Independent Executive September

INDEPENDENT EXECUTIVE SEPT/OCT 2011

UTIVE FORWARD THINKING FOR ACADEMIES, FEE-PAYING AND FREE SCHOOLS

In an era of state-run independents, can private schools still compete?

A guide to fundraising

Quick tips on how to boost your school’s cash flow

Feeling charitable

What does it take to be a charity these days?

SEPT/OCT 2011

STATE VS. PRIVATE | FUNDRAISING GUIDE | CHARITABLE STATUS

Staying ahead of the competition

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SECTOR

EXEC

05

News The latest news and developments in the world of independent school management MARKETING AND DEVELOPMENT

Independent Executive, brought to you

by EdExec, is a bi-monthly magazine that supports business and financial excellence in the modern UK independent school – whether it be fee-paying, an academy or a free school.

Every issue features a host of original editorial content aimed at bursars, headteachers, finance directors and development officers and focused on issues to do with the financial and administrative management of a school.

EDITOR julia dennison julia.dennison@intelligentmedia.co.uk

08

Analysis Public vs. private In an era of state-run independents, can private schools still compete?

12

Advice Marketing in the 21st century The best ways to get your school noticed by the public

16

Case study Once an Edwardian, always an Edwardian The King Edward School, Birmingham, tracks down alums FINANCE AND FUNDRAISING

20

Advice A guide to finding funds Quick tips on boosting your school’s cash flow

24

Case study Look after the pennies Award-winning bursar Julie Davis of the Mount School in York HR AND LEGAL

28

Analysis Feeling charitable?

Just what does it take to get charitable status these days?

30

Top 10 tips School trip insurance Quick tips to make sure your trips are well covered

32

HR Parting Ways A guide to managing redundancy

DEPUTY EDITOR matthew jane matthew.jane@intelligentmedia.co.uk REPORTER jonathan hills jonathan.hills@intelligentmedia.co.uk PUBLISHER vicki baloch vicki.baloch@intelligentmedia.co.uk SENIOR SALES EXECUTIVE neil pauksztello neil.pauksztello@intelligentmedia.co.uk SALES EXECUTIVE jonathan love jonathan.love@intelligentmedia.co.uk DIGITAL MANAGER dan price dan.price@intelligentmedia.co.uk

ESTATES AND RESOURCES 34

Premises Rebuilding schools for the future A guide to managing school extension projects

38

Top 10 tips Upgrading boarding facilities How to makeover your dormitories on a budget

DESIGNER sarah chivers sarah.chivers@intelligentmedia.co.uk PRODUCTION/CIRCULATIONS natalia johnston natalia.johnston@intelligentmedia.co.uk

Independent Executive is published by intelligent media solutions suite 223, business design centre 52 upper street, london, N1 0QH tel 020 7288 6833 fax 020 7288 6834 email info@intelligentmedia.co.uk web www.intelligentmedia.co.uk web www.independentexec.co.uk Printed in the UK by Buxton Press www.buxtonpress.co.uk

ICT MATTERS 40

Advice Get your ICT in gear Tips on keeping your technology offering of a good standard

46

Case study An iPad for all The Cedars School in Scotland buys every pupil an iPad

50

Techno Geek A 2.0 approach How to safely build a school’s social media profile

Welcome

T

he face of independent schools in Britain is changing. In among the ranks of the feepaying private schools, lies an increasing number of state-run independent schools in the shape of new academies and free schools. In these recessionary times, how can a private school set itself apart? Spare a thought, also, for the hard-working bursars across all these schools, so often struggling to make budgets do all that’s required of them, particularly at the helm of exemplary schools that are leaders in their field.

Enter Independent Executive: a bi-monthly magazine, in association with EdExec, that champions leadership in the 21st century independent school. With the introduction of state-run independent schools under the academy scheme and the modernisation of private fee-paying independents, no longer is the image of auspicious, ivy-clad towers always an accurate rendition of a British private school.

Now, fee-paying schools have to stay one step ahead of their state-maintained counterparts and to do so, ICT and state-of-the art facilities are fundamental. On the other hand, newly independent state schools will be looking to find out how they can use their newfound independence to their advantage.

At Independent Executive, under the strapline ‘Forward thinking for academies, fee-paying and free schools’, we feature a host of editorial content to help decision-makers in the sector make the right choices to ensure they do best by their pupils. From case studies, to in-depth sector analyses, quick tips to news, iExec has all the information the modern independent school leader needs make those decisions, whether they be financial, managerial or strategic in nature.

Here’s hoping you enjoy what you read. If you have any questions or feedback, please get in touch on editor@edexec.co.uk.

EDITOR

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independent news

eton to become ‘needs blind’

top stoRy

risinG costs Force parents to raid school Fund an increasing number of parents are taking their children out of private education to save money Millions of parents across the UK are being forced to dip into their children’s education savings to cover the day-to-day cost of living, according to new research.

Typically, parents are withdrawing over a third of these funds, with only one in five families in a position to replace the money spent.

The future is not all doom and gloom for private schools, however. Despite the economic downturn, over two million people are still paying £12.4bn annually to privately educate their children.

The average monthly expenditure on private education in Britain is over £500 with almost a 10th of those paying for private education spending £1,000 or more each month.

However, approximately a quarter of these families have reduced the amount they are spending on private education, which may include moving their child from boarding to day status.

Grandparents and family friends are helping out, with 275,000 and 130,000 respectively chipping in.

Meanwhile, five per cent (109,000) have stopped paying all together, many choosing to send their child to a state school instead, according to the survey by asset management firm, Schroders.

Robin Stoakley, MD of the company’s UK intermediary business, admits that those already paying for private education faced some tough decisions over the summer.

“Our research shows that many people have been unable to save adequately for private education and of those who have,

other financial necessities have forced many to raid their educational funds,” he commented.

“It clearly makes sense for people, if they can, to put in place a long-term savings and investment programme at the earliest opportunity if they plan to privately educate their children.”

Parents are most likely turn to the school’s bursar in this time of need, according to insurance firm SFS Group and schools that can are adjusting their fees.

The Fernhill School, for example, plans to freeze its fees for the 2011/12 academic year, according to a case study on the inurance firm’s website, and has committed to cutting costs for the subsequent two years in a bid to drive fees down.

reason for raiding an educational fund      

To offset the rising cost of living (56%) To pay for a holiday (19%) To pay for a car (15%) To pay for a property deposit (11%) To support my business (5%) Other reasons (11%).

source: schroders

Leading boys’ public school takes a leaf out of the american book when it comes to financial aid Eton College wants to offer only ‘needs blind’ bursaries, where financial aid is given to applicants solely on the basis of their ability, as seen at some American universities like Harvard.

In an article for publishers Archant, headmaster Tony Little explained that around 20% of Eton’s pupils receive substantial financial aid and that the private boys’ school has “more of a mixed clientele than most people would appreciate”.

“There is a wider range of backgrounds than I expect people would be prepared to accept or understand,” he commented.

“Quite often, a boy will have financial support forthcoming, but we are only ‘needs blind’ up to the limits of our bursary pot.”

Little said Eton was keen to raise its endowment to a position similar to that seen at American academic institutions, like Harvard, that are genuinely needs blind.

He added: “It will take us a long time to get to this stage but we aim to reach that position.”

ict update

ipads present new opportunities for private schools new gadgets like amazon’s Kindle and the apple ipad are proving to be key tools for teachers at private schools across the uK, according to an expert. the advantage of a private education has always been that teachers are not bound by the national curriculum, so can approach lessons more creatively, claims independent schools council (isc) senior information officer Liam Butler, as reported on sfs-group.co.uk. the perse upper school in cambridge has begun trialling ipads in year 7 maths classes, the cedars school of excellence bought one for every pupil (see page 46) and Wellington college intends to replace library books with e-readers. in a post on the isc’s blog, he noted how the growing presence of ict in independent schools is benefitting the highest achievers and those who need learning support. he cited the Kingsley school in devon as a prime example of one of the many independent schools in the uK that has felt the benefits of using technology to help those who need extra support with writing or reading. “their learning support unit is typical of many independent schools with modern Mac computers and skilled teaching staff working with students,” he said. independent executive | sept/oct 2011 05

independent news

St Benedict’s council achieves eco award

Five Ways hosts summer fundraising event

St Benedict’s Senior School in Ealing has achieved the Eco Schools Silver Award in recognition of the increasing work that its Eco Council is doing to improve the school’s sustainability and environmental awareness.

Art teacher Kate Linton started the school’s Eco Council nearly two years ago and is delighted with the progress that has been made.

“After completing a detailed survey the council was able to compile an action plan, prioritising areas that it felt were most important to the school,” she said.

This year the pupils have begun a bird box-making club and sunflower growing competition. They have worked with Ealing Council to introduce a food waste collection and followed this up with a trip to the anaerobic digester in Bedfordshire where the food waste is processed.

Green initiatives at The Eco Council has also begun its St Benedict’s campaign to become a fair-trade school and has encouraged other pupils to walk more, through the national Walk to School and Free Your Feet campaigns. Pupils have also  Bird-box making created an eco-code to help remind both  Sunflower growing pupils and staff how their daily actions can  Food waste collection affect the environment.  Campaigning to become a Future plans for St Benedict’s Eco fair-trade school Council include expanding the bee and  Encourages pupils to walk butterfly garden to continue to improve  Created an eco-code for the school the biodiversity of the school, as well as  Bee and butterfly garden continuing to tackle the problems of litter  Tackling littering and energy wastage.  Cutting down on energy waste.

Pupils at Five Ways School in Birmingham held a charity fundraising event this summer.

One of the fundraising initiatives was a ‘bucking bronco’ ride on a giant, inflatable rugby ball. Those taking up the challenge paid £1 for each go to see how long they could stay on the ball, which was sponsored by caterers Alliance in Partnership (AiP) and proved one of the most popular activities on the day. The brave Year 7 pupil who stayed on the longest was awarded a box of chocolates.

Five Ways, part of the King Edward Group of grammar schools, has several special statuses and is currently going for academy status.

“After a number of years without having a formal Charity Day in the summer term, this year we have returned to the idea,” explained headmaster David Wheeldon. Form 10PS, led by director of rugby Phil Smith, came up with the idea of a bucking rugby ball.

All of the school year groups chose their own charity and all of the forms in the year then chose what activities to put on to raise money.

Students also sold various items on stalls to raise money, including their own cakes, sweets and samosas. There were other stalls offering activities such as throwing the wet sponge, spud gun and a treasure map game. The total venture raised over £2,000.

They said “The West Midlands is [a] highly desirable region for foreign students... Living costs are much lower than in London, making the region a very competitive as a base for studying. The savage cuts in student visa allocation will choke off the recent foreign investment in rental property that was our best hope from getting the economy back on its feet. We will likely see a fall in revenue into our area to the tune of £0.5bn a year, which will only add to unemployment in the region.”

