment crisis
16 SBL VOICE: A YEAR IN REVIEW
We ask our EdExec reader community about their highlights of the year
20 GETTING TO KNOW YOU: LAURA WILLIAMS
We sit down with Laura to find out more about the person behind the voice!
24 THE MOVE FROM LA SCHOOL TO AN ACADEMY
Kemi Arogundade talks to us about her journey into academy leadership
26 IS IT TIME TO MOVE ON?
We chat to Laura Williams about the importance of evaluating your professional journey
28 MANAGING YOUR SUMMER BUILDING WORKS EFFECTIVELY
Jo Marchant has some advice before you book in contractors during the summer holidays
32 SIX WEEKS OF SUMMER –AN SBP PERSPECTIVE
Clare Skinner takes us through her end of year process and reminds us to reflect
34 A NEW YEAR, A NEW CHALLENGE!
We chat to Rebecca Cunliffe about preparing for the new academic year
36 SWITCHED ON The latest news and views from the world of ICT and edtech
37 TECHNO GEEK
Nigel Milligan talks about the challenges of unreliable internet connection
Education Executive is the first business management magazine written exclusively for school business managers and bursars, bringing you the latest issues affecting your role, from finance to premises, procurement to HR. EdExec delivers the lowdown on all the hottest topics in education management right here, every month.
As reported by The Guardian, a new study links the lingering effects of Covid-era school closures to declining exam scores and potential lifetime earnings losses for England’s youth. The study funded by the Nuffield Foundation predicts that national GCSE results in key subjects will steadily worsen until 2030, when it expects fewer than 40% of pupils to get good grades in maths and English.
Pepe Di’Iasio, a former headteacher and the general secretary of the Association of School and College Leaders, said the research was “a devastating warning” of the risk of educational decline. Last year, 45% of students taking GCSEs achieved grade 5s in English and maths, regarded as a “good pass” by the Department for Education (DfE). But the report expects the rate to continue falling below 40% by 2030, when children who were aged five at the time of school closures sit GCSEs. The group calculates that the lower GCSE results could lead to lower lifetime earnings of £31bn for the generation.
@SpecialSchSBM On the train out of Charing Cross. A family get on and a little girl about 8 looks unsure about sitting next to me. ‘I dont bite’ I say as I smile at her. ‘I do’ she says.
@LeighAnneSBM
There are just not enough hours in the day! Every day that passes I fall further behind on the to do list and the reality of trying to do CIPFA has hit hard today! I really need a time turner....
Parents’ complaints overwhelm schools
As reported by The Independent, teachers are facing a dramatic increase in complaints and aggressive behaviour from parents causing staff to quit their jobs, a new survey says. Figures in the School Leaders Survey show 68% say personal attacks or aggression are the most common types of behaviour, while seven in ten teachers believe parents and carers are now quicker to escalate concerns to a formal stage.
The study, which was completed by over 200 school leaders who represent a leadership of over 1,800 schools, found most grievances raised revolved around support for pupils with special needs. Other matters included behaviour and discipline, equality complaints such as discrimination and transgender issues as well as parental responsibility and safeguarding. Among the schools participating in the survey, 18% had appointed a “complaints coordinator” to oversee the issue, while 18% had instructed legal advisers to support.
£6000 incentive boosts STEM teacher recruitment
As reported by DfE, from September, teachers in key STEM and technical subjects can access up to £6000 incentives, aiding recruitment and retaining top talent in education. The expansion of the levelling up premium payment scheme to those working in further education and to a wider range of subjects for the first time will support young people to progress skills that will help grow our economy. It will also double the existing Levelling Up premium payments to schoolteachers of maths, physics, chemistry and computing.
The £6000 incentive is being offered through the government’s levelling up premium doubling payments introduced in 2022 to support schools in disadvantaged areas across the country to recruit and retain the teachers they need in maths, physics, chemistry and computing.
Government defends singleword Ofsted judgments
As reported by ITV X, despite calls for reform, DfE stands by the current system following headteacher Ruth Perry’s tragic death.
In its response to an inquiry into Ofsted, the DfE said the overall judgment provides a “succinct” summary for parents and helps identify which schools need support. It said its priority is to look for ways to improve the inspection system rather than “developing an alternative to it”.The Government’s response has been described by education union leaders as “deeply disappointing” and a missed opportunity for “meaningful change”.
A DfE spokesperson said: “We have no plans to remove one-word judgments. They give parents the confidence in choosing the right school for their child and provide a clear basis for taking action to improve underperforming schools. The Secretary of State has been clear that we will continue to consider ways to improve the current system, including looking at international approaches, and we are looking forward to hearing the views of teachers, parents and children through the Big Listen.”
@WrexhamSBP
I take a week off and come back to 700+ emails but happy to report I am now back to under the 100!
Preparing for the Workers (Predictable Terms and Conditions) Act
The Workers (Predictable Terms and Conditions) Act 2023 is set to come into effect in September of this year, prompting school business leaders to re-evaluate work scheduling and management practices
WHAT DOES THE WORKERS (PREDICTABLE TERMS AND CONDITIONS) ACT INVOLVE?
Essentially, this government-backed law grants all workers the legal right to request a predictable working pattern, encouraging dialogue between workers and employers. Workers with more than 26 weeks of service can submit up to two applications for predictable work schedules per year, and employers must respond within one month.
Although the Predictable Terms and Conditions Act closely resembles the processes for flexible working requests, school business leaders will need to acquaint themselves with the new procedures. If a request is approved, employees must be provided with the new terms within two weeks. Therefore, preparing for potential requests is crucial to maintain organisational efficiency. Applications can be denied if it aligns with one of six statutory grounds:
● the burden of additional costs;
● the ability to meet demand;
● the impact on recruitment;
● the impact on other areas of the organisation;
● insufficiency of work during the proposed periods; or
● planned structural changes.
If a request is approved, organisations must provide the worker with the new terms within two weeks
Predictable working schedules have become increasingly important in recent years, especially with the rise of remote and hybrid working. For school business leaders, this is particularly significant for managing staff without standard schedules, such as those on zero-hour contracts or outsourced workers. Implementing predictable schedules ensures better planning, improves staff morale and enhances the overall efficiency of school operations,
WHO DOES IT APPLY TO?
ultimately leading to a more stable and productive educational environment.
After the act received Royal Assent at the end of last year, Business and Trade Minister Kevin Hollinrake stated in a gov.uk press release, “A happier workforce means increased productivity, helping in turn to grow the economy, which is why we’ve backed these measures to give people across the UK more say over their working pattern.”
