Navigate the tax maze
The latest VAT on fees position
Transform data into fundraising diamonds
Generate funds for your school effectively
What’s next for inspections Are they adding value to schools?
New government, new rights
Main proposals of the Employment Rights Bill
Chief executive
Alex Dampier
Chief operating officer
Sarah Hyman
Editor Ian Allsop ian.allsop@nexusgroup.co.uk
Reporter and subeditor Charles Wheeldon charles.wheeldon@nexusgroup.co.uk
Head of content
David Farbrother
Advertising & event sales dirtector Caroline Bowern 07974 643 292
Publisher Harry Hyman
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Independent School Management is published six times a year by Investor Publishing Ltd. ISSN 2976-6028 © Investor Publishing Limited 2024
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4-6 News in brief
7 Under pressure
Steps for coping with high-stakes environments
8-10 Ride out the storm
Financial sustainability in a turbulent operating environment
11-15 Use data to drive decisions
Transformation of the M&A landscape
16-17 Achieve financial sustainability
Navigate challenges and build resistance
18-20 Workforce planning requires care
Key considerations when restructuring
21 Engage with local communities
Enhance your school’s value through outreach and connection
22-23 Navigate the tax maze
The latest VAT on fees position
24 Best bank deposit rates
25 Merger watch
26-27 New government, new rights
Main proposals of the Employment Rights Bill
28-29 Transform data into fundraising diamonds
Generate funds for your school effectively
30-31 Create maximum value
Planning regulations to follow when pursuing revenue initiatives
32-33 Action plan for a green future
GDST’s group-wide sustainability initiatives
34-35 Stand out from the crowd
Position your nursery as the appealing choice
36-37 What’s next for inspections
Are they adding value to schools?
38-39 Intelligent thinking
The future of artificial intelligence in education
40-41 Keep you school safe from fire
A new fire incident response app
42-43 Climate resilient schools
Adapt your school estate
43 Visa rules for overseas pupils
Options for international families
44-45 People moves
46-47 Leading a ‘have a go’ school
Interview with the headmaster of King’s Hawford
Ialways start a new year resolving to be more positive. As such, I had hoped to muse over something other than VAT for the first Independent School Management issue of 2025. However, it looms over all aspects of private school management so ignoring it would be as unrealistic as me sticking to a well-intentioned gym schedule.
But I am hoping to try and see the bright side of the situation. With that in mind, one way of looking at the VAT on independent school fees policy/saga/ furore/debacle (delete as appropriate) is that I can’t remember a time when the sector has had so much coverage in the mainstream media. If the old “there’s no such thing as bad publicity” adage truly held firm, the amount of free PR independent schools have had recently would be incalculable.
Whereas in the past the most usual reason why an independent school would be splashed over the papers would be if there was some sort of scandal (often reported by linking said school to the name of a famous celebrity who was once a pupil), now the press and commentators are falling over themselves to extol the virtues of the principle of privately paid-foreducation. Every day it seems that there is a tale of yet another establishment sadly announcing that it will soon have to lock its doors. The causes cited for these imminent closures are not always directly attributed to VAT, but are certainly linked to the fact that the 20% levy has exacerbated existing financial challenges to the degree that they cannot continue to operate.
It’s hard to keep up with the closures that have already been flagged since 1 January (perhaps we should set up a tracker) but the reality is that schools have always closed down, for various reasons, but they would never have had such wide coverage for doing so pre-VAT. At times it has almost seemed as if such unfortunate announcements have been trumpeted with a degree of glee, because they prove a point about just how evil the Starmer government is. Is there a real concern about the children whose education will be disrupted or
is it a convenient weapon with which to attack the government? Yes, the policy is definitely more ideological than financially pragmatic, but there’s also a different ideology underlying the arguments of some who attack it on those terms.
Schools need to, if they haven’t already, take practical steps to consider their financial sustainability. At the risk of repeating myself, using VAT as an excuse when a school fails is in itself not sustainable. Futureproofing is most definitely the watchword here.
Futureproofing may seem like one of those fancy new-fangled consultantbabble jargon terms to explain a concept that was already defined and understood, but it has in fact been around since the 1980s. While initially applicable to the means by which software or computers were designed to ensure they could still be used in the future, even when technology changed, it has increasingly been utilised as a more general verb –the process of anticipating the future and developing methods of minimising the effects of shocks and stresses of future events. (Whether futureproofing as a word will survive in the lexicon is an etymological debate that I will park for now).
So, in some ways, futureproofing the stable door with regards to containing the VAT horse may already be too late but that doesn’t mean there aren’t sensible and practical steps that senior management in independent schools can take to increase the chances of viability. David Woodgate’s article on page 8 is an excellent starting point, while other advisors provide their expertise on a range of areas to help proof the future on the pages that follow.