Head of immigration at DBS Law, Sejal Karavadra warns cutbacks on UK visas for foreign students, a move she calls “racism dressed up as economic prudence”, could leave West Midlands educational institutions the poorer for it

06 independent executive | sept/oct 2011

independent news

Bedstone college refurbishes its school shop

in pictuRes

co-ed boarding school creates a more pleasant shopping experience for parents and pupils

pupils aged eight to 11 sit on smallwood Manor school’s pupil and Food councils, which help identify improvements and introduce new policies in the school. discussions at the pupil council have covered topics from trips and outdoor play equipment to charity fundraising ideas, school buildings and facilities. it has also introduced paper recycling bins in classrooms, purchased games and activities for main prep classrooms. Meanwhile, the Food council has covered topics like nutrition, alternative menus, food miles, free range, organic food, local and seasonal produce, healthy diets and vegetarian options as well as snacks. as a result, new dishes have been introduced and adjustments have been made to snacks on offer.

a BriGht outlooK For cranBrooK An independent school in Essex is looking to the future with renewed optimism, as an eventful and rewarding year draws to a close.

Over the past 12 months, Cranbrook, an independent nursery, prep and grammar school in Ilford, has completed a £4.1m merger with a neighbouring school, had a change in leadership and received a glowing review following an Ofsted inspection.

The school also held a hugely successful Fair Trade Fair and Summer Fayre earlier this year, where pupils and staff raised over £1,600 for the British Red Cross’s Japan Tsunami Appeal.

Emma Blake, of the London fundraising team, thanked the school, commenting: “The money raised will enable us to help those affected by the devastating earthquake and tsunami in Japan to recover and rebuild their lives. Thank you to everyone involved.”

Headteacher Ivan Mulinder has announced a number of plans for the coming academic year, including a renewed focus on reading and writing at Key Stage 1. The introduction of the Read-Write Inc programme hopes to enable all pupils to achieve the national average or higher by the end of Year 2.

The launch of the school’s accelerated curriculum this month will also see students starting their GCSE examinations in Year 9, enabling them to achieve up to three GCSEs

in each subject. He also revealed a second ICT suite, built over the summer holidays, and a second science lab, which is scheduled for construction next summer.

Mulinder said: “Parents can be assured of our continued rigorous concentration on teaching and learning, and we will also be expanding our after school clubs offering.”

Together with his new deputy headteachers, Mulinder plans for the school to become more involved in programmes that help the wider community, and to develop a closer relationship with its feeder schools in the new academic year.

Bedstone College parents and pupils will have a more pleasant shopping experience after a recent refurbishment to the independent boarding and day school’s shop.

The on-site school shop sells all the required uniform and sports kit for the Bucknell-based school, which has pupils from kindergarten age up to sixth form.

Established in 1948, it was one of the first independent schools in the country to become fully co-educational.

Its well-established school shop has been refurbished by schoolwear supplier John Cheatle to create a better environment for parents and pupils and to provide more space for holding uniform stocks.

The refurbished shop has received some very favourable comments. One parent remarked: “Having this on-site shop provides a much better shopping experience.”

The refurbished shop is being managed

by Stephanie Chadderton, whose husband is a teacher at the school and also a housemaster. School shop hours are flexible and include Saturdays.

we are looKinG For local school news.

ivan Mulinder, cranbrook’s headteacher

if you have a story to share, please get in touch on editor@edexec.co.uk independent executive | sept/oct 2011 07

marketing and development > Public vs. private

08 independent executive | sept/oct 2011

marketing and development > Public vs. private

What’s so great about going private? With the rise of academies and free schools, the private independent school has competition in the non-fee-paying sector. Julia Dennison looks at what a private school can do to boost its USP

B

ritain’s private schools are held in such high regard throughout the world that one could easily say with confidence that there will always be room for their type in this country’s education system. However, with some demanding annual fees upwards of £30,000, they will inevitably have to justify their existence against new state-run competitors in the marketplace, namely academies and free schools.

For the two million-plus people paying £12.4bn annually to privately educate their children, the reasons for choosing private education vary a great deal. It can be because of an alternative curriculum offered, a better service proposition for niche groups, smaller class sizes or more diverse extracurricular activities.

Selectivity is also a major unique selling point for independent schools, and despite grammar schools existing as an alternative option for some time, independent schools continue to thrive. “As long as political parties in the UK are unwilling to reintroduce selection into the state school system, the demand for independent education for the discerning parent is likely to remain constant,” explains Martin Linaker of SFS Group.

But with academies and free schools promising many of the selling points mentioned above, will parents be tempted away? According to research by asset management firm Schroders, some parents already have – with five per cent of those two million stopping paying for private school altogether this year.

Julie Booth, the independent school specialist for Capita SIMS, doesn’t believe the new-style

academies pose too much of a threat to the fee-paying private schools. She uses the example of Bristol, which has a particularly high concentration of independent schools. A few schools in the area have converted to academy status but the local independent schools have continued to thrive and role numbers have actually increased.

“I think it’s a mentality thing,” she explains. “Those parents who have decided that, for whatever reason, an independent education is what their children are going to have are likely to just swap providers if their current one disappears.”

If anything, competition could exist in the new free schools, Booth believes. “Free schools are very diverse in what they’re offering and where I think they offer a real choice is that they’re coming into the marketplace completely new, so they have no legacy or history, and they’ve got complete freedom over the curriculum, opening times and holidays,” she says.

“So they really can compete with independent schools.”

One thing an independent school will have that these free schools may not is a prospective student list. Private schools have siblings of existing students and children of alumni to appeal to for future students, and with the long histories they boast, can sometimes grow their numbers significantly through word of mouth. Free schools won’t have the legacy and for the first few years are likely to be concentrating on getting a new school up and running.

However, this does not necessarily buy independent schools time to rest on their laurels. “Now is really the time for independent schools to up the ante,” urges Booth.

independent executive | sept/oct 2011 09

marketing and development > Public vs. Private

Perhaps the most direct threat to independent schools from the state sector is in the area of boarding.

The Duke of York’s Royal Military School recently transformed from a state school for children of military personnel, funded directly by the MOD, to an autonomous state-funded academy with boarding facilities, open to anyone. It is in the realm of state boarding that bursar Nicholas Scott-Kilver sees some competition.

“Our facilities are independent-like,” he explains. “State boarding schools like ours might be a little bit more of competition because our boarding costs a third of that of many other private boarding schools; where they will charge between £25,000£30,000 for boarding, we charge less than £10,000.” When around 10% of Britain’s boarding pupil population comes from children in the armed forces, this could be a real threat indeed. time For CHange The two main reasons for independent schools closing during the credit crunch, according to the SFS Group, are failure to differentiate themselves from their opposition in the market and failure to control costs.

“As with any business selling a premium product in a difficult economic climate, independent schools need to carry out some key actions,” recommends Linaker, with this in mind, he has the following survival tips: • Market your school to a wider audience, while reminding parents of your unique benefits (for more on marketing your school, see page 12) • Control costs by tendering all school contracts and optimising the use of resources • and protect your reputation through planning and implementing a sound system of risk management.

With this in mind, it’s a good time to upgrade any tired facilities. “There is a common perception that because they’re an independent school, everything is therefore shiny, new and fantastic and that’s certainly the case in a large number of schools,” says Booth, “but where there’s a new kid on the block, the free schools are largely going into newly refurbished

buildings, so independents should make sure their offering meets parental demand.”

This is imperative, as a school’s facilities are a major consideration when parents are deciding on a school. “The reason a parent will choose one particular independent school over another is not normally because of the academic curriculum, that’s usually pretty set and everybody expects that you’re going to get top quality,” continues Booth, “what they choose on is the extracurricular activity and the facilities that are offered.” She uses an example of an independent school in Bristol that moved over to flexible boarding and extended its after school provision in response to a request by local parents interested in sending their children to the school.

Independent schools are likely to have the resources to respond quickly to these kind of requests, where a free school may not.

Furthermore, independent schools that feel threatened by local state schools could consider linking up with them as outlets for their charitable sponsorship as partners (see page 28 for more details on charitable status). “[Local independent state schools] are [therefore] unlikely to be seen by these more secure schools as rivals,” explains Linaker.

Setting YoUrSelF Free It is a misconceived generalisation that all pupils going to independent schools are the children of the recession-proof upper classes with disposable income. For many parents, fees are a considered investment, the sustainability of which relies on sacrifices elsewhere. According to the Schroders research, many parents have had to dip into the savings intended for their children’s fees just to make ends meet. For these parents, the freedom from fees that free school status brings with it may be a godsend.

Currently the number of independent schools transformed into free schools is fairly small.

Of the 24 free schools opening in September, only four are independent schools. Education Secretary Michael Gove said it was “fantastic” that private schools were joining the state system as free

10 indePendent executive | sePt/oct 2011

schools. “In effect, we are doing what progressives like you and I have long wanted to do, which is break down the barriers and nationalise private education,” he told Jon Snow in an interview this summer. He said private schools taking part in the programme would become “socially comprehensive but aspirational”.

There is a common perception that because they’re an independent school, everything is therefore shiny, new and fantastic Before making any decision about handing your school over to public funding, it’s important to recognise your customer-base. Batley Grammar School, an independent school in West Yorkshire, is one of the confirmed schools converting to free school status this month. One of its concerns before converting was pupil numbers, but their numbers have remained static for the 2011 intake. “The parents have welcomed it,” says Booth, who helps them with their information management software, “because of course they believe their children are getting the excellent education they’ve come to expect but without the fees that go alongside it.” Applications to open free schools for September 2012 have already closed, so if you’re considering becoming a free school, it will have to wait until 2013. Go to www.education.gov.uk for details on how to apply.

It seems that while free schools and academies will keep fee-charging privates on their toes, there will, in the end, be room for all kinds of education establishments in the UK. “It’s not one-size-fits-all in this country,” comments Jacqueline Daniell, school development officer at Inter High Education, which runs both a private school and a new-style academy online. “There’s room for a lot more variety. Seeing academies and free schools as a threat is short-sighted.” n

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indePendent executive | sePt/oct 2011 11

marketing and development > marketing 2.0

12 independent executive | Sept/oct 2011

marketing and development > marketing 2.0

Going to market Schools need to be aware of all the marketing options available, and using web 2.0 could be just the starting point to boost your profile.

Matt Jane considers how to make the most of online marketing

L

ast month, technology fanatics were celebrating the 20th anniversary of the world’s first website going live. The impact of that first page in the otherwise empty World Wide Web could not have been foreseen by its creator Tim Berners-Lee when he set his fledgling idea free to the world. Fast forward two decades and a website is the very least a company, or indeed a school, needs to have in place to showcase their good work and quality services to the wider community.

Having a good website involves more than posting pictures of happy pupils studiously undertaking their academic tasks. It should act as a brand for everything a school stands for; it is the first port of call for many prospective parents and will play a major role in helping to form their early impressions of the institute where they will invest considerable sums of money and, more importantly, entrust to educate and guide their child.

It is important to consider the look and feel of any school resources.

Having a recognisable and consistent brand is essential in order to help promote any business, and schools are no different. Any material that is sent out or available in the public domain should be branded with the most recent school logo, colours and specific details. By getting a consistent branding across all platforms, a school ensures its message is clear and reinforces the image of a unified, wellrun organisation.