● workers whose existing working patterns lack certainty regarding the hours or times they work
● workers on fixed-term contracts of 12 months or less (who can request a longer fixed-term or the removal of any provisions relating to fixed-term)
● agency workers (who can make their request either to the agency or the hirer provided they meet certain qualifying conditions)
Talking rubbish! Getting hands on with school waste SPOTLIGHT ON
Plastic Free July® is an initiative that helps millions of people be part of the solution to plastic pollution. This year, the Plastic Free Foundation is encouraging schools to get involved
The Plastic Free Foundation suggests that schools can contribute to reducing plastic waste by conducting a waste audit. This process allows schools to gain insight into what teachers, students and visitors are discarding, pinpointing areas where improved practices could lead to more cost-effective and sustainable waste management.
Bin audits are a simple and effective way to understand waste you’re creating and defuse any confusion about what should be going where. If you’ve got a lot of bins, it may be best to get a team to help you with this, to give a fuller overview of what’s happening across the school.
BIN AUDIT TOP TIPS
● Choose a day soon after your bins have been emptied (to prevent rummaging through week-old waste). Allow enough time for the bins to collect waste, but not so long that it
begins to emit unpleasant odours!
● Ensure your audit takes place in a sheltered area with a floor covering like a tarpaulin to contain any mess (consider wearing gloves!).
● Separate the rubbish into piles. You can then use scales to weigh the amount of each type. Or you can estimate the volume or percentage of waste in each pile and make a note of it.
After completing your bin audit, establish SMART (Specific, Measurable, Attainable, Relevant, Time-based) goals for reducing each item identified. Regularly review and reflect on these goals, conducting a bin audit every 6 or 12 months to monitor progress.
While rummaging through rubbish may not be the most appealing task, having this knowledge readily available could potentially save your school money and help get us on the road to a world where plastic pollution is a thing of the past!
FACTS AND FIGURES
● 20 – 45KG – the average waste generated per pupil per year
● 180m KG –potential waste generated across UK schools annually
● 70% of school waste is food, paper and card
● Only 20% of school waste gets recycled
● The average school gets through 360,000 sheets of paper per year
CLICK IT
This month’s round up of the best edexec.co.uk had to offer our readers... We’ve done the hard work of pulling together the best bits and the most clicked content from the website, so you don’t have to
PROGRESSION
How to embrace networking
By actively engaging in networking activities you can build a strong support system, gain valuable insights, and establish meaningful relationships. However, networking should be approached with authenticity clear goals, and a long-term perspective. Here, Russell Dalton explains why networking is a powerful tool that can significantly impact your self-confidence, knowledge and aid you in your daily role. Read the full article HERE
DID YOU KNOW?
Which screensaver recently topped a poll as one of the nation’s favourites? The good old aquarium of course! Hands up who still has the fishes on their screen?
Add new life to the screens in your schools
How often do you see screens in waiting rooms, entrance areas or in public areas that are switched off? Maybe this is something that many of you have not even thought about! In this article, Nigel Milligan shines a spotlight on an often-overlooked resource that can be used to promote all that is good about your school. It’s time to talk about screen time… Read the full article HERE
SUSTAINABILITY
Getting back to nature: Eco initiatives for schools
From tree planting to bird watching, if you want to enhance biodiversity on your school premises and involve students and staff in sustainable natural projects, there are numerous initiatives and programs across the UK that can provide free
practical support and resources. We provide an overview of eco initiatives available to help your school enhance its sustainability credentials and engage students in nature
Read the full article HERE
LEADERSHIP
Read the full article HERE
DID YOU KNOW?
Is it time to reset your SBL sat nav?
We’ve all been there – map upside down, trying to find phone signal to get Google back up and running, feeling flustered by not knowing if we should go left or right. The SBL road is rarely straight – detours, distractions and getting off track – before you know it, you’ve arrived at your destination with no idea of how you got there. Education Executive’s Laura Williams has some advice on making the journey a little smoother
Early GPS receivers could only calculate to within 100 meters of your location – so they probably wouldn’t get you very far!
School estates: Where are we now?
In the days leading up to the start of the current academic year, a significant announcement shook the education sector in England. Kevin Parker, senior finance business partner at Greenshaw Learning Trust, delves into the RAAC crisis, offering insights into its origins, subsequent developments and the essential measures avert similar crises in the future Read the full article HERE
MONEY TALKS
According to studies, around 40% of people network more online than in person – why not break out of the online cycle and join us at Ed Exec LIVE for some fantastic IRL networking?
Are numbers swirling before your eyes, too fast to figure out? Many SBLs right now are facing significant deficits in their school or trust budgets and for some, this might be the first time having to manage this. Don’t panic! Andrew Blench has some advice from someone who has faced this scenario a few too many times to mention Read the full article HERE
Empowering education: Completing the picture
Finding the right fit for your school can be tricky. IRIS Education is on a mission to help you power up your recruitment
In response to the substantial recruitment challenges plaguing the UK education sector, IRIS Education has launched their new campaignproviding robust recruitment solutions that can empower school leaders to effectively address staffing shortages.
As the education sector continues to grapple with significant recruitment challenges, recent reports have highlighted the ongoing difficulties in attracting new and supply teaching staff. Despite various initiatives and schemes, recruitment for specific subjects remains well below target in the UK. Furthermore, a forecast from the Department of Education indicates that pupil numbers are expected to increase by almost twenty percent over the next six years, exacerbating the already pressing need for qualified teachers. The anticipated rise in student numbers will further strain the existing resources and heighten the urgency for effective recruitment solutions.
The blend of increased teacher workloads, coupled with added pressure on support staff to divert operational resources from school management to
recruitment, and shrinking numbers of potential candidates has created a perfect storm. This situation has led to a downward spiral in both retention and recruitment rates, causing significant concerns across the education sector. The challenges are further compounded by the rising demands of administrative tasks, making it even harder to maintain a stable and effective workforce.
COMPLETING THE PICTURE
IRIS Education’s innovative recruitment solutions empower school business leaders to regain control of their recruitment strategies, and IRIS Education’s campaign seeks to address the pressing issues of staff shortages and operational inefficiencies. It does so by providing robust tools and resources, tailored specifically to the education sector
Employing the wrong candidate is costly, time consuming, and even risks reputational damage to the school in serious cases. Recognising the critical importance of driving efficiencies in this area, IRIS Education is pleased to introduce Every HR by IRIS, Social Media Check, and Teacher Booker.
This powerful suite of solutions is designed to optimise your recruitment processes to ensure schools are never left short-staffed, and school business leaders can refocus their time where it is needed most.
ENSURING CONSISTENT LEARNING
Supply teachers play a crucial role in meeting staffing needs within the education sector, particularly during periods of teacher shortages or unexpected absences. They provide schools with flexibility and continuity in teaching, ensuring that learning experiences for students remain uninterrupted. By bridging gaps in staffing, supply teachers enable schools to maintain a consistent level of education delivery, ensuring that students receive quality learning experiences despite staffing challenges. Complemented by Every HR by IRIS and Social Media Check, IRIS Education delivers a comprehensive supply and recruitment solution, ensuring you can attract quality talent exactly when and where you need.