It’s not unusual to hear the quip “at least the lawyers will do well out of this” whenever controversial legislation is introduced. And the VAT policy has certainly brought about some tantalising legal action on various grounds.
Some Christian schools have launched a judicial review, arguing it breaches pupils’ right to religious freedom as “heavy secularisation of state schools” means that children would not be taught
in line with their families’ Christian beliefs.
In January, the High Court decided to fast-track an appeal by six parents, supported by the Independent Schools Council, against “Labour's VAT raid”. The parents' barrister Lord Pannick (a highly appropriate name) argued that it was a breach of human rights and called for the legal action to be speeded up, as parents needed certainty.
At the same hearing, it was agreed that the ISC’s case would be joined with the separate case being brought by Education Not Discrimination, where two parents, both solo carers for children and on very limited incomes, argue that a private education has proved vital for the welfare of their children, who have special needs and have struggled in mainstream education. A crowdfunder for this has already reached £192,225 of its £350,000 target from 6,067 pledges.
Despite the “fast-tracking”, however, no date has yet been set for a hearing and as a futureproofing strategy, hoping that British justice will somehow help overturn the VAT policy is not one to be recommended. Although it will be fascinating to see how it plays out.
Ian Allsop Editor, Independent School Management
Outcomes First Group has acquired five schools from Chatsworth Schools group, and established non-selective independent schools group ‘Blenheim Schools’.
Blenheim Schools includes four UK schools (Beech Hall School, Macclesfield; Pattison; Hall School Wimbledon; and the London Acorn School). The fifth school, also called Beech Hall School, is based in Riyadh, Saudi Arabia –marking Outcome First Group’s debut international venture.
The aim of the Blenheim division is to create a group of non-selective independent schools offering education tailored to individual pupils’ needs, learning styles and aspirations.
Anita Gleave, founder and chief executive of Chatsworth Schools will be joining Blenheim Schools alongside other members of the Chatsworth Schools central leadership team. Gleave will support Blenheim Schools International operations and new opportunities overseas.
Outcomes First Group is an established player in creating personalised education for SEND students through its Acorn Education and Options Autism divisions. It also works with more than 500 mainstream schools through Momenta Connect.
Witherslack Group, a provider of specialist education and care for children and young people, has purchased Felden Lodge in Hemel Hempstead, Hertfordshire, for £5.25 million.
Felden Lodge is an 18.55-acre property that has been The Boys’ Brigade’s training centre in England for more than 70 years.
Witherslack Group operates a network of schools and children’s homes across the UK, and plans to transform Felden Lodge into a special educational needs school with specialist facilities.
The property consists of five buildings. The main house has 27 bedrooms, a
lounge, dining room, five meeting rooms, office space and a chapel. There is a purpose-built accommodation block, a fully equipped kitchen and dining/lounge area, and an activity hall. The property also includes a multifunctional sports hall with changing facilities, a dance studio, and outdoor sports amenities including a hard tennis court and grass playing fields.
Property consultancy Knight Frank facilitated the sale.
Godolphin, which opened in 1784, is forming a partnership with Chafyn Grove under the United Learning Group. The announcement comes as Chafyn Grove also announced it is joining the United Learning group, which Godolphin is already a part of. The two schools will now enter into a partnership, with Godolphin’s prep school closing, and its pupils being offered places at Chafyn Grove. All Chafyn Grove pupils will also automatically be entitled to a place at Godolphin.
Loughborough Amherst and Maidwell Hall schools plan to close due to financial challenges, including the introduction of VAT on school fees.
Loughborough Amherst School in Leicestershire has informed parents of 284 pupils it is proposing to close permanently at the end of the academic year on 4 July. Loughborough Schools Foundation, which runs the coeducational Catholic school, said a final decision would be made following a staff consultation, which is expected to end in March.
In a letter to parents, Roger Harrison, the foundation’s chair of governors, wrote: “Despite significant financial support and sustained efforts to grow pupil numbers, the school has been unable to sustain a surplus throughout its 10 years.
“We face a situation now in which operating costs continue to rise, further exacerbated by the recent Autumn Budget announcements.”
Harrison said if the closure was confirmed, more than 80% of the pupils would be offered a place at one of the other schools within the foundation.
Meanwhile Maidwell Hall School, near Market Harborough in Northamptonshire has also confirmed it will close. The school has hit out at the “unrelenting” economic pressures it is facing. The school, which is part of the Uppingham Group of Schools, has said the government’s introduction of VAT on school fees in the autumn Budget is one of the reasons why it can no longer operate.
Barbara Matthews, chair of trustees at
the school, also said the trend towards parents choosing to send their children to school as day pupils rather than boarders had also forced the trustees to “recognise that the economic consequence was unavoidable”.