Also, it is important to pay attention to the content of the website.

Overcrowding it with information will result in a resource that is too complicated for people to use, but not enough content will defeat the point of the site. It is also important to have regular updates and constantly review the site during the academic year. Anyone visiting a school website will be deterred by a page that has not been updated for several years.

It is common practice for schools to allow students to update websites

independent executive | sept/oct 2011 13

marketing and development > marketing 2.0

with news stories or projects they are involved with. While this is a great way to illustrate first-hand skills and IT competencies of learners, any information posted onto a school website should first be approved by a member of staff to ensure anything uploaded is consistent with a school’s message and represents the school in the correct way.

A WIDER AUDIENCE One of the main advantages of using an online marketing strategy is the scope it presents for showcasing schools to a global audience.

According to a recent census from the Independent Schools Council (ISC), there are 24,554 non-British pupils at independent schools in the UK. This highlights the worldwide appeal of a private British education, and supports findings from PISA that rank UK independent schools among the best in the world.

key countries to build relationships, which should also be promoted and advertised on the school website.

ENCOURAGING FEEDBACK Allowing parents and external users to post and comment on a school website may sound like an accident waiting to happen, but, if used properly, could help promote a positive message and encourage feedback on services and activities. Consider the appeal of travel advice websites and hotel feedback forums and you can get an idea of the strength of encouraging the ‘customers’ to have a voice.

While schools should not be viewed in the same light as a hotel or a holiday, the principal of featuring testimonials and feedback from parents could work well to give interested parties a better idea and honest representation of daily life at your school.

By getting a consistent branding across all platforms, schools ensure their message is clear and reinforces the image of unified, well-run school Schools should consider the demographics of their existing student population when developing content for a website and online marketing activities to ensure the valuable foreign market is catered for. The ISC census showed the majority of nonBritish students came from Hong Kong and China (37.8%), while Europe made up 33.8% of the sector. It is well worth considering where the majority of foreign students come from and whether there are countries with a particular affinity to your school.

Representing these countries in marketing materials and including information that would relate directly to them will help strengthen this relationship and encourage further generations to consider sending their children to enjoy the learning activities on offer. It also common for school leaders to visit

As with anything posted on the website, all feedback and comments should be properly monitored to ensure correct use, and schools should draw up a responsible use policy for all web users. While schools will not want to receive negative comments, it should all be viewed as constructive criticism and, if answered promptly and appropriately, can be turned into a positive force for a school’s management.

There are many options to explore when marketing in the world of web 2.0, and schools are advised to consider all possibilities before deciding on a strategy. As with any marketing activity, if schools can deliver a consistent, appealing and persuasive argument through a range of medium, the scope for widening the appeal and promoting its services could be potentially endless. 

14 independent executive | Sept/oct 2011

SORTED FOR SEO Boosting the search engine optimisation (SEO) of a website is vital to ensure that your school ranks high on sites such as Google or Yahoo whenever anybody searches for an independent school. There are some simple measures that you can use to keep your website on top of the list.

•

Keywords are king: Make sure that the content you put up on the website includes as many of the main key search terms that users might be looking for as possible. Brainstorm ideas with other members of staff to identify the most appropriate words to target. Try incorporating keywords into headlines, titles and blogs to ensure they are captured.

•

Fresher the better: Your website should have regular fresh content. An out-of-date website will soon slide down the SEO pecking order.

Blogs and newsfeeds are great ways of having regularly updated content and a good way to show your school as a proactive, truly web 2.0 enterprise.

•

Building links: Linking your website to other sites is a great way to optimise your site’s presence, as well as linking to other pages within your website. If you have information that relates to other organisations, provide a link in the text.

Using social media sites such as Twitter and Facebook is a great way to improve links and encourage interaction (see this month’s Techno Geek column on page 50 for more on getting the most out of Twitter).

•

Analyse your results: Using programmes such as Google Analytics is a great way to monitor who is looking at your website, what is drawing their attention and the areas that provide less of a pull factor. It’s free to use and can help when deciding the direction for your website to take.

marketing and development > marketing 2.0

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Sport Connect is a system created and supported by Bug Interactive, a creative digital agency specialising in web design, development, ecommerce and online marketing. hello@buginteractive.com 01223 850 420 www.buginteractive.com independent executive | sept/oct 2011 15

marketing > case study

When we were Kings 16 independent executive | sept/oct 2011

marketing > case study

At King Edward’s School in Birmingham, developing links with the alumni has brought huge fundraising rewards. Matthew Jane spoke to development director Simon Lerwill to find out what this involved

T

he old saying dictates that money makes the world go round, but it is also an essential part of allowing independent schools to provide top quality facilities and first-rate experiences for pupils. While the majority of independent school’s income is generated through tuition fees, additional fundraising is increasingly required to ensure the opportunities on offer are not just restricted to a fotunate few. At King Edward’s School, Birmingham, a concerted fundraising effort is allowing chief master John Claughton to continue the school’s focus on giving financial assistance to less affluent families.

As a former direct grant school, King Edward’s has a strong history of providing private education to boys whose parents could not otherwise afford the fees. During its time as a direct grant school, 1945-79, the school had a majority of around 80% of pupils benefitting from the scheme, before the government converted this to the Government Assisted Places programme, which ran until 1997. Since then, the focus has shifted to fundraising activities, with a fundraising office established in 2009.

independent executive | sept/oct 2011 17

marketing > case study

“We realised there was a greater demand for assisted places than we had the supply for,” explains Simon Lerwill, development director at King Edward’s. “My office was established to serve two purposes: build the alumni association and develop the fundraising work. The school itself has two main aims: excellence and accessibility. John [Claughton] says the two are interlinked as there is no point having the best buildings, facilities and teaching if nobody can come here, but at the same time, it is no point having the brightest boys if the facilities are not good enough.”

When he joined the school, Lerwill’s first task was to establish the process and systems that would be needed to effectively carry out fundraising work. The Old Edwardians Association agreed that the development office could take over the running of events and publications, which includes the school magazine and newsletter. “We revamped the websites, publications and newsletters to freshen them up and make them more engaging,” says Lerwill. By taking on the Old Boys’ Association, he was in a position to develop the database of past pupils, which has been a key fundraising strategy.

“You need a database before you can do anything,” explains Lerwill. “We had the data from the Old Boys’ Association and we got someone to go through the old records so we had the details of the Old Boys that we had lost contact with. We had names and addresses of people, even if they were out of date. We sent out ‘lost cards’ asking them to confirm their details or let us know where they are now. We also went through sites like Facebook 18 independent executive | sept/oct 2011

and LinkedIn and are now in touch with around 4,000 or 7,000 from the lost information, which was a great start.”

It was also necessary to establish the school with charity status to ensure donations could be claimed against Gift Aid. The organisation of the school means that the school itself does not have charitable status, as that is held by a foundation group that oversees King Edward’s School, as well the King Edward High School for Girls and five local grammar schools. Lerwill set up The King Edward’s School Birmingham Trust, which allows donors to give money to the specific school. “We could have got people to donate to the foundation, but I think donors are more comfortable giving money to a ring-fenced charity for the school, rather than to an organisation for seven schools.”

He also set up direct debit processing, to allow money to be collected more efficiently.

GENTLY DOES IT Having put in the groundwork and developed the back office information, Lerwill was in a position to begin the fundraising activity. “Once you have found these people, you can’t just ask them for money straight away,” he says.

“You need to engage them first. We ran a survey and asked them what they wanted from us. We built the relationship by getting some current students to phone them up and find out what they were doing and invite them to a series of reunions we held. They were informal reunions, but it helped to get people back in touch and engaging with us. Again, we still did not ask anybody for money at this time.”

marketing > case study

Once you have found these people, you can’t just ask them for money straight away.

You need to engage them first

School King Edward’s School, Birmingham Type 11-18 day school for boys Pupils 830 Name Simon Lerwill Job title Development director

Following 18 months of carefully establishing key links, gathering database information and getting processes in place, Lerwill and his department were in a position to push for raising funds. There were several different approaches to raising money, one of which was to target wealthy individuals who could sponsor a boy through the school.

“They pay the fees essentially,” explains Lerwill. “We want to get around 50 people doing this and we already have a good group of people who are involved. It’s quite an innovative approach.

“We have been working on the major donors for some time,” he continues. “We also sent out a leaflet by direct mail and then rang them a few weeks later to discuss them giving small donations. Last year we phoned 1,000 people over a three-week campaign and raised £320,000, which I think makes it the highest amount raised in any school from a telephone campaign.”

IMPORTANT WORK Over the course of his first year in post, Lerwill and his team raised £1m, which he modestly describes as a “pretty impressive” achievement. “Most schools don’t really expect to make anything in the first year because there is so much groundwork to put in,” he says. “The funding we have managed to generate allows us to fund extra places for the boys, and we will be funding 35 places in total, which is a 50% increase on the year before.”

Lerwill is keen to emphasise the importance of the development office’s work and underline why the school has made the investment in his services. “Our sole mission

is to grow the number of assisted places we can offer,” he explains. “This is a top school; we are in the top 20 boys schools in the country and climbing all the time.

Academically we are right up there and it is important that any bright boy from Birmingham should be able to come to this school.”

Lerwill is constantly looking for new methods to raise funds and to appeal to potential donors. The latest idea that he is evaluating is for year group fundraising, whereby former pupils from the different years contribute to the assisted places scheme. “We can hold reunions for the people who left in 1971, 81, 91 and so on,” he explains. “Maybe as a year group they could collectively fund a place between them.

The idea of getting those who can’t afford to fund a boy by themselves to collectively fund it is a new one for us.”

After a successful first couple of years in post, Lerwill is confident that his work will continue to reap rewards, as long as the focus remains. “To do fundraising well, you have to jump into it with both feet,” he says. “Some schools only have people working on it part-time, which makes it hard to make a real impact. Our office costs are £200,000 each year, and you have to make that level of commitment if you are going to have a worthwhile outcome.

“Many people have asked me if we have struggled to raise money during these difficult times, and the honest answer is that we haven’t,” continues Lerwill. “I think we have an advantage that we have a strong connection to our potential donors. People will prioritise when times get hard, and fortunately schools often come high on the list of priorities.”  independent executive | sept/oct 2011 19

finance and fundraising > Fundraising guide

Raise the funding roof Independent Executive brings you its guide to supplementing your private school’s budget – from engaging alums to efficiencies you can make to save money

D

espite their image of ivory towers, many independent schools are not the silver-spooned institutions the Daily Mail would like you to think. Instead, they offer alternative education to the children who not only choose it, but need it too. With the economy the way it is, more parents who can no longer afford the fees are being forced to take their children out of private education. This is the last thing any parent wants to do, particularly when changing schools, sometimes mid-year, can have a traumatic effect on the child. Bursaries can be a saving grace to keep the child in school, but private schools need to source this money somewhere, with enough money left over for the general upkeep of the school. This is where fundraising is essential.