In a recent blog, IRIS Education
This summer, there’s every chance your recruitment activity will be hitting an alltime high. IRIS can help you
looked at the current recruitment landscape and its impact on staff in schools to suggest a fresh approach to your strategy. Conrad Emmett stated, “Competition has rarely been fiercer when attracting new staff to your school or Multi Academy Trust (MAT). Lower-than-average pay and challenging working conditions have created a recruitment crisis - and a hiring challenge few would envy. You have to ensure you attract as many of the
most gifted candidates as possible. Only then will you find the best fit for your school or MAT.”
This summer, there’s every chance your recruitment activity will be hitting an all-time high. The benefits of IRIS Education’s recruitment solutions enable you to streamline your recruitment process, save thousands on supply cover, ensure student safety, build powerful talent pools, automate complex processes, for example candidate screening, and retain your workforce.
With their recruitment campaign, IRIS Education isn’t just providing solutions—they’re driving simplicity, and unlocking efficiency for school leaders. This initiative goes beyond filling positions; it’s about empowering educators and school business leaders to overcome challenges and flourish.
Schools ready to maximise their recruitment and wanting to learn more about Every HR by IRIS, Social Media Check, or Teacher Booker can schedule a free demo on the IRIS Education website to explore the comprehensive array of benefits available or request a call back.
FIND OUT MORE
This is a sponsored article, brought to you by IRIS Education. To find out more about IRIS Education’s products and services, contact them in one of the following ways: www.iris.co.uk/education 0344 815 5555
ASBL Voice: A year in review
In this issue’s SBL Voice, we pose those perennial questions that always spring to mind this time of year to our Ed Exec reader community. Here’s what they had to say about their greatest accomplishments, focuses and highlights of this year
s you read this, why not consider what your own answers would be? Because it is essential to take time to be proud of our achievements, celebrate our wins and prepare for the next time to be even better.
“I am so proud of what we are achieving. Our sector is changing, and our commercial power is starting to show real presence, I can’t wait for the next 12 months”
Lana
Stoyles, head of business transformation
“SBL’s have the power to change the world - and they really do! If you positively impact one pupil’s learning, education and outcomes, what’s to say that pupil won’t become the next Prime Minister? Somebody somewhere has to teach that pupil, or work in that school! It’s a great position, education is a great sector, and the power and influence we have is unmatched. Stay positive, keep focused and do what’s best for the pupils!“
Anon, senior finance business partner
When it came to achievements this year, the varied responses were proof of the talent and skill of the SBL community. From new roles to systems improvements… you name it, you as a collective have done it!
“Being part of the team that has managed to take out the old, closed protocol fire alarm system and replace it with a new open protocol system.”
Gary
Hennigan, school business manager
“We have had approval from the DfE to set up a Multi Academy Trust, and the biggest achievement has been managing that process from start (to almost finish).“
Lisa
Bower, director of finance and operations
“Working with amazing business professionals and collaborative commercial partners every day to make the difference in our MAT and sector.”
Lana Stoyles, head of business transformation
“My colleagues. They are a joy to work with (most of the time!). Our job is hard but I am incredibly lucky to feel supported and valued. They work so hard for our amazing bunch of children. I’m proud to be a small part of the big journey our special school goes on every day.”
Anon 2, school business manager
We are unique, tenacious and super resilient. I am proud of our profession, and I love making the difference to our young people
“Project managing multiple building improvementstotal refurb of toilets, first aid room, waiting area and meeting room, phase one roof, EYFS playground equipment and markings etc. new second MUGA, New permanent stage, total refurb and change of sports centre stairs, new glass partitioning to main reception office plus smaller projects.”
Sharon
Lister,
strategic business director
“My resilience. I’ve had setbacks, system issues, a list that keeps on growing, stress and more. Outside of work I am studying for professional exams and juggling life with young children. And I keep turning up, I keep going and I do my best.” Anon, school business manager
“My main achievement is switching the student MIS and the financial database for school. [We had] only 3 to 6 months’ notice! Now looking back, it went quite smoothly so I can give myself a small pat on the back.” Jane Taylor, SBL
“I think the determination of success is subjective, but we must remember that all wins are a success, big or small. What is small to me may be massive to other SBM’s and vice versa. Pride comes from a lot of things - from being an integral part of holding the school together and driving it forwards during a long period of instability. I know we all think of ourselves as just SBM’s and are always congratulating others, but we need to look in the mirror and say “I did that”.
Brian Baughan, SBL
So, what are the things to take forward into the new school year and what plans can we look forward to celebrating this time next Summer?
“A continued passion for working in school and specifically for supporting wellbeing through my role both for my colleagues and for my peers within my local SBM group.”
Amy Royle, school business manager
“The belief that anything is possible, an amazing team who have stepped up - when they were already working very hard.” Lisa Bower, director of finance and operations
“Confidence, in that no matter what happens, organisational change, Ofsted Inspection, incredible amounts of rain and leaky roofs, funding challenges etc that I work with great people, and we can make it work.”
Gary Hennigan, school business manager
“A confidence that I know my sh*t and I’m an asset to any educational organisation!”
Anon, senior finance business partner
“To pass my exam and finally become CIMA qualified and then use that to kick on and seek a new challenge.”
Anon, school business manager
“Delegation! I’m the person who says they’ll do it because it’s easier or out of habit of being the person who would normally do something.” Anon 2, school business manager
Completethe picture
Finally, as we’re feeling a little ruminativewe asked what was the best thing about being an SBL? We think these answers hit the nail on the head perfectly!
“Variety of the role, there are no two days that are the same. Contributing to making a difference to pupils in ways other than teaching.”
Leanne Gibbs, school business manager
“There is no other job or career that is this diverse, varied, crazy or rewarding all in equal measure. I think we need to appreciate ourselves more, accept that people outside education don’t understand the role and remember that the children come first. All the hassle, long hours, people and building challenges are all forgotten when a child wants you to listen to them recite their timetables that they have worked so hard on, ask you to play tennis when on lunchtime duty or simply give you a high 5 when on the gate in the mornings – nothing at all can compare to this.”
Brian Baughan, SBL
There is no other job or career that is this diverse, varied, crazy or rewarding all in equal measure
“We are unique, tenacious and super resilient. I am proud of our profession, and I love making the difference to our young people.”
Lana
Stoyles, head of business transformation
“The role of an SBL is a challenging, interesting and stressful one. It’s lonely too, it’s generally the only role in the school where you are the only one. You can be taken for granted, and often people don’t even realise the scope of responsibility. It’s also true that we often forget what we have done ourselves. You know that blank page at the back of your diary? Use it to jot down the amazing things that you have done and reflect on them regularly, especially when the going gets tough.” Anon, school business manager
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Getting to know you: with Laura Williams
Friends, Formula One and feeling like a lemon – if you’ve met Education Executive’s LAURA WILLIAMS or read her content, you’ll probably be familiar with these themes. In this interview, we sit down with Laura to find out a bit more about the person behind the words
For those who have met Laura or read her content in Education Executive, it’s surprising to learn that she didn’t always have the confidence she exudes today. If you’d told her five years ago that she’d be doing an interview as an Executive Editor, she would have had a very different reaction!