Immanuel College Prep School, a private Jewish primary school in Bushey, Hertfordshire, is to close at the end of the academic year, Conservative Post has reported.
The school has entered a consultation on its closure, with findings expected early next year.
Pupils moving into Years 1 to 5 next autumn will be offered places at Kerem School, a Jewish primary school in Hampstead Garden Suburb, Northeast London. Current Year 5 pupils will complete their final year at the senior branch of Immanuel College.
In a statement, Immanuel College and Kerem School said: “The introduction of VAT on fees, in addition to the increase in National Insurance and Teachers’ Pension Scheme costs and the removal of business rates relief, has had a significant impact across the independent schools sector.”
Daniel Levy, chairman of governors at Immanuel College, said: “The past five years, starting with Covid, through the period of high inflation and now with the addition of VAT to school fees, has created unprecedented financial pressures across our sector.”
Inspired Learning Group is acquiring Eton End School, in Datchet, Berkshire, an independent preparatory coeducational day school which caters to children aged two to 11.
The school was established in 1936 by Frances Johnstone at the request of Eton College masters.
Inspired Learning Group comprises 27 independent schools and nurseries educating more than 3,300 pupils across the UK.
Eton End School’s interim head Sarah Bond said: “Being welcomed into this group ensures a bright and secure future for our children, staff and community. This partnership not only safeguards the unique values and traditions we hold dear but also brings exciting opportunities for growth and innovation. I look forward to working together with the team at ILG to build on our strengths and provide the very best education for our children.”
Downing-backed Bridges Care and Education (BCE), which trades under the name Spaghetti Bridge, is opening Valley Bridge, a new independent day and SEND school in Gloucester.
Downing has invested £10.9 million to fund BCE’s acquisition and refurbishment of the school, which will provide education services for children with a range of learning needs, including social, emotional and mental health difficulties, autistic spectrum conditions including Asperger’s syndrome and associated complex needs.
All pupils attending the schools will have an Educational Health Care Plan and will be provided with additional support connected to their individual needs.
Downing has now opened eight schools with BCE located in Paignton, Taunton, Yeovil, Cricklade, Yelverton and Plymouth. An additional two sites are due to be completed soon.
Downing’s investment director Torsten Mack said: “We are delighted to continue to support BCE with the opening of its eighth school marking the latest stage in their growth journey. This strengthens its position as one of the leading providers of specialist education in southern England. There is a growing need for SEND schools and BCE management continues to focus on filling this gap by opening high-quality schools with Downing’s support.”
Research published by the Sutton Trust has revealed that top-selling musicians are six times more likely than the public to have attended private schools (43% versus 7%). And BAFTA-nominated actors are five times more likely to have done so (35% versus 7%).
Privately educated students represent over half of music students at the most prestigious conservatoires and 43% of top classical musicians attended an independent school.
The Royal Academy of Music (60%), Royal College of Music (56%), Durham
(48%), Kings College London (46%) and Bath (42%) all have high proportions of privately educated students studying creative subjects. All of these institutions have higher proportions of privately educated creative students than Oxbridge (32%).
Carrdus School in Banbury, Oxfordshire, a co-educational prep school for threeto-11-year-olds in Banbury, Oxfordshire, owned by girls’ school Tudor Hall, will close in the spring if it cannot find a buyer, the Daily Mail has reported.
In a letter to parents, chair of governors Alison Darling said falling numbers of pupils caused by VAT on school frees plus the hike in employers’ National Insurance mean Tudor Hall can no longer afford to finance the school.
Darling told parents: “You will know only too well that the introduction of VAT on independent school fees has put a great deal of pressure on parents and schools.
“Despite the support of our professional associations in lobbying the government in recent months, the government has not responded to the call to reconsider its policy nor, even, to delay implementation until September 2025.”
Braeside School in Loughton, Essex, part of The Oak-Tree Group of Schools, is closing in the summer.
Braeside is an all-through independent day school for girls and boys aged from two-and-a half to 16.
The site has been earmarked for development, with pupils and staff being transferred to other Oak-Tree Group schools.
The news was revealed in a letter from The Oak-Tree Group of Schools’ group managing principal Matthew Hagger.
The letter states: “Braeside has been operating in leased premises since the founder placed the site in a Trust in 1972. Since she died in 1985, the Trust has been administered by a local legal practice. When we acquired the Braeside business in September 2015 we were unable to purchase the freehold so we took over the long-standing lease.”
Durham High School, an independent day school for girls aged between three and 18, is be operated by a newly created company, Durham Education, part of the Ruthin Education Group, the Northumberland Gazette has reported.