Making money Private schools are professional organisations, well-versed in the art of fundraising. No longer is it the bursar heading up the process on their own either, rather the task of raising money has been professionalised into the role of development directors and officers, who even have the support of membership organisations like the Institute of Development Professionals in Education (IDPE), the professional body for all those who have a responsibility for securing additional funding and support in the education sector.

According to the IDPE, areas covered by a development professional in education include fundraising, alumni relations, communications, business partnerships and income generation through trading activities. There is no

20 independent executive | sept/oct 2011

finance and fundraising > Fundraising guide

doubt they are essential for any school. “Development and fundraising is on everyone’s agenda,” agrees Nick Pettingale, development director of Ellesmere College and chairman of the IDPE, “as a head or bursar of an independent school you cannot avoid it.”

Before any fundraising takes place, a school should opt-in to the Gift Aid scheme if it can, because it increases the value of donations by allowing them to reclaim the basic rate tax on gifted money. But to do this, schools have to be a registered charity (see article on page 28).

Once registered, schools must have a system of recording gifts and the fact that these gifts were made by eligible tax payers.

Alumni networking The 21st century brings with it technology that was created for the purpose of reuniting old school friends.

Websites like Facebook and Friend Reunited are two such sites, with their roots in education, and schools that aren’t already using them to find old pupils, should be, along with other sites like Twitter and LinkedIn. Schools should not, however, be tempted by their ease-of-use to rely on them exclusively for alumni fundraising. Pettingale agrees that the internet brings with it innovative ways to engage with alumni, but underlines the importance of face-to-face meetings and personal calls. “While social media facilitates communications, the most productive relationships are still those that focus on events, telephone calls and meetings,” he explains.

Indeed, quick interactions can generate small sums in the short-term, but the kind of endowments that allow

institutions like Princeton University in the US to provide need-blind admission, meeting 100% of each admitted student’s financial needs (a direction schools like Eton are considering), require carefully nurtured relationships with the alums that count. These are the kind of donations that are ‘recession-proof’ and will most likely come in whatever the financial climate. “Most of the fundraising achieved within schools’ development offices happens as a result of carefully implemented plans for cultivation, research and stewardship of donor prospects, often over many years,” agrees Pettingale, “so short-term cutbacks are having a muted effect on the long-term relationships that underpin these plans.”

New benchmarking data will be published early next year by Crowe Clark Whitehill and the IDPE on the key contributors to new income streams from development offices. Keep an eye on www.idpe.org.uk for more information.

Other sources of funding Leasing out facilities is a great way to boost cash, and it is something most schools will be doing already. “Pretty much every school I know that has a facility it can lease, does so,” comments Mike Lower, general secretary of the Independent Schools’ Bursars Association (ISBA). “They do that through a trading company in most cases, which is then run by existing staff or they have particular events people who run the activities for them.” This doesn’t mean there aren’t areas schools could consider further, such as leasing out their grounds for weddings (a lucrative avenue many are going down). independent executive | sept/oct 2011 21

finance and fundraising > Fundraising guide

Grants are also important. The internet runs rife with information about funding available from charities and the government alike and it changes every day. Websites like Grants4Schools.info provide a regular update on funding available from the government, EU, Lottery, charitable trusts and commercial sponsorship sources. Signing up to as many RSS feeds and information streams as possible from the above listed organisations will put the smart business manager in good stead for getting a little extra cash put in their pot. Lastly it’s important to remember when seeking out grants that if you don’t ask, you’ll never know, so what’s the harm in asking?

A penny saved is a penny earned Saving money is just as important as making it. One area to save money is through making the most of new technology, which Julie Booth, the specialist in independent schools at Capita SIMS, suggests could be something as simple as emailing bills rather than printing them. This not only saves on printing and admin costs, but because the bill is in an electronic format, it’s more likely to get to the payer and some of her customer schools have reported cash coming in four to six weeks quicker because of it.

“All schools need to do good housekeeping and review those old processes and make sure they’re still fit for purpose,” Booth suggests, which includes looking at your management information software system to ensure you’re happy with it and getting the most out of its features.

22 independent executive | sept/oct 2011

Development and fundraising is on everyone’s agenda, as a head or bursar of an independent school you cannot avoid it It’s also important to keep your communications with parents open, as parents are often the school’s best marketing resource, as so much marketing and fundraising comes from good word of mouth. Booth points to something as simple as personalised correspondence as pivotal to maintaining a good rapport with parents.

“Independent schools are businesses and any good business will just go back to basics,” she says.

Good private schools are thriving – despite the economic downturn. Capita is seeing many of its independent clients growing in numbers and indeed, over two million people are still paying £12.4bn annually to privately education their children. The average monthly expenditure on private education in Britain is over £500 with almost a 10th of those paying for private education spending £1,000 or more each month. Clearly there is money to be put into the independent sector; schools just have to know how to ask for it. 

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finance and fundraising > interview

24 independent executive | sept/oct 2011

Finance and fundraising > interview

Mounting a challenge On becoming bursar at The Mount, York, Julie Davis first task was to turnaround a financial deficit. Matthew Jane met her to find out how she did it

I

n the heart of the historical city of York, The Mount forms a pleasant haven, where the hustle and bustle of city life is transformed into a complex of study areas, learning facilities and sports areas, all set within several acres of green fields and outdoor space. The school is rooted in the Quaker values on which it was established and serves day and boarding girls from the ages of 3-18. Originally established to educate girls to become teachers, the curriculum has obviously changed with the times, although some traditional practices are still in place, such as silent meetings held once a week, a Quaker tradition.

While the school is now celebrating its excellent status, superb facilities and management, it was not too long ago that it was dealing with a financial deficit that needed to be addressed. Bursar Julie Davis was the person tasked with making the books balance and helping to bring the school up-to-speed. “The school has been running a deficit for some time,” she says as we chat over a coffee in her office, which she explains is notably quieter given the summer holiday exodus. “I had previously worked as the finance officer, but that didn’t involve any decision-making duties. When I came into post as bursar, I said that we couldn’t go on like this any longer.”

Her first task was to take her concerns to the governing body, which was supportive of her vision and then followed 18 months of hard work to decide where cuts could be made. “We were looking at things in the finest details, right down to things like having just one stationery cupboard,” recalls Davis. While the stationery cupboard would not be on top of most schools’ lists for reform, the financial savings Davis discovered came as a surprise.

“We saved around £16,000 in one year, just by telling staff that we needed all the stationery using up before we could order anymore,” she says. “It is a horrendous admission of waste, but I bet there isn’t an office in the land that couldn’t do the same.”

Another idea was to look at photocopy contracts, which is another area that can bring surprising financial savings. “If you talk about a photocopy licence that costs £30,000, then if you can make a saving of a few thousand pounds, it can be quite a bit of money,” she says.

As well as looking at areas where relatively small improvements could be made, it was also necessary to make the more difficult decisions, with regards to staffing. “There were hard bits to do as well and unfortunately we did have to make some redundancies,” says Davis. “We just trawled through every area, one by one to identify any savings that could be made.”

CATERING TO NEEDS While Davis was able to dramatically reduce costs and improve effectiveness, it was not all straightforward and there were some learning curves along the way. The catering contract was one of the areas that she saw huge amounts of waste. “I learned some lessons in doing the catering, and I accept I got it wrong in looking for price over quality. We went for the cheapest deal and we certainly got what we paid for,” she explains.

We saved around £16,000 in one year, just by telling staff that we needed all the stationery using up before we could order anymore Having realised the mistake, Davis was quick to step out of that contract last year and the improvements have been incredible, with a new catering team in place that serves an enviable spread of fresh food and a highly skilled catering manager who is bursting with enthusiasm and culinary ideas. “The food is superb, yet the budget hasn’t suffered,” says Davis. independent executive | sept/oct 2011 25

finance and fundraising > interview

Name Julie Davis Job title Bursar School The Mount Location York Type Quaker day and boarding school for girls aged 3-18 Pupils 240 (170 day and 60 boarders) and 110 in junior school

“We are definitely back on the right road now. We have found that if the food is poor, we get complaints in other areas, but if the food is good it has positive knock-on effects across the school. At a boarding school, where all meals are taken in school, it becomes a major part of daily life.”

LETTING IT OUT The school has a fantastic lettings service, which Davis explains is running effectively and productively under the leadership of a new lettings manager. “We turnover around £140,000 through the lettings, which is coming back into the school, so we definitely reap the rewards there,” she says.

“Our lettings manager is able to fit people in everywhere. For example, if we aren’t using the swimming pool for the girls, it will be let out. The lettings programme recently paid for a major refurbishment of the pool.”

Given the range of facilities and the tight scheduling that is involved, Davis is full of praise for the lettings manager. “Since she came into post, the lettings are much more efficient, we don’t have the problems we used to get – she has got it down to a tee.”

Although the girls leave the school during the school holiday, the next day the doors open to a group of Italian language students, which underlines the intricate planning involved in effective lettings management.

“The girls will leave their rooms by 10am, and by lunchtime we are moving beds and bringing extra beds out of storage to accommodate the summer lettings. It’s a fairly big job,” says Davis.

As well as improving efficiencies and processes to drive down costs, the school has also driven savings

through various eco-schemes, and was recently presented with an Eco-Schools Green Flag award for its efforts. “The Carbon Trust came in and did a site survey and as a result we adjusted the boilers and installed energy-saving light bulbs,” says Davis.

“We also managed to get rid of one of the serving counters in the canteen that the new caterers rarely used.

The previous caterers would have it switched on all day, even though it was only used at lunchtime. By turning that off, we have managed to save around £300 a month. It is good to be able to explain to the girls how much we have saved and they can really see that it works.”

CONTINUING TO GROW Now that Davis has addressed the financial deficit, the school is in a strong position to move forward and is constantly looking to develop new strategies. Under the direction from new principal, Julie Lodrick, the school has developed a new marketing approach, which includes a newly rebranded prospectus and different advertising campaigns. “She is very keen to meet and greet and socialise with the headteachers from the local prep schools, which we never really did before,” says Davis. “It is a different way of marketing that involves really getting out there and getting the school known.”

There is even a campaign to take the school brand abroad, with a visit to Mexico planned for this year. “We have a lot of girls who come to us from Mexico, so the plan is to go and visit old scholars and families,” explains Davis. “The girls don’t particularly come through agencies, it is more about generations of families

26 independent executive | sept/oct 2011

sending their children here. We are going to try it in Mexico and we already have the strong base there.”

As well as investing time and effort in new ventures, the school also has a strong policy of improving their existing staff base and is keen to promote continuing professional development opportunities throughout the team. “Our finance officer is fabulous, she is a bursar in the making,” says Davis. “She has just been on a new bursar course through the ISBA, which is designed to give a flavour of what being a bursar involves. I am a great believer in stepping stones and not staying in a job forever. I would hate to see anybody stuck – I think it is important for everybody to develop. If someone wants to move on to do bigger and better things, then why not.”

If you talk about a photocopy licence that costs £30,000, then if you can make a saving of a few thousand pounds, it can be quite a bit of money With such strong management in place and a team of enthusiastic and talented people keeping the school moving, the future for The Mount looks to be in a healthy position. With Davis’ business acumen and financial skills, the days of deficit are long gone and the school can now look forward to growing bigger and better. 