If someone told me five years ago where I’d be today, I would have said no way! I think we all do the same thing, which is say I’m not ready for that. I can’t do that. That’s the first thought. But then, I wouldn’t have even been able to comprehend what would have brought me from there to here. Five years ago, I was still doing lots of one-to-one coaching and still relatively low profile. So, I wouldn’t have thought it possible.
Taking on the Editor role was like starting as a school business manager – you don’t know what you don’t know. For the first few months I felt like I’d gone back to school – a fish out of water! I know how to get my point across
and write things but getting something from a Word document to online…I felt like I was never going to learn it all! As soon as I thought one bit was sorted, there was another bit, and it was like trying to lay train tracks.
But now we’re having exciting conversations about what to do with our content. How do we want to work with our contributors? Everyone’s been lovely and welcoming. It’s just a new way of working –you have to adjust to a new team. If someone’s waiting on you, or there’s deadlines ahead of you, it’s a whole new accountability.
How things have changed!
As the saying goes, every journey starts with a single step. For Laura, it all began with the simple act of sending a weekly email.
A few years ago, I was doing conferences, but not on a regular basis. At that point a lot of my work was quite one to one and insular. The key change for me was starting
It has been a bit of an evolution.
I’m always learning
to find my voice and having the courage to put it out there. I started to become more active on social media. I started to send out a weekly email every Tuesday to my mailing list. I think getting the positive responses to that helped me have more confidence in how I put myself across. I began to believe that this is something that I can do because yes, it’s about knowing business management and school business managers - but also giving them the confidence to talk for themselves, and that drove my confidence and drive to show up and be more engaged.
I think that resonates with people. I wanted to do something different. I imagined what other school business managers might be feeling - like I don’t really fit in, where is my place in this? The next step was doing online webinars and getting people together in groups and talking about issues. We did sessions on how to build confidence, how to be a better line manager and how to choose your own CPD and from there it just grew.
QUICK FIRE ROUND!
What does your morning routine look like? Sounds cliché but the most productive days I have are the ones where I have a to do list. So, it’s a big mug of builders brew and checking what I’m doing for the day! What’s your evening wind down?
My wind down is watching a bit of escapism television! A good film or series – I love Peaky Blinders. Anything to help me switch off a bit. What’s your mantra when you need a pick me up?
If you feel scared about something, do it anyway! Action moves you forward, sitting still and thinking about something doesn’t get you anywhere.
There are days when we all feel alone or overwhelmed. Despite her experience with public speaking, our natural feelings of insecurity never completely disappear. Laura has learned to recognise these feelings and push past them, even when feeling odd or out of place. It has been a bit of an evolution. I’m always learning. Right from the start, I never pretended to know it all. Instead, it would be a case of this is the mistake that I made, and you can laugh about it. I’m open about it! I was always feeling a bit odd and out of place. I was doing my Tuesday email once, right before I was due to go to an event, and said you know what? Whenever I’m at these events, I always stand there feeling like a bit of a lemon. I’m really nervous about this. If any of you are there and you’re nervous too come up to me and say ‘Lemons!’ And someone did! People might see me as being confident, but imposter syndrome doesn’t ever fully go away and I’m always honest about that.
You can be passionate and have conviction about what you’re talking about and be scared and still do it
I get nervous, and never assume anything is going to go well, but I do it anyway. Because I love what I do. You can be bold; you can be passionate and have conviction about what you’re talking about and be scared and still do it. Just be yourself because people empathize with people. That’s what authenticity is.
Every journey is full of surprises, and Laura’s has been no exception. The most surprising realisation? Discovering that people are truly willing to embrace your authentic self—gifs, curse words, and all. I’ve talked about this a lot - when I was a school business manager, I don’t think I was very good at networking. I didn’t put myself out there very much. When I realised that I wanted to help other people I had no idea how to do that, or how to put myself across. I looked at how everybody else was doing stuff and I thought ‘this doesn’t fit with me as a person’ – being corporate if you like. I want to be authentic - I always say that I’m swear words, gifs and emojis.
Don’t get me wrong, I’m a professional person. I’ve been a governor and a trustee. I’ve done all those things, and I know how to hold my own in those environments. But I was surprised how welcoming and supportive people were right from start because I didn’t necessarily know if my personal style would translate. I remember I thought if this doesn’t work, I need to find something else to do
because I can’t pretend to be somebody else. The power of being yourself and being accepted for who you are is a big deal for me.
For Laura, the journey so far has been about embracing opportunities and pushing beyond her comfort zone. However, she also emphasizes the importance of not shying away from the one magic word we often feel too scared to say when setting boundaries. I think we forget that sometimes it’s OK to say no. When I started, I only did one-to-one coaching. Then I started group coaching, webinars, and speaking at conferences, far beyond my comfort zone. I never had a plan for a particular route, and I find that exciting. Sometimes if you try and force yourself into things, they’re the things that don’t work. I’ve stayed open minded. But I’ve said no to as many things as I’ve said yes to. I’ve been asked to do things and work with people and companies where I’ve thought that’s not right. I’m selective about who I work with what I do and how I do things. I say to business managers that you must stay firm in your moral compass and have courage in your convictions. It’s about retaining that sense of self and knowing what you’ll accept and what you won’t. Being around the school business manager community has helped me embrace my authentic self - I feel very lucky to do what I do.
ARE YOU READY TO BE 10% BRAVER?
You’ve heard Laura’s story – now it’s time to tell yours! We want to help you amplify your voice. Whether it’s a comment, story or an idea you’ve got to share, we want you to get involved with Education Executive Email laura@ intelligentmedia.co.uk
The move from LA school to an Academy
For KEMI AROGUNDADE, moving from the world of local authority schools into the realm of academy leadership felt like stepping into a new dimension at first. It was a leapbut one that unfolded as a journey filled with the promise of shaping young minds in even more impactful ways
Kemi explains, “This shift wasn’t just about adapting to new operational and strategic norms, it was about embracing the richer autonomy that came with it. Within the structure of local authority schools, I found myself often executing decisions made by others, following a set path laid out by policies and procedures. However, moving to an academy thrust me into the heart of decision-making. Suddenly, I was navigating the broader seas of financial management, HR, and more. The stakes were higher, but so was the potential to steer our academy toward innovative success.
JUMPING IN
Delving into financial management under the direct funding model of academies required a nuanced grasp of budgeting and financial planning I hadn’t encountered before. To bridge this
gap, I dove into CPD training, such as the CIPFA L7 SFOL, and got hands-on with financial management software tailored for academy trusts. Networking with fellow finance professionals in the academy world turned out to be an invaluable trove of insights and best practices, arming me with the knowledge to manage our finances with confidence. The transition also called for a fresh look at change management, equipping me with the necessary tools to smooth the way forward.
EMBRACING A NEW DYNAMIC
The governance landscape in academies introduced a new dynamic to my role. Engaging with our board of trustees or directors became paramount, as my input played a crucial role in shaping our strategic direction. Governance training tailored for academies and charities enhanced my understanding
of this aspect, allowing me to build strong connections with board members and align our strategic efforts with the academy’s overarching goals.
One of the standout benefits of this transition was the operational autonomy it afforded. This freedom to tailor processes - from HR to procurement - in ways that best served our students and staff was liberating. Embracing best practices from across the academy sector and conducting a thorough skills audit ensured that our operational team was not just ready but thriving, fully equipped to support our academy’s ambitions.
Communicating effectively with all stakeholders became a cornerstone of navigating the academy transition. Drafting comprehensive communication and leveraging diverse channels was key to maintaining transparency and rallying support around our vision and priorities for the academy.
ESTABLISHING PROCESSES
The introduction of frequent internal scrutiny and annual external audits marked another pivot in my new role. Establishing robust processes for internal scrutiny meant we could consistently uphold high standards of financial integrity and operational efficiency. This internal lens not only spotlighted areas for improvement but also set the stage for successful external audits. Preparing for these by ensuring our financial records were spot-on, adhering to internal policies, and actioning recommendations from previous audits became part of our rhythm. Working closely with auditors ensured this process was not just about compliance but about growth.
Facing these challenges head-on, with a mindset geared towards learning and development, transformed potential obstacles into steppingstones. Engaging in continuous professional development,
building networks with peers, conducting skill audits, and honing our communication strategies became the pillars of a smooth transition into academy leadership.
THE JOURNEY CONTINUES
The autonomy that defines the academy space opened avenues to tailor education more closely to the needs of our students and community, embedding within it a sense of responsibility towards achieving the best educational outcomes and operational efficiency. This transition is an ongoing journey, where continuous learning and improvement light the way. Connecting with the broader academy community, sharing experiences and embracing collaboration offer fresh perspectives and shared solutions to common challenges. This sense of community is a powerful ally as you navigate the complexities of your new role. The path might weave, but the rewards—
Suddenly, I was navigating the broader seas of financial management, HR, and more
seeing your academy flourish, driving innovative strategic and operational practices, and shaping a brighter future for young people—are immense. By tackling each challenge with a solutions-focused approach, seizing opportunities and upholding transparency and accountability, you’re not just navigating a transition, you’re leading a transformation.
Is it time to move on?
Drawing parallels between Formula 1 news and career choices, LAURA WILLIAMS explores the importance of evaluating one’s professional journey, weighing the pros and cons, and knowing when it’s time to start a new chapter
As you may know (unless we’ve never met before, in which case, hi!), I am a major Formula 1 fan. Recently, one of the biggest bombshells to hit the sport made mainstream news headlines when it was revealed that Lewis Hamilton, seven-time F1 world champion and current Mercedes driver, had done something unthinkable...
He had broken his recently signed 2-year Mercedes contract to sign a new multi-year contract with Ferrari from 2025. I mean… I thought it was a joke!
Lewis has raced with Mercedes since 2013 and has won all but one of his 7 world titles with Mercedes (or 8 - if you know you know!). Even after two winless seasons, he called his team family. He pledged his loyalty to them. He said he was going to finish his racing career with them.
And Ferrari...? Well, they haven’t had a driver world champion since 2007 (Kimi Raikkonen) or a constructors championship since 2008. Sure, Mercedes have had a rough couple of years after taking a wrong turn with their car development but nothing that can’t be fixed (said the
team and Lewis). Sure, Lewis is 39 so although time might be ticking, he’s as fit and as hungry as he’s ever been (said the team and Lewis). Sure, the team might be a bit wobbly but their commitment and support of their star driver is unwavering (said the team and Lewis).
So why is he leaving?
Mercedes didn’t see it coming.
The fans didn’t see it coming. Nobody saw it coming.
SHEDDING LIGHT
But after all the official press blurb washed through, more information came to light...
Lewis’ contract wasn’t a two-year deal. It was a one-year deal with the option of a one-year extension. Mercedes have already identified a driver who they think has the potential to be a future world champion and want to get him in a race seat sooner rather than later - even if that seat must be Lewis’. Lewis had expressed concerns about the direction of the car
development over the last 2 years and shared his views on what should be done instead - which were ignored. And later deemed to be correct. Too little too late.
After the championship battle of 2021 and subsequent poor form, the team have lost several key personnel to rival teams on the grid. Lewis’ request for collaboration beyond the grid and a commitment to sustainability, diversity and equality in the form of an official partnership and ambassadorial role was rejected.
Both Ferrari’s new Team Principal and Ferrari’s President know Lewis very well and were prepared to give him things that Mercedes weren’t. A multi-year deal, a commitment to Lewis’ off-track projects and a team that are building and consolidating into something that looks like it might finally be able to consistently fight at the front.
Suddenly, it makes a lot more sense...
BUT WHAT DOES ANY OF THIS HAVE TO DO WITH YOU?
I’ve found myself mulling it over, and I think there’s a lot of SBL food for thought here!
If you’re wondering whether it’s time to jump or not and you’re drawing a blank, ask yourself - why should I stay? What will I get if I stay, and will that make me happy? Then think about what you will get if you leave (or could get if you don’t have a fixed destination in mind) and whether that will or could make you happier.
If you’re unhappy where you are, ask yourself whether there is a real prospect of change. Not just lip-service about change but a commitment to and tangible proof of something being different. If things are going to stay the same for the foreseeable future, then you are likely to feel the same as you’re feeling now for the foreseeable future. Are you ok with that?
Although you may feel incredibly loyal to your current organisation and you’ve been through a lot together, has your
If you’re unhappy where you are, ask yourself whether there is a real prospect of change
time together come to a natural end? Have you outgrown where you are? Maybe what you want can’t be given to youby choice or it might simply not be possible. Maybe a leadership change means you can no longer see the future in the way you once could so you need to take charge of your own destiny.
Maybe you’ve been quite happy to coast along and stick things out and see what happens where you are because whilst it’s not lighting you up anymore, it’s not terrible either. Yet an opportunity is on the horizon that could be just too good to miss. There may be risks but if they pay off, they could be worth it.
WEIGHING THE PROS AND CONS
Lewis doesn’t know that this move is the right one, but you can be sure that he took some time during the off-season to weigh up all the pros and cons. You may not be getting into the cockpit of a Formula 1 car but as a SBL you are in the fast lane 99% of the time.
This is a reminder to slow down and do some weighing of your own. Talking about his move, Lewis said: “Ultimately I am writing my story, and I felt like it was time to start a new chapter.”
Whatever your new chapter is... just remember, you hold the pen, and you can turn the page whenever you like.
Managing your summer building works effectively
TMost schools will now be booking in contractors to carry out works during the summer holidays.