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hr and legal > Charitable status

Feeling charitable?

Under the 2006 Charities Act, independent schools are required to demonstrate that they offer benefits to a public beyond their own fee-paying pupils. The Independent Schools Council says the requirements to show how schools offer ‘public benefit’ are unfair, others say they don’t do enough. Julia Dennison looks at the issue and its impact on schools

28 independent executive | sept/oct 2011

HR and legal > Charitable status

A

ccording to government statistics, just over half of the UK’s independent schools have charitable status. The benefit of a school becoming a charity is predominantly monetary. Evidence from HM Revenue & Customs back in 2009 indicated that tax breaks received by independent schools registered as charities is worth approximately £100m a year. This money, in most cases, is put back into the school to be put towards often much-needed improvements, whether it be upgrading the ICT facilities or hiring a new teacher.

There are other benefits to charity status, according to Emma Ladd, an associate solicitor at Stevendrake Solicitors in Crawley. “People see you as less of a money-making exercise [if you’re a charity],” she says. “With most independent schools you’re talking about a fairly substantial outlay for most parents and a lot of them want to have that reassurance that this money isn’t just going into anybody’s pocket, but being used for the benefit of the school generally and the charitable status helps to give them that reassurance.” (See box out for a full list of benefits.)

Application process While the process of applying for charitable status itself is not overly arduous, actually getting it can be more of a challenge. Ever since the passage of the Charities Act 2006, schools have to prove they are of sufficient public benefit to achieve the status (previously being a provider of education was enough). This is where a recent legal case has come in between the Independent Schools Council (ISC) and the Charity Commission to determine just what criteria schools have to meet to prove they help the wider community.

Ever since 2006, offering a good amount of bursaries has, for the most part, been sufficient, but the Charity Commission has challenged this, saying schools should play more of a leading role in the local community – whether through leasing out their facilities for reduced rates, for example, or forming links with nearby state schools, like underachieving academies, perhaps.

Five ISC schools underwent ‘public benefit assessments’ by the Charity Commission between 2008 and 2009, with two of them requiring reassessment in 2010. While all five were ultimately given clean bills of health by the commission, the ISC has long expressed concerns that the commission’s actions were both based on an incorrect understanding of the law and were doing little to clarify just what charitable schools have to do to meet the commission’s public benefit test.

So the ISC sought a judicial review in hopes of achieving a definitive legal ruling on the subject. The judicial review was

heard in May of this year, together with a related application made by the Attorney General – which shows the ISC’s request is being taken seriously.

“Whatever the result, the fact the Attorney General felt the need to refer similar questions to the courts vindicates what we have been saying all along: that there are serious misgivings about the commission’s approach and a desperate need for legal clarity,” comments Matthew Burgess, deputy chief executive of the ISC. “Our claim is not special pleading by a privileged interest group trying to cling on to tax privileges; rather, it is a challenge to a regulator rewriting the law to suit its ideologies.”

Defining ‘public benefit’ This amorphous definition of ‘public benefit’ has left many private schools scratching their head about just what it is they have to do to meet charitable requirements. Some schools have even opted for non-profit status instead. Inter High Education is one. It runs two virtual schools on the internet – Inter High School, a private secondary school, and Academy21, a state school designed as an online resource for existing schools that need to educate their children off-site.

Inter High contemplated charitable status, but decided to settle on being a non-profitmaking company instead, to avoid setting up a board of trustees who might not all agree with their unique vision. “This means we’re VAT exempt and all the usual things that charities enjoy, but it means that we can maintain the direction we think it should head,” remembers school development officer Jacqueline Daniell.

Meanwhile, critics, such as Fiona Millar at the Local Schools Network, are adamant independent schools should be asked to do more than just supply funding for poorer pupils. “Bursaries, as they are currently constructed, should not justify charitable status,” she says. “Many do not cover the full fees and most are linked to academically selective tests more likely to favour the impoverished middle classes than the socially excluded poor.”

Millar says offering smart but poor pupils bursaries may also deprive state schools of the academic mix they need to thrive. “We should go much further and require more exacting eligibility criteria for bursaries, with no academic selection and a focus on the pupils in state schools most at risk of exclusion who might benefit from the smaller class sizes and extra resourcing that private schools can offer,” she suggests.

“State private partnerships should make a quantifiable impact on the performance of local state schools and on their most needy, rather than most able, pupils and there should be more rigorous methods of measuring that impact.”

There are serious misgivings about the commission’s approach and a desperate need for legal clarity

When the ISC responded to the Charity Commission’s consultations on its draft guidance two years ago, it prefaced its response by placing on record its concerns that ‘the current direction of travel of the Charity Commission inevitably places it on a collision course, not just with eminent charity lawyers but, more importantly, with thousands of charities that have no option but to recover the costs of the services they provide through levying fees … when so many charities are affected by legal uncertainty, it is incumbent on the Charity Commission as their regulator to pause and give proper consideration to final guidance, with a view to bridging differences of opinion and reaching the broadest possible consensus on what “public benefit” really means.’ The Charity Commission rejected the call at that point, hence the ISC’s move to a judicial review.

Plans put on hold As we go to press, the ISC and many independent schools await the final guidance regarding charitable status. A decision on the Attorney General’s reference has not yet been made by the Tax and Chancery Chamber of the Upper Tribunal, however even without that reference, the Charity Commission plans to review its guidance because of the potential effect it could have on more than just independent school charities.

The Charity Commission told the Upper Tribunal in May that trustees of fee-charging private schools are “not expected to do the impossible” and would have their individual circumstances taken into account when their public benefit is assessed. “From a lawyer’s point of view, this is too nebulous to be of any help,” comments Ladd. “Hopefully the guidance will reflect that other forms of benefit can be given without necessarily being in the form of bursaries – and you don’t have to give up, say, 20% of your income to maintain charitable status.”

If nothing else, the ISC is confident that this time it will be taken seriously. “We can now be certain that the next stage in the saga will deliver definitive and accurate guidance to an area currently bereft,” comments Burgess. For the schools wishing to apply for charitable status as we write, the general advice is wait for the feedback and in the meantime, keep a record of all activities that could be construed as public benefit – you never know what will come in handy. 

Benefits of becoming a charity • • • • • •

Exemption from the payment of income and corporation tax Eligibility to receive charitable donations parents, supporters and companies Eligibility to apply to grant-making charitable trusts Ability to apply for Gift Aid Promotes the message that your organisation is working for the benefit of others Establishes a clear set of rules by which your organisation must work.

independent executive | sept/oct 2011 29

To

hr & Legal > Insurance

p p ti s

This month, we bring you a top 10 list of essential school trip insurance

Trip insurance S

chool trips are accepted as a vital learning tool and the experiences students can gain from going on excursions are difficult to replicate in a classroom environment. Whether it is an outing to a historical site or a rugby tour of distant lands, schools must ensure their insurance policy is adequate and covers all the essential points. The following top tips are designed to give you a checklist to consider when choosing the best policy for your school.

1.

Get the right coverage. It is essential that you look carefully at the details of what is included in an insurance policy. Some of the key areas include public liability, third party liability, negligence claims, personal accident, and medical treatment.

2.

Anything missing? As well as keeping an eye out for everything that is included in an insurance policy, it is worth bearing in mind anything that is excluded.

3.

What is the trip for? If you are going on a geography fieldtrip, the need will be different to a skiing holiday. Specialised insurance will be needed when undertaking high-risk activities and potentially dangerous sports.

4.

Protect your travel. As with standard holiday insurance when going abroad, schools should consider insurance that covers all travel cancellations or alterations.

5.

Look after your belongings. Insuring against loss or damage to baggage or equipment should be considered, particularly if schools are taking expensive scientific equipment or cameras on outings.

6.

Get it right first. School leaders should not approve a trip until an adequate insurance agreement has been finalised.

7.

Who is covered? In order to have sufficient adult supervision, parents may be asked to accompany teaching staff on trips. Make sure the insurance policy includes parents and other casual teaching staff.

8.

Cover your vehicles. School minibuses are often an affordable way to transport pupils on a field trip, but make sure there is adequate vehicle insurance in place and that whoever is driving has sufficient cover.

9.

Take reasonable steps. The law understands that accidents will happen, and schools should not let fear of what might happen stop them from arranging trips.

Schools should cover themselves by keeping records of risk assessments and planning and control risks as far as possible.

10. Document events. In the event of an incident, teaching staff and supervisors should be able to demonstrate that they took all necessary precautions.

30 independent executive | sept/oct 2011

Flexibility is key when managing your savings

1001R/0811

To find out more call 03000 123 222 or visit www.cafonline.org/savings This marketing communication is issued by CAF Financial Solutions Ltd, 25 Kings Hill Avenue, Kings Hill, West Malling, Kent ME19 4TA. Company registration number 2771873 (England and Wales). *The deposit taker for CAF Platinum is CAF Bank Ltd, 25 Kings Hill Avenue, Kings Hill, West Malling, Kent ME19 4JQ. Company registration number 1837656 (England and Wales). Both CAF Bank Ltd and CAF Financial Solutions Ltd are subsidiaries of the Charities Aid Foundation (registered charity number 268369) and are authorised and regulated by the Financial Services Authority (FRN 204451 and 189450 respectively). Telephone calls may be recorded for training and/or security purposes. **Scottish Widows Bank is the provider of the CAF 90 Day Notice Account. Scottish Widows Bank plc. Registered Office: PO Box 12757, 67 Morrison Street, Edinburgh EH3 8YJ. Registered in Scotland no. 154554. Authorised and regulated by the Financial Services Authority FRN 201601. Confirmation can be obtained by visiting the Financial Services Authority website at: www.fsa.gov.uk/pages/register

HR AND LEGAL > REDUNDANCY

In the face of financial pressure, schools may be forced to consider staff restructuring. Matthew Jane looks at the best ways to carry out the difficult task of redundancies 32 INDEPENDENT EXECUTIVE | SEPT/OCT 2011

HR AND LEGAL > REDUNDANCY

A

lthough the economy has been showing the green shoots of recovery, the financial pressures placed on families and organisations has undoubtedly taken its toll on numerous schools within the independent sector. These pressures can force the necessity to reduce costs, and with the largest cost in the school system usually being the wage bill, schools may be put in the unfortunate position of having to reduce staff numbers.

When looking at restructuring staff, there are many factors for schools to bear in mind. Firstly, it should be able to show that there was a fair reason for any dismissal that comes as a result of reducing staff numbers. “Redundancy is a potentially fair reason for dismissal and will cover a business closure, workplace closure, or a reduction in the numbers of employees required to carry out work of a particular kind,” explains Caroline Yarrow from Bircham Dyson Bell LLP. “Schools will therefore need to be able to show that there is genuine redundancy situation before proceeding with redundancies.”

It is important to consider all the options available.