JO MARCHANT has some advice to ensure this is a smooth process for both your school and your contractors
he summer holidays are the busiest time of the year for getting works carried out on your school. This may be planned maintenance work, such as PAT testing of all your portable electrical appliances, or more major works such as a roof replacement. Whatever type of works you have planned in for the summer, now is the time to be thinking about how you can manage these works most effectively for your school as well as your contractors.
ACCESS TO SCHOOL BUILDINGS
The first issue to consider is how much time will your contractors have to be able to access your buildings? Many schools now run holiday activities, and then there are results days for Years 11 and 13 for secondary schools which means that students will be on site using some of the school’s facilities during these times. It’s helpful to map out on a spreadsheet the days times, and areas that will be in use by staff and students so that you can
communicate this clearly to your contractors. You will also need to consider which members of your premises staff will be available to open and close the school each day and at what times. This will obviously depend upon how many premises staff you have, what holidays they’ve booked during the summer and the length of their working day.
When communicating access arrangements to your contractors, you also need to know whether your premises staff have any flexibility regarding their working hours as some contractors may want to work evenings, weekends and on the bank holiday to get their work finished before the start of the new academic year. You should also consider what your contingency plan is if any works overrun. Some works can be completed in the October half term but other works, such as a roof replacement, will need to be completed once the job has been started. Clearly communicating all this information to your contractors is crucial.
SAFEGUARDING
The safeguarding of students on site during the holidays is paramount. If your contractors are going to be on site at the same time as students, then they need to have an Enhanced DBS certificate to be able to work on site unsupervised. It is vital to stress the importance of this to contractors who will sometimes turn up without an Enhanced DBS certificate, but still expect to work on site when students are present. Safeguarding also applies to staff, of course, who need to be informed before school breaks up when and where they will be allowed access to the school site during the holidays.
MANAGING MULTIPLE CONTRACTORS
If you’re planning to have multiple contractors on site at the same time, you will need to ensure that all contractors have access to the areas that they need to work in when they need it. Contractors also need access to power and water so if you’re having electrical works carried out, other contractors working in the same area may not be able to complete their
The safeguarding of students on site during the holidays is paramount
work due to the electricity being turned off. Some works will require deliveries to site and the removal of rubbish which may require a skip. It is important to let your contractors know what times the site will be open for deliveries, where they should be delivered to and stored, and if necessary, where skips should be located.
RISK ASSESSMENTS AND METHOD STATEMENTS
Before contractors commence work, they should have supplied the school with a copy of their risk assessment and method statement (RAMS). The risk assessment should demonstrate that that they have assessed the risks involved in carrying out the work and document what measures will be put in place to reduce the risks.The method statement should include the following information:
● How contractors and their vehicles will access and exit the site
● Emergency planning arrangements, such as fire evacuation
● The management of asbestos if present
● What plant and equipment will be used, and the storage and security of any potentially hazardous materials being used by contractors
● The use of personal protective equipment
● If a permit to work or a safe system of work is required
● Who the workers should liaise with when on site
● How the works will be monitored by contractors
● How contractors will dispose of their waste materials
● Contractors’ accident/incident procedures
● Welfare arrangements
● The handover process once the works have been completed
The RAMS should be written specifically for the works to be carried out and checked by the school before the work starts in case either gives cause for concern.
OTHER ACTIONS YOU NEED TO TAKE
The school should ensure that they carry out the following actions:
● Ascertained contact details for the contractor, and the person in charge when on site.
● Ensured that the contractor has read the school’s asbestos management survey and plan before any works start.
● Ensured that contractors have been made aware of the
You should also consider what your contingency plan is if any works overrun
school’s signing in and out procedures so that |the school know who is on site in the event of a fire or other emergency.
● For works involved boilers or water, ensured that the contractor has read the school’s legionella risk assessment.
● Ensured that the school has agreed with contractors where they can set up their works compound, if required.
● Ensured that the contractor know what the school’s expectations are with regard to the conduct of workers.
● Ensured that the contractor knows that school equipment is not to be used by them without permission.
Finally, once the works have been completed, it is important for the school to inspect the works to ensure that they have been completed satisfactorily, that any rubbish and equipment has been removed, and the area has been left clean and tidy.
ABOUT THE AUTHOR
Jo Marchant is author of the bestselling The School Premises Handbook which can be purchased at amazon.co.uk or waterstones.com
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NEW Leadership Supervision
ASix weeks of summer –an SBP perspective
Longer days, lighter evenings and the chance to reflect. CLARE SKINNER takes us through her end of year process and reminds us to look back on our successes with a warm summer glow
s we reach the end of July and the children have left the premises cheering (with the staff not far behind them), all that remains is the SBP (and probably some of their operations team). So, relax... Or, more likely, make sure all contractors are on site and doing the works that have been booked, that all statutory testing is being carried out and that deep cleans are underway. Then it’s time to get some work done.
GOING STRATOSPHERIC
This is a time of year that sees our normally fantastic efficiency go stratospheric as all the term-time interruptions and distractions are
removed from our daily lives, and we can be fully focused on the matters at hand. I find that I can get so much more achieved and completed in a day during the school holidays, sometimes to my own shock and surprise at how quickly things can be done!
I’ll spend some time clearing up the leftovers from the summer term, removing all jobs that could be distracting or annoying (or even forgotten) over the holiday period if left unresolved. I’ll prepare policies that need to be updated for September and review the operations training that I always deliver on the first day back for all staff just to remind them of how to do things. I’ll prepare my team meeting for the first
day back to thank them for last year and prepare the focus for the new.
Then the bulk of August as a business manager in a stand-alone academy means year end reports and audit preparation. I collate all the data that my team and I have been preparing through the year and check it all through, dropping documents and spreadsheets into a One Drive file for my auditors. I sit diligently and plough through my fixed asset register, reviewing my additions and calculating depreciation ready for verifying by the auditors. I review payroll summaries, analyse income and check my related party transactions have all been reported, all ready for my lovely auditors.
TIME FOR REFLECTION
My favourite piece of work comes when I move to drafting the trustees’ report; preparing it allows me some quality time for reflection and whether you are in a trust or in a maintained school, I think that this is a vital part of the year. I will get all the statutory and numbers information completed and then, usually with a “sharing” sized bag of Skittles (other sugar filled treats are available) start to note down the achievements of my academy over the previous twelve months.
I trawl through trustee meeting minutes, I review SLT agendas, and I pore over my diary as I write into the report all the successes that have taken place in my school. This activity fills me with such a huge sense of pride and satisfaction, and I cannot recommend it enough as a rewarding annual activity. You will note about students’ results at relevant key stages, staff promotions, curriculum advancements and provision enhancements, you may even be able to celebrate an inspection outcome. You might say that these “wins” all fall outside of your remit, but could they have happened without you? Could those things have been achieved without you having replaced that failing boiler or those single glazed windows to keep everyone warm, without sourcing a temporary classroom as you closed that one with RAAC to keep everyone safe? Could those things have been achieved without your rigorous procurement process to secure resources to support student outcomes. Could they have happened without your knowledge
I find that I can get so much more achieved and completed in a day during the school holidays
around terms and conditions of funding streams, your financial planning and monitoring and your incessant tenacity to secure best value and maximise the amount of funding available to spend on things other than people and utilities?