While redundancies may seem like the quickest and most straightforward way to cut the wage bill, Yarrow suggests there are several alternatives that should be considered, which include: • Anyone due for retirement or who could be interested in early retirement (although be sensitive to avoid claims for age discrimination) • Staff may consider taking a voluntary reduction in hours to avoid redundancies • Reducing a deficit over a longer period to avoid redundancies in the short term.

Chris Cook, senior associate at SA Law adds that there are further considerations to make, including reducing the number of temporary staff and minimising the costs of supply staff by employing in-house cover supervisors.

There are also structural changes that could reduce the wage bill, including merging certain departments together, such as biology, chemistry and physics into one science department and promoting staff wellbeing to reduce the impact of sickness absence.

LEGAL IMPLICATIONS Reducing staff numbers can be a legal minefield, and schools must tread carefully to avoid potentially costly claims against them. Cook suggests schools follow certain steps to ensure they stay within their legal duties, which include establishing a genuine need, considering pools and selection criteria, setting up meetings, confirming

actions in a letter and allowing time for an appeal (for a more in-depth step-by-step guide, see the resources on our website www.independentexec.co.uk).

If a school is planning to make large-scale redundancies, it is necessary to notify the secretary of state. Cook explains that this must be done at least 30 days before the first dismissal takes place when employers plan to dismiss between 20-99 employees within a 90-day period, or at least 90 days’ notice when dismissing more than 100.

In the event that a school does not follow the correct redundancy processes, they could be left facing considerable compensation claims. “Compensation for unfair dismissal is divided into two parts, namely a basic award, which is calculated using a set formula depending on the employee’s age, length of service and weekly pay and is capped at £12,000, and a compensatory award to cover the employee’s loss of earnings, which is capped at £68,400,” explains Yarrow.

Compensation claims could also be strengthened if a school carries out a recruitment drive too soon after carrying out redundancies. “Recruiting a replacement for a redundant employee within three months of the redundancy is a very high risk strategy that runs the risk of a successful claim to the employment tribunal by the redundancy employee,” says Yarrow. “Recruiting a replacement for a redundant employee outside the normal three month time limit for an unfair dismissal claim carries less risk but clearly the shorter the time period, the more likely it is that an employment tribunal could find that the redundancy was not genuine.”

In order to make what can be a difficult process as smooth as possible, schools should engage with all interested parties, including pupils and parents who will want to know why the restructuring is taking place and to confirm standards will not be affected as a result. Yarrow also warns that schools must always be prepared to justify the move, which will involve gathering as much information as possible. “Maintaining morale among members of staff who remain in the school following the restructuring will also be crucial and the importance of an open and clear dialogue in this regard cannot be under-emphasised,” she adds.

With careful and considerate management, the negative impact of staff restructuring can be kept to a minimal.

By following the correct procedures and ensuring the necessity behind the decisions are communicated to all parties, schools should be able to deal with the unfortunate position and be in a stronger position to move forward as a result. n INDEPENDENT EXECUTIVE | SEPT/OCT 2011 33

estates and resources > buildings

E x t e n d e d v i s i o n

34 independent executive | sept/oct 2011

estates and resources > buildings

When creating new spaces, independent schools are often faced with a range of challenges. Matthew Jane explores how to undertake a successful building project

M

any schools will have faced the challenge of dealing with overcrowded classrooms and outdated facilities before, a common concern among the independent sector, which prides itself on offering first-rate services and opportunities. There is a range of options available to deal with these issues, the most obvious being to undertake a programme of building development or refurbishment, but this can come with a fairly daunting price tag and poses some interesting questions for school decision-makers.

Fortunately, there are several solutions available to schools to ensure they continue to provide the best possible education in fit-for-purpose learning spaces that parents would not object paying for.

Building extensions are a solution that many schools opt for, expanding on existing facilities to offer new improved spaces. Financial constraints often mean schools are not in a position to undertake complete new-build projects and, with a history and learning ethos to maintain, complete new builds are often not on the agenda for private schools. “It is often more a case of doing a piece

here and a piece there,” suggests Oliver Richards, director at ORMS architects, which has been involved in numerous building projects for independent schools.

While it is a more achievable solution, this piecemeal development strategy is not without its problems.

“Generally, building is done because there has been a need identified, such as a spare site comes available,” says Richards. “There is a real lack of strategic planning with that approach.

Schools need to create a masterplan, which needs to be an interrogation.

You need a whole series of inputs to come together. We get involved with the faculty, the governors, the students, and the donors where necessary. If you can have a good conversation at the start, then you can define what is really important.”

Richards suggests that the important factor for most independent schools is to make the most of what they already have. “You should only add extra space when it is absolutely crucial,” he says. When it is deemed essential, it is important to have a strategy in place that delivers solutions that are sympathetic to the existing school and allow it to continue with its long-term plans.

independent executive | sept/oct 2011 35

estates and resources > buildings

The use of thorough planning is integral to the success of a project, and the ‘masterplans’ that Richards devises are designed to be all-encompassing and strategic. “The idea of coming up with a masterplan and an approach that is flexible is very important,” he states.

PLANNING IN ACTION At the King’s School Ely, the masterplan that was created allowed the school to illustrate how the focus of activity was evolving. Previously, there was a slightly disjointed allocation of space, with an arts department separated into different buildings at opposite ends of the campus. “We were able to create an idea to improve the art department for about a third of the money they were looking at, simply by more effectively using what they already had,” says Richards.

During the consultation, Richards suggested that the centre of gravity for the school was moving to the north of the extensive site, towards the cathedral, which forms a beautiful backdrop to the school in the heart of the historic town. “We moved art from the other end of the campus so that it was with the other creative subjects.

We also developed a drama studio on the back of the school hall.”

While the King’s School Ely project required an entirely new building to house the new arts centre, it was important that it was designed in a way that would fit with the existing buildings and its surroundings. “There was a precedent for barns, so we wanted to create a timber structure with a beautiful roof,”

explains Richards. “It is a very simple building that doesn’t try too hard. The roof gives the sense of one department and there is a stunning viewing gallery through a window that runs the length of the building. It’s a very simple but memorable space.”

The extension also took into account existing facilities, such as toilets, to make it even more efficient.

“We have considered it as a collection of buildings,” continues Richards. “If you can create leverage to intensify the use, it improves efficiency. You often don’t need a block of loos for every department; it’s what I call joined-up thinking. You just need a concept, and in this case it was a central space, or courtyard, with blocks around it.”

you can’t touch them. You can’t put acoustic isolation in, [and] you can’t make the stairways safer, which is a great shame, but that is the price schools have to pay. Old buildings are essentially a tax on a school and you have to find a use for them and intensify that as much as possible.”

Ultimately, a building should be a space that inspires pupils. Richards believes that the success of a building is the performance and enjoyment of the children who use it. “If they enjoy the building, they will do better. Too many independent schools over the last 20 years have lacked the vision to inspire, but inspirational visions are what make English private education world-beating.”

FLEXIBLE SPACES One of the key factors in the King’s School Ely development is that the building offers a great degree of flexibility, which is assisted by the simplicity of the building. It is a basic steel frame with timber in-fills, and has underfloor hearing, which adds to the flexibility as it will allow children to sit on the floor. “Highly specific buildings are the ones that are most difficult,” says Richards. “Something like a sports hall is a very specific building, it only has one use. But out of simplicity comes flexibility.”

Another issue that is particularly prevalent with independent schools is old buildings and the limitations they place on development. “You can’t do anything with a listed building,” says Richards. “You are not able to change anything. Often the oldest parts of schools are rarely used because

Building is done because a need is identified. There is a lack of strategic planning with that approach

36 independent executive | sept/oct 2011

Richards' advice to schools considering a development project is simple: involve as many people as possible and have a clear plan in place.

“Make the most of what you have already got and only add new buildings where it really benefits the whole process of working together,” he says. “That is the purpose of creating a masterplan. Always try to inspire the children – that is the primary function of a school.” 

EVERYTHING YOU LOVE ABOUT EDEXEC MAGAZINE AS A LIVE EVENT

22ND JUNE 2012 www.edexeclive.co.uk

FOR MORE INFORMATION turn to page 13

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To

ESTATES AND RESOURCES > BUiLDiNGs

p p Ti s

Running a boarding school on a budget Money may be tight, but having adequate boarding facilities is pivotal to maintaining a high quality of life for resident pupils. We give you top advice on how to improve your boarding offering on a budget

B

oarding schools are a home away from home for their pupils. At the very least, they must be compliant with the government’s national minimum standards for boarding schools. At best, the boarding facilities can be the determining factor in a parent’s decision to send their child to the school. Here are some tips to ensure you stay one step ahead.

5.

Don’t underestimate the value of a quiet corner. If pupils are spending seven days a week on campus, it’s important they have quiet areas within the dormitories where they can have quiet time. When rooms are shared, the dining area noisy and the library closed, access to a bean-bag chair in a quiet corner where they can read can work wonders on pupil morale.

1.

6.

All work, no play makes Jack a dull boy. It’s all well and good having sport facilities on campus for use during the day, but boarding pupils need a place to relax and unwind in the evening, even after the extracurriculars are over.

7.

Adequate internet access. Internet access is essential to the modern boarding school. Most schools will have internet access for their boarding pupils, with more offering it in every room. You may wish to consider an internet curfew on pupils’ wireless access to keep them from Facebooking into the wee hours.

8.

Consider flexi- or occasional-boarding. This is very popular trend in boarding schools of late, as it allows day pupils to get the chance to experience boarding part-time. Fees from this could be a welcome addition to the school’s funds.

9.

Open all hours. Give day pupils the option of having supper with the boarders and tell parents they have the option, in case they’re held up in a meeting. You may wish to promote it as a regular service, what some schools call ‘day boarding’.

2.

Talk to your customers before you make any changes.

There is no point setting out on a project unless you have your pupils and parents on board. “It’s about knowing what your customer-base is and making sure you understand what they need and what their expectations are,” explains Nick Scott-Kilver, the bursar at the Duke Of York’s Royal Military School in Kent, who is currently in the process of upgrading his school’s boarding facilities. “Parents know what they want for their children and if you don’t offer it there are plenty of alternatives out there.”

Start with a solid strategy. It’s essential you put together a budget and know exactly what you’re planning to spend it on before you embark on your upgrade project. Once you know how much you can spend, then you can calculate just how much value you can get out of that money.

3.

Fundraise via alumni and parent networks. If you have a specific project that needs fundraising, speak to your parents and alumni to see if they would be willing to donate to the cause. Set up a telethon with employees or enthusiastic students and start pitching the idea. Do this only once a concrete goal is in place.

4.

Catering quick-fixes. Because boarding pupils spend most of their time at school, food is often a heavily weighted factor when it comes to their satisfaction. Improving the food you offer or adding some variety to the menus can often be a way into the hearts of your students.

38 iNDEpENDENT EXECUTiVE | sEpT/oCT 2011

10. Watch out for overtime. Business managers at boarding schools should keep a close watch on how many hours staff are working over the course of the day and night, as it’s often easy for teachers who are residential to slip into overtime. It’s best to ensure your staff agrees any overtime with you ahead of time, wherever possible. n

ICT MATTERS > UPGRADES

NEVER STANDING STILL 40 INDEPENDENT EXECUTIVE | SEPT/OCT 2011

››

ICT MATTERS > UPGRADES

In the ever-changing technology landscape, schools need to be constantly assessing their ICT offering to stay ahead of the game.

Matthew Jane looks at some areas for schools to consider when upgrading their systems

W

hile private schools often have a strong history, beautiful buildings, and traditional values, they must also have the cutting edge, innovative technology that parents will deserve and that modern employment and working methods dictate. To that ends, it is essential that schools in the independent sector constantly invest in their ICT offering to ensure they have the facilities parents deserve and to maintain their competitive edge in an increasingly fierce marketplace.

With the constant developments in the ICT market and the rapidly progressing innovations in the marketplace, it can often feeling like swimming against the tide of improvement as schools strive to keep their technology up-to-date and cutting edge. Replacing out-dated hardware can seem an expensive and ongoing battle, but if schools can develop deals and packages that suit their needs, it should not be a laborious task.

One option many schools are considering when refreshing their ICT hardware is investment in mobile devices. As schools increasingly look to maximise return on investment and to make the most out of the money they spend, mobile devices are often a popular choice, given their ability to extend beyond the constraints of the classroom walls. While a traditional computer restricts use to the ICT suite or the classroom, mobile devices can be used an authentically cross-curricular option that brings opportunities for learning outside the classroom.

Tim Beeby from Dell UK suggests mobility plays an even more important role in the independent school sector. “It ensures that ICT is available at the point of need for learning and for independent schools with boarding facilities, it is an important tool for extending the learning day and staying in touch with friends and family,” he says.

When selecting mobile devices, there is a wide range of options and schools should take care to choose the products that best meet their individual requirements. “Mobile devices need to be considered in a variety of models,” says Beeby. “Popular in schools are ruggedised netbook, 15-inch notebooks, which are durable yet light.” It is also important to take into account battery life and charging solutions for mobile device, with charging trolleys a popular choice in many schools.

INDEPENDENT EXECUTIVE | SEPT/OCT 2011 41

ICT MATTERS > UPGRADES

As schools look to maximise return on investment, mobile devices are popular, given their ability to extend beyond the classroom walls

Mobile devices can certainly give schools improved flexibility and opportunity, but whatever the solution, be it laptops, notebooks or phones, the success of any investment relies on the full backing on staff and school policy. “It would depend on the degree of manageability that schools have in place and their willingness for pupils to use their devices in classrooms and schools,” suggests Nick Macauley from HP. There are also some more unusual uses for mobile devices that schools can use to improve working practice. For example, wireless printing can allows children to print from their handheld devices directly to a print device. Macauley suggests this makes an ideal replacement for cashless card payment systems, which he believes have certain flaws. “The challenge is that these [cashless cards] can often be lost or misplaced and whether a school’s IT department wishes to reprogramme pupils’ library cards, for example, to work as that pupil’s card for the day.”

SECURITY CONSCIOUS Another consideration for schools is storage and security of any ICT investment, and again there are several options. “Fixed or mobile devices now have the capacity for individual secure space and charge at the same time,” explains Beeby. “For IT managers, the storage can also provide for network connectivity so that systems can be updated overnight for software upgrades or virus protection.”

Security should be a consideration with any ICT investment, given the desirable nature and high value of the devices. Projectors, for example, can be an expensive investment for schools and can be targeted by thieves. “Naturally, it’s tougher for a criminal to steal a projector that is out of reach attached to a ceiling, but it still pays to 42 INDEPENDENT EXECUTIVE | SEPT/OCT 2011

have a Kensington lock or similar built into your projector, especially if the projector will be ‘loose’ around the premises, moving from one classroom to another,” suggests Nieve Cavanagh from Casio.

CONNECTING TOGETHER Another consideration for schools when upgrading ICT equipment is connectivity and whether the current systems will be sufficient to handle new investments. The use of a robust, wireless network is a vital factor.

“Managed wireless is the best model as it allows for load-balancing and therefore provision of the best performance,” explains Beeby.

This connectivity can have an impact on all areas of technology equipment. For example, projectors are increasingly equipped with connections to allow for improved access. “Connectivity is increasingly important as laptops are coming with more outputs, such as HDMI – commonly used on high definition televisions but now making its way to mobile devices – and network connections such as Ethernet and WiFi,” says Cavanagh.

IMPROVED SYSTEMS Another method that schools are increasingly considering is virtualisation, allowing schools to get more out of their systems and speeding up the IT response. There are many advantages to using a virtualised ICT system, including a reduction in the requirements for IT management and cutting down the potentially expensive running costs by allowing multiple applications and operating systems to operate independently from a single server. Beeby explains schools can “prioritise needs and maximise server resources by quickly moving workloads from one virtual workspace to another”.

Copyright 2010 NEC Display Solution Europe GmbH. All rights are reserved in favour of their respective owners. This document is provided “as is” without warranty of any kind whatsoever, either express or implied. Errors and omissions are excepted.

ICT MATTERS > UPGRADES

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ICT MATTERS > UPGRADES

Schools have peaks for ICT usage and cloud services that scale for such peaks are an important tool to manage cost

While many schools have already adopted an effective virtualised system, there is also a growing demand for cloud computing, with many independent schools seeing it as a suitable way to improve efficiencies. Beeby suggests schools need an infrastructure that can scale quickly to meet their demands and maximise utilisation of their investment. “Schools have peaks for ICT usage and cloud services that scale for such peaks are an important tool to manage cost,” he says. “The range of cloud services, such as software for a service (SaaS) or email provision (ItaaS), means that local infrastructure and support are not required and lower total costs. There are many different types of cloud services that can be provided.”

Cloud services are driven by user needs, IT managers and, most importantly a need to use IT spending effectively. “The use of cloud allows for a flexible approach to provide IT service to the school at the time of need as opposed to substantive planning and investment for maximum IT usage, often called the worst case scenario,” explains Beeby. “For groups of independent schools, facilities now exist to manage multiple sites from one console and this can assist to drive a common support model with local support.”

FINANCE FOR IMPROVEMENTS When purchasing upgrades to ICT equipment and services, schools need to carefully consider the financial intricacies of a deal to ensure they get the best products and services, both in the initial purchase and to, as far as possible, future proof purchases. Beeby suggests this is particularly prevalent in the independent sector, given the challenge of running as a commercial business. “This means that there are 44 INDEPENDENT EXECUTIVE | SEPT/OCT 2011

impacts on budgets,” he says. “An important change for independent schools is to use operating expenditure (OPEX) instead of using capital investment (CAPEX). ICT models that make use of virtualisation and cloud are an excellent model to use OPEX for delivering services as the level of CAPEX is greatly reduced. Independent schools should also take advantage of leasing to spread the costs over multiple years.”

It is also essential to consider the total cost of ownership (TCO) of purchases and working out how much a product will cost over its entire lifetime. For example, printers can be bought at relatively cheap prices, but the cost of expensive inks can soon push the over costs up over the course of its use. Similarly, Cavanagh suggests that projectors have various different qualities that will alter the cost throughout its useful life. “All projectors use light sources with finite life expectancies of no more than a few thousand hours’ use,” she says. “Depending on the frequency of use, the TCO value of these lamps will vary. If the projector is used no more than a few times a year and spends most of its time sitting in a cupboard, then the lamp will likely last long enough to justify its cost, which could be as much as a third of the cost of the projector itself.” However, if projectors are in constant use, the lamp life will be greatly reduced and schools will need to factor in the cost of replacing them every six months.

There is much for schools to think about when considering an ICT upgrade. Whether it is most suitable to choose mobile technology, wireless connectivity or cloud systems will vary for every school.

Ensuring the finances are well planned will be a constant requirement for all technology, and in such a rapidly changing market, it is essential all the numbers make sense before any deals are signed. n

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INDEPENDENT EXECUTIVE | SEPT/OCT 2011 45 Calls may be monitored or recorded. Lloyds TSB Commercial is a trading name of Lloyds TSB Bank plc and Lloyds TSB Scotland plc and serves customers with an annual turnover of up to £15m.

ict matters > case study

Cedars change of

The Cedars School of Excellence in Scotland has reaped the rewards of investing in an iPad for every pupil.

Matthew Jane spoke to head of IT Fraser Speirs to find out how

46 independent executive | sept/oct 2011

ict matters > case study

W

hen the ipad launched in 2010 it was heralded as the latest innovation from steve Jobs’ endless stream of ideas that would revolutionise how we work and play. While the tablet’s adoption as a business or leisure tool was undeniable, the education sector was in less of a rush to take up the new device. However, cedars school of excellence in Greenock, scotland, has been so impressed with the ipad that they have given one to every pupil throughout their 5-17 age range. the move to 1:1 ratio of ipad to learner is a far cry from the previous ict deployment, which was a combination of 12 Macs and 12 MacBooks that were shared between students, the equivalent of one machine to four children. “We got to the point where we had so much pressure on our resources that we wanted to do something a bit different – we needed to take pressure off our laptops,” explains Fraser speirs, head of computing and it at the school. the school was keen to provide the mobility of laptops, but speirs admits their experience with laptops had not been hugely successful. “the batteries were never great and laptop trollies don’t work so well in our school because we are based in an old building across three levels. it wasn’t practical to carry a trolley up the stairs,” he says. the other option that was considered was the ipod

touch having seen them in use at an academy, but again speirs was not totally convinced by how they would benefit the school. shortly after this initial investigation of products, the ipad was launched, and instantly speirs could see the benefits. “it solved all the problems we were looking at – the battery life, portability and the costs were around half that of a laptop,” he says. “We were convinced that we wanted a 1:1 ratio having considered the ipod touch devices, but it was clear when we got our hands on the first one that it was the device we were looking for, it was beyond what we wanted.”

UNiVersaL aPPeaL the students have all taken to their new ipads, with even the youngest children enjoying the learning potential it offers. the applications in the early years vary, and speirs admits that some of the apps are games. “We use them very well though, and we also have books that can read to you and simple tools like a voice recorder,” he explains.

“Five-year-olds can record themselves reading books and play it back to themselves.”

Further up the school the application of the ipads is understandably different with more art and writing tools being used. there is a mind mapping programme that helps students structure their thoughts for creative writing projects, while the

independent executive | sept/oct 2011 47

ict matters > case study

scHOOL cedaRs scHooL oF exceLLence LOcatiON GReenocK, scotLand tYPe independent, cHRistian FoR 5-17-yeaR-oLds Name FRaseR speiRs JOB titLe Head oF coMputeR and it

Pictured: pupils at the cedars school have a go on their ipads

eldest students use the devices for email, calendars and browsing the internet. “a lot of the children are familiar with these devices from home anyway,” says speirs. “these children are spending a lot more time on mobile platforms than a traditional desktop.” the portability and extended battery life of the devices have also enabled the school to use them as more than simply a tool for ict, instead incorporating it into all aspects of the curriculum. speirs explains that pupils use them to read scripts in drama classes and for recording performance data in pe classes, something he suggests would not be possible with traditional laptops.