Of course not, so whether the achievements are directly related to your role or more clearly linked to teaching and learning do not underestimate the role you played in making them happen. This is the point where I sit back in my chair, look at the huge list of accomplishments and say wow, I helped to make all of that happen. It is an exceptionally good thing for your wellbeing, I can assure you.
RESET FOR CONTENTMENT
I then continue this track and start to reflect on my own performance and achievements in the preceding twelve months. I use the information from the trustees’ report to fill in my appraisal document, focussing in on the elements of whole school success that were down to me making them happen. Now I, like you, have significant bouts of imposter syndrome but this process removes any hint of me feeling that way and I allow
myself a period where I go too far the other way with a burst of “DunningKruger Effect” (Google it, it is a thing!). I then calm down and, having noted some things in my appraisal documents that could have gone better (let’s face it there will be some), reset myself to a position of contentment and pride in my work and contribution to the school.
As I move towards my annual leave, I allow myself time for housekeeping and have a really good clear out in my office. I archive paper filing and set up that electronic system that I have promising myself all year; I throw away pens that have dried up and stock up my stationery supplies, and I delete unwanted/out of date/rubbish documents on my computer drive, in line with GDPR of course. I then dust, polish and vacuum my office (yes, my cleaning team could do this, but it is part of my process) and the only thing left on my desk is a list of jobs reminding me what I do for a living ready for my return after two weeks in France with my beautiful family eating too much cheese and drinking beaucoup de vin rouge as I have absolutely, without a doubt, earned it.
Bon voyage everyone!
A new year, a new challenge: It’s time to get prepped!
How do we even start preparing for the academic year? Some of you work year-round and can use the summer holidays to get ready, while others are term-time only and need to complete your preparation now. While you’ll find what works best for you, REBECCA CUNLIFFE has some top tips to help make things more manageable
In my humble opinion, you cannot beat a good list. I like the feeling of satisfaction when you slowly start to tick items off, and you feel the burden lessen.
SO WHERE TO START?
Start by sitting and looking around you, there are clues everywhere about what you actually do, because we do forget. Look on your notice board, in the filing cabinet and diary as a starting point and get list writing.
Management information system
● Get new student data onto the system
● Enter leaving dates for students leaving at the end of phase
● Have you got details of the next school (if applicable)? Are your files ready to share, including safeguarding information?
● Use end of year preparation guidance from your MIS support team to tick/ highlight completed sections
● This area will vary so much from
school to school and MIS system to MIS system. It is impossible for me to guide your further on this one I’m afraid, but I know you know what you are doing.
HR Files
● Know all your staffing changes and class structure
● Check all the working hours/days are correct
Start by sitting and looking around you, there are clues everywhere
● New starters – application form, references, qualifications, DBS, contracts, interview notes etc – make sure you have everything you need to set up the new contracts and inform your payroll advisors
● Leavers – process the details to inform payroll of the leaving date and make sure you calculate their holiday entitlements; these can become complicated in some instances and costly for the employee so advise them of any overpayments as soon as you can
● Get leavers files ready to archive and get started with new starter HR files so everything is in order and easy to find.
Training Records
● Check your essential training dates and make a note of any training that will need renewing / updating this academic year. This includes things like first aid training and DSL training. You may have done this as part of your financial planning, depending on when your end of year falls, but make sure you know the expiry dates and have refresher training booked.
Teacher training/INSET
● There are standard items that need to be shared with staff annually – now is a good time to get these ready and make sure you have clear instructions on what
they need to read and how they inform you that this has been completed. This includes whistleblowing policy, KCSIE, safeguarding updates, any premises changes/upgrades, IT changes/GDPR, fire safety and evacuation procedures
● Do you present anything to staff during these training days? If so, get the preparation done now so you can rest over summer and return to your cue cards and slides (if applicable). Discuss with the head teacher/ principal/CEO what they are expecting you to present to make sure you have fully understood the brief.
School term dates
● Check you have your holiday dates published on your website and share them again with parents so they are clear on your return date
● Share the new academic years class lists with teachers.
Supplies
● If you provide resources to the classes, get them out of the stock room and delivered to the staff. This includes staff diaries (if you provide them)
● Once the resources have been delivered do a stock take so you know what you have left, this will make restocking easier for those who keep a central stock.
Miscellaneous
● Put payroll deadline dates in your diary
● Put Governor meetings in your diary and then back track to three weeks before and add a reminder to start getting your reports ready
● Archiving – finance / HR etc.
Remember when you are archiving you need to destroy the oldest documents in line with your retention policy
● Meet with the site staff and agree dates for the summer classroom clean and then inform staff when their rooms will be cleaned and when they should not come into school (if this works for you). Finalise the details of any contractors that will be on site during the summer, what work they will be doing and the time scale. Remember to share the normal contractor information with any summer contactors i.e. asbestos survey, site rules and expectations etc.
You will be surprised how much you have to get through, and this is just a sample of the generic jobs we do, in addition you will have school specific jobs that need doing. Keep your planner/list close by and keep ticking jobs off.
My lists are not complete, but I am trying to keep on top of it.
Where you can delegate, do it – we are superheroes but even heroes have sidekicks, and we would do well to remember this.
Good Luck and remember –you’ve got this!
SWITCHED ON
Iris streamlines school procurement with Amazon
IRIS Software Group has introduced Amazon Business e-Procurement integration, simplifying purchasing processes for over 5,000 UK schools
Schools regularly purchase bulk items from Amazon Business, such as textbooks, stationery, computers, whiteboards, safety equipment, sports, music, art and science equipment, furniture, cleaning and catering supplies and Special Educational Needs (SEN) resources.
“This is a fantastic collaboration, underlining IRIS Education’s commitment to the education sector, and showing how we continue to innovate to help schools and trusts,” said Simon Freeman, managing director for Education at IRIS. “Being able to handle Amazon e-procurement within IRIS Financials transforms the time intensive manual processes that are performed daily. It removes the need to re-key information from Amazon into a purchase order, alleviates the usual juggling between applications to copy over information from Amazon to a purchasing system and dramatically reduces the steps needed in gaining approval for purchases.”
Meta lowers WhatsApp age limit
As reported by Sky News, Meta’s decision to lower the age limit for WhatsApp sparks concerns over children’s safety, prompting calls for stricter regulations. The move, which came into effect this month, reduces the age limit from 16 down to 13 in the UK and EU.
It has been criticised by campaign groups who have urged the company to reverse the decision. Smartphone Free Childhood told Sky News that it was an example of “a tech giant putting shareholder profits first and children’s safety second”.
Meta has defended the move, saying: “We give
all users options to control who can add them to groups, and the first time you receive a message from an unknown number we give you the option to block and report the account.”
However, Smartphone Free Childhood questioned the effectiveness of WhatsApp’s safety features and said the app could prove disruptive for students. A recent poll found that more than four in five (83%) of parents said they felt smartphones were “harmful” to children and young people, and 58% of parents believe the government should introduce a ban on smartphones for under-16s.
Are you having internet connection nightmares? TECHNO GEEK
We all know the dreaded ‘internet signal lost’ message – in this article, NIGEL MILLIGAN talks about the challenges of unreliable internet connectivity and how schools can avoid the no-connection nightmare
Let’s rewind to January 2003 we had just moved house and finally had this new ‘superfast’ broadband installed and managed to get a download speed of 2mbps!! The maximum at that time was 8mbps – but that was only as long as the BT green cabinet was outside your house.
Over the last 20 years I have lost count how many times IT network engineers have been out to us. I remember one weekend about 10 years ago we had 3 vans outside. Another occasion we lost connection due to thieves stealing a section of cable from an underground channel whilst the local police stood talking to them about how hard they were working!! You couldn’t make this up. The whole area was out of service for two weeks whilst a team had to install a full length of cable and associated connections.
My story above summarises the challenges that schools have faced for years. There are still many schools who cannot receive anywhere near the DfE recommended connection:
“Primary schools should have a connection with a minimum of 100Mbps download speed and 30Mbps upload speed.”
The minimum leased line package that we would recommend is a 100mbps each way service which works well for an average single
form Primary school. However, even a small school can have many devices and would need a much higher speed. On average now 200mbps prices are not much different and the cost for 500mbps has become much more affordable. There are other providers now who can provide their own dedicated service at a much fairer price than the big well-known providers. Please consider your options, for example a 500mbps leased line provided by one of the new companies is at least 30% cheaper than one of the well-known providers.
Once the headache of connection reliability is out of the way, schools have another potentially daunting challenge ahead. You’ve got your connection, but how do you make sure you’re managing the service long term?
It is vital that schools meet the Keeping Children Safe in Education 2023 recommendations, but there are many providers who are creating an awful set of new headaches for end users and on-site services.
One school we are working with has seen hours of mine and school staff time wasted due to the heavy restrictions in place by the local authority provider. The latest example for safeguarding at one of the buildings requires a ring doorbell solution - the local authority has been given all the ring doorbell ports & protocol details
required to be allowed through the firewall, but we are now approaching week 4 with the request still not completed. Yes, it’s important to protect everything and ensure that devices are kept secure for the safeguarding of everyone in school but this can be done in a far simpler way where the key people in school can manage this with their IT provider more quickly.
In the last 3 years I have worked with schools to assist them in moving away from the stranglehold created by these providers to set them up with a very straightforward system as follows:
1. Dedicated leased line with a school owned firewall unit, managed by the school IT support team either internally or externally in close association with the Headteacher, DSL and senior leaders.
2. Cloud based filtering, monitoring and alert systems for all devices in school. This also works wherever the devices are online and allows the DSL to receive all alerts and reports that are required.
3. All infrastructure services can then work seamlessly without any interference from external entities who don’t understand what is required for the school.
This in every case to date has proved to be more cost effective and is a far greater benefit to the school.
Back to my home situation, as you can imagine I had not been able to practise what I preach and had to opt for the best option available to be able to function. If you adopt the same approach for your school and don’t accept anything less than the best available, providing it’s in budget you will have a much better ongoing experience.
LIVE
Time to take a few moments out for some light and interesting reading – a wellearned break from numbers and statistics!
Caption competition
Let us know your funny caption ideas by tweeting us @edexec
THUMBS UP!
Lazy gardening boosts butterfly numbers
Letting your garden grow wild with long grass can boost butterfly numbers by up to 93%, according to a study by the UK charity Butterfly Conservation. The research analysed butterfly sightings from over 600 gardens, collected by the public through the Garden Butterfly Survey over six years. The findings provide the first scientific evidence that long grass in gardens increases butterfly abundance and diversity. In agricultural areas, gardens with long grass saw up to 93% more butterflies, while urban areas showed an 18% increase. With UK gardens covering over 728,000 hectares, the potential for creating wild spaces for butterflies is significant. “Whether you have a large garden, a small patch of grass, a community or school space, or a balcony or window box, anyone, anywhere can help,” said Dr. Richard Fox, head of science at Butterfly Conservation.
LIFE HACK
easily! Remove stems by pushing a straw through the bottom of the berry to the top. No need for a huller—this simple trick keeps your strawberries intact and ready to enjoy.
At 1.34 miles, where is the longest pleasure pier in the UK?
Which country gives students the longest summer vacation?
Which ocean-dwelling creature are you most likely to see sunbathing?
In what year were the first modern Summer Olympic games held?
What country has the most coastline in
DID YOU KNOW?
The Eiffel Tower grows in the summer! The heat expands the iron of the Eiffel Tower causing it to grow 6 inches during the summer.
Rest is not idleness, and to lie sometimes on the grass under trees on a summer’s day, listening to the murmur of the water, or watching the clouds float across the sky, is by no means a waste of time.
John Lebbock
Newcastle United’s ‘sound shirts’ for deaf fans
Newcastle United, in partnership with Sela and RNID, has unveiled innovative ‘sound shirts’ enabling deaf fans to feel the excitement of St James’ Park. Developed as part of the Unsilence the Crowd campaign, these shirts use haptic technology to translate stadium noise into tactile sensations. Microphones placed around the stadium capture crowd reactions, wirelessly transmitting data to the shirts. Specific vibrations indicate different events, such as home team chants or away goals. Lifelong fans, David Wilson and Ryan Gregson, praised the shirts, emphasising the newfound sense of inclusion.
Sela plans to implement the technology at all Newcastle home games, with hopes for wider adoption across football. Teri Devine, director for inclusion at RNID, lauded the initiative, highlighting its potential to transform live sports experiences for the deaf and hard of hearing community.
Well, knock me down with a feather!
MARINE FUNGUS DISCOVERED EATING OCEAN PLASTIC
A team of marine scientists discovered a fungus, Parengyodontium album, consuming plastic waste in the Great Pacific Garbage Patch - the fourth known marine fungus capable of breaking down plastic. P. album targets UV-exposed polyethylene, a common plastic used in products like bottles and grocery bags. Annika Vaksmaa from the Royal Netherlands Institute for Sea Research explains that while UV light can mechanically degrade plastic, it also facilitates biological breakdown by marine fungi. However, this doesn’t mean we can rely on fungi to tackle plastic pollution. Degradation rate is slow, and comprehensive
hello@edexeclive.co.uk HARROGATE WEDNESDAY NOVEMBER 6TH
“EdExec LIVE is a great way to network with other colleagues in different authorities, when you return to work you feel you are not alone juggling your workload. The whole day was very well organised with very interesting seminars and had a good range of outside agencies with interesting products.” 2022 delegate
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