POsitiVe aDOPtiON speirs believes part of the success of the project has been that the school identified the need before looking for solutions. “We never buy things on spec,” he says. “We waited until the pressure on our resources had built up to an intolerable level. We didn’t buy a load of ipads and then push them onto teachers, which is sometimes how ict is delivered in schools.” in terms of the cost of delivering a device to every child, speirs believes it can be justified by the fact that they act as more than a tool for delivering ict. By having impact across the school, the individual cost per subject is reduced and machine usage increased.

BUiLt tO Last Reliability has been one of the biggest surprises for speirs, as the ipads have proved to have a breakage rate of zero. “everyone is always convinced that they will get broken straight away, but it absolutely doesn’t happen,” he says. “there are 65,000 pupil hours 48 independent executive | sept/oct 2011

taught in a school year and the only time i have had a problem was when a five-year-old broke a headphone jack in the socket. the ipad still worked, it just blocked the sound, so we got that replaced.” speirs believes the students take better care with their devices because they feel a sense of ownership to them, again a result of having a 1:1 ratio. “shared computers don’t get looked after. they get keys pulled off and so forth,” he says. “When it is a personal device i think there is a better level of ownership and children respect the equipment more. that said, it is not like they are treated like precious jewels. they are treated like a textbook; they go into bags and are carried around like a book. it is just that we have found them to be super robust.” the future for ict in the cedars school of excellence looks set to continue along the model of delivering one-to-one devices, and speirs admits that until a better model comes along, they will be sticking with the ipad. “We were told there would be cheaper devices coming soon that would work the same, but when you look at what is has come out in the past year, nothing has come close. the app catalogue that is available is really second to none.” the only thing that the school may change is the lease package that they are currently on. Because they were so quick to adopt this technology, they had to take out a standard business lease on a three year contract, but schools can now take out two-year leases. overall, it has been a successful investment for the school, something that speirs puts down to three main criteria. “Wide access to technology, plus a project-based approach to learning and an updated curriculum have all played off each other to produce a really great change.” n

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TECHNO GEEK

ICT MATTERS > tecHno GeeK

Social Networking 101: Twitter. techno Geek looks at social media, this time its twitter

t

witter is a social network used by millions of people, and thousands more are signing up every day to send short messages (140 characters) to groups of people. twitter describes itself as, “a service for friends, family, and co–workers to communicate and stay connected through the exchange of quick, frequent answers to one simple question: What are you doing?”

HOW DO I GET INVOLVED? its simple to get started head over to twitter. com and set up an account. if you want to use it for personal use, or for the school then pick a name that’s appropriate. it’s probably best to keep personal and professional separate from the get go.

We have provided a list of top educational tweeters to follow to get you started. Just type in their addresses and click follow; make sure you’re logged in and don’t forget to add @ i_exec! Anything they tweet about will appear in your twitter feed when you login.

Follow us @ i_exec for the latest news updates and insight into the issues that affect the role of the business manager.

50 independent executive | sept/oct 2011

WHAT DOES THIS MEAN FOR A SCHOOL BUSINESS MANAGER OR BURSAR? so you’re all setup on twitter. now what? twitter allows you to engage effortlessly with a host of people around the world, be it the readers of a magazine (as in our case) or students, their parents or the members of staff in yours. importantly it serves more purpose than just conveying what you want to say, but allowing others, in real time, to feed back to you.

At independent executive we have a twitter feed (http://twitter.com/ i_exec) where we engage with readers and people in the education industry. it helps us stay in touch with the latest trends and developments so we can bring them to you, but most importantly to interact with readers to find out what you think. there are many people fulfilling business management roles in schools on there, who have a lot to share; so it’s an amazing chance to interact with these people, share ideas and expertise.

Many educational suppliers are on twitter and cant wait to talk to you, they often display their latest deals and special offers, so it’s also a fantastic opportunity to nab a bargain for your school.

HOW DO I USE TWITTER? When you login, you are faced with a ‘feed’ that constantly updates with the information from the people you are following.

Followers: these are people who follow your tweets. Anyone can follow anyone else, though you can set it up so permission is required.

Retweet: if anyone that your following says something you want to share with your followers, click the retweet button, and it will be shown to your followers whether they follow that person or not. it’s a great way to share anything you think will be of use, and a good way to make connections. these are the basics to get started, the best way to learn is to have a go… if you have any questions, don’t hesitate to contact the techno Geek (technogeek@edexec.co.uk). n

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Feeling charitable?

UTIVE FORWARD THINKING FOR ACADEMIES, FEE-PAYING AND FREE SCHOOLS

Staying ahead of the competition

under the 2006 Charities act, independent schools are required to demonstrate that they offer benefits to a public beyond their own fee-paying pupils. the independent schools Council says the requirements to show how schools offer ‘public benefit’ are unfair, others say they don’t do enough. Julia dennison looks at the issue and its impact on schools

In an era of state-run independents, can private schools still compete?

A guide to fundraising

Quick tips on how to boost your school’s cash flow

Feeling charitable

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application process While the process of applying for charitable status itself is not overly arduous, actually getting it can be more of a challenge. Ever since the passage of the Charities Act 2006, schools have to prove they are of sufficient public benefit to achieve the status (previously being a provider of education was enough). This is where a recent legal case has come in between the Independent Schools Council (ISC) and the Charity Commission to determine just what criteria schools have to meet to prove they help the wider community.

Ever since 2006, offering a good amount of bursaries has, for the most part, been sufficient, but the Charity Commission has challenged this, saying schools should play more of a leading role in the local community – whether through leasing out their facilities for reduced rates, for example, or forming links with nearby state schools, like underachieving academies, perhaps.

Five ISC schools underwent ‘public benefit assessments’ by the Charity Commission between 2008 and 2009, with two of them requiring reassessment in 2010. While all five were ultimately given clean bills of health by the commission, the ISC has long expressed concerns that the commission’s actions were both based on an incorrect understanding of the law and were doing little to clarify just what charitable schools have to do to meet the commission’s public benefit test.

So the ISC sought a judicial review in hopes of achieving a definitive legal ruling on the subject. The judicial review was

heard in May of this year, together with a related application made by the Attorney General – which shows the ISC’s request is being taken seriously.

“Whatever the result, the fact the Attorney General felt the need to refer similar questions to the courts vindicates what we have been saying all along: that there are serious misgivings about the commission’s approach and a desperate need for legal clarity,” comments Matthew Burgess, deputy chief executive of the ISC. “Our claim is not special pleading by a privileged interest group trying to cling on to tax privileges; rather, it is a challenge to a regulator rewriting the law to suit its ideologies.” defining ‘public benefit’ This amorphous definition of ‘public benefit’ has left many private schools scratching their head about just what it is they have to do to meet charitable requirements. Some schools have even opted for non-profit status instead. Inter High Education is one. It runs two virtual schools on the internet – Inter High School, a private secondary school, and Academy21, a state school designed as an online resource for existing schools that need to educate their children off-site.

Inter High contemplated charitable status, but decided to settle on being a non-profitmaking company instead, to avoid setting up a board of trustees who might not all agree with their unique vision. “This means we’re VAT exempt and all the usual things that charities enjoy, but it means that we can maintain the direction we think it should head,” remembers school development officer Jacqueline Daniell.

Meanwhile, critics, such as Fiona Millar at the Local Schools Network, are adamant independent schools should be asked to do more than just supply funding for poorer pupils. “Bursaries, as they are currently constructed, should not justify charitable status,” she says. “Many do not cover the full fees and most are linked to academically selective tests more likely to favour the impoverished middle classes than the socially excluded poor.”

Millar says offering smart but poor pupils bursaries may also deprive state schools of the academic mix they need to thrive. “We should go much further and require more exacting eligibility criteria for bursaries, with no academic selection and a focus on the pupils in state schools most at risk of exclusion who might benefit from the smaller class sizes and extra resourcing that private schools can offer,” she suggests.

“State private partnerships should make a quantifiable impact on the performance of local state schools and on their most needy, rather than most able, pupils and there should be more rigorous methods of measuring that impact.”

There are serious misgivings about the commission’s approach and a desperate need for legal clarity

SEPT/OCT 2011

What does it take to be a charity these days?

hr and legal > Charitable status

ccording to government statistics, just over half of the UK’s independent schools have charitable status. The benefit of a school becoming a charity is predominantly monetary. Evidence from HM Revenue & Customs back in 2009 indicated that tax breaks received by independent schools registered as charities is worth approximately £100m a year. This money, in most cases, is put back into the school to be put towards often much-needed improvements, whether it be upgrading the ICT facilities or hiring a new teacher.

There are other benefits to charity status, according to Emma Ladd, an associate solicitor at Stevendrake Solicitors in Crawley. “People see you as less of a moneymaking exercise [if you’re a charity],” she says. “With most independent schools you’re talking about a fairly substantial outlay for most parents and a lot of them want to have that reassurance that this money isn’t just going into anybody’s pocket, but being used for the benefit of the school generally and the charitable status helps to give them that reassurance.” (See box out for a full list of benefits.)

28 independent exeCutive | aug/sept 2011

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When the ISC responded to the Charity Commission’s consultations on its draft guidance two years ago, it prefaced its response by placing on record its concerns that ‘the current direction of travel of the Charity Commission inevitably places it on a collision course, not just with eminent charity lawyers but, more importantly, with thousands of charities that have no option but to recover the costs of the services they provide through levying fees … when so many charities are affected by legal uncertainty, it is incumbent on the Charity Commission as their regulator to pause and give proper consideration to final guidance, with a view to bridging differences of opinion and reaching the broadest possible consensus on what “public benefit” really means.’ The Charity Commission rejected the call at that point, hence the ISC’s move to a judicial review. plans put on hold As we go to press, the ISC and many independent schools await the final guidance regarding charitable status. A decision on the Attorney General’s reference has not yet been made by the Tax and Chancery Chamber of the Upper Tribunal, however even without that reference, the Charity Commission plans to review its guidance because of the potential effect it could have on more than just independent school charities.

The Charity Commission told the Upper Tribunal in May that trustees of fee-charging private schools are “not expected to do the impossible” and would have their individual circumstances taken into account when their public benefit is assessed. “From a lawyer’s point of view, this is too nebulous to be of any help,” comments Ladd. “Hopefully the guidance will reflect that other forms of benefit can be given without necessarily being in the form of bursaries – and you don’t have to give up, say, 20% of your income to maintain charitable status.”

If nothing else, the ISC is confident that this time it will be taken seriously. “We can now be certain that the next stage in the saga will deliver definitive and accurate guidance to an area currently bereft,” comments Burgess. For the schools wishing to apply for charitable status as we write, the general advice is wait for the feedback and in the meantime, keep a record of all activities that could be construed as public benefit – you never know what will come in handy. 

benefits of becoming a charity • • • • • •

exemption from the payment of income and corporation tax eligibility to receive charitable donations parents, supporters and companies eligibility to apply to grant-making charitable trusts ability to apply for gift aid promotes the message that your organisation is working for the benefit of others establishes a clear set of rules by which your organisation must work.

independent exeCutive | aug/sept 2011 29

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