The partnership has been made possible with an investment from Shangmei Gao, an educationalist and philanthropist and the founder of the Jiangsu Huai’an education group in China. In 2023 Gao acquired Ruthin School in North Wales.
Durham High School’s chair of governors Helen McMillan said there’s no change to the operation of the school, and
for pupils it will be “business as usual”.
She added: “The governors believe, in the light of challenging times, this will secure the school’s future. Ms Gao’s philanthropic nature and vision for UK education has resulted in the successful establishment and expansion of Ruthin Education, and we’re delighted to be a part of that expansion.”
Greenfield School in Woking in Surrey, which was given a £13.3 million loan by the now bankrupt Woking Borough Council, say it does “not currently have funds” to fully repay its debt, Surrey Life has reported.
The council stated that £2.4 million of the loan is due to mature later this month, adding “however, the school may not be in a position to do this”.
The loan to the school has been referred to in the Grant Thornton Public Interest Report, which looked into how Woking council went bankrupt.
A council paper reads: “This is a legacy arrangement and the council has to take the most appropriate action available to it to protect the public interest against the background of the position it has inherited.
Options available to the school include the sales of properties, but council documents state that the “arrangements around this are complicated” and could take about two years to go through, if at all. Another option for the council is to take over Greenfield assets.
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Mike Buchanan lists five steps to help cope with a high-stakes environment
Here is some basic physics which I am sure you will recognise: pressure = force/area. So, the greater the force, the higher the pressure and the smaller the area the force acts on, the higher the pressure. Increase the force and, simultaneously, decrease the area and you are heading for trouble. This is why I don’t often wear stiletto heels!
But this is exactly what we, headteachers, teachers and parents, often do in the run-up to exams and it’s increasingly what our pupils feel generally about their school lives. Their perception is that the force exerted by well-meaning parents and teachers ramps up and is focused on a narrower and narrower area – them and their work ethic.
And so it is for school leaders as well. This is a time of increased pressure on them with the uncertainty over the consequences of VAT and other externally imposed forces, so transference is something you may need to manage.
Transference is when a person (that is, you) unconsciously redirects feelings and attitudes from yourself to another person. For example, if you are feeling the pressure of leadership, you may impose that on others around you.
In our high-stakes environment, pressure is an ever-present force. As school leaders, it’s crucial to understand how to manage this pressure, not only for ourselves but also for our staff and students. Drawing inspiration from the ‘Action for Happiness’ movement, here are five steps to help contain and manage pressure effectively:
“Transference is when a person (that is, you) unconsciously redirects feelings and attitudes from yourself
to another person.”
Mindfulness and meditation are powerful tools that can help reduce stress and improve overall wellbeing. Encouraging pupils, teachers, and parents to incorporate mindfulness practices into their daily routines can create a more relaxed and focused school environment. Schools have successfully integrated mindfulness into their culture, demonstrating its benefits in reducing anxiety and improving concentration.
Creating an open dialogue about mental health is essential. Treating mental health with the same importance as physical health helps to remove the stigma associated with mental illness. By fostering an environment where you, pupils and staff feel comfortable discussing mental health, you can provide the support needed to thrive. This approach aligns with the Action for Happiness belief in the importance of emotional wellbeing.
Balance is key to managing pressure. Encourage students and your colleagues to balance their academic responsibilities with adequate sleep, exercise and relaxation. Lead by example. Research shows that work without sufficient rest and relaxation can be counterproductive. By promoting a balanced lifestyle, we can help students and colleagues perform better and maintain their mental health.
Sometimes, the best way to support someone under pressure is simply to listen. Pupils often feel the weight of expectations from parents and teachers. By actively listening to their concerns and providing a supportive ear, we can help alleviate some of this pressure. Remember, most pupils are already aware of the expectations placed on them; they need reassurance and understanding more
“In our high-stakes environment, pressure is an everpresent force.”
than reminders of their responsibilities. Crucially, who listens to you?
It’s important to recognise and celebrate the effort pupils and colleagues put into their work, not just their achievements. This approach can help reduce the pressure to perform and encourage growth. By praising effort as much as achievement, we reinforce the value of hard work and perseverance, which are crucial for long-term success. By implementing these steps, school leaders can create a supportive and balanced environment that helps pupils and staff manage pressure effectively. By adopting these practices, school leaders benefit themselves. The principles of Action for Happiness remind us that wellbeing should be at the heart of our educational practices, fostering a happier and more productive school community, and should not be lost at times of heightened pressure.
Mike Buchanan is the founder of PositvelyLeading.co.uk
David
Woodgate shares some tips for financial sustainability in a turbulent operating environment
Senior business leaders in independent schools are grappling with a quadruple whammy of financial shocks. Teachers’ Pension Scheme (TPS) employer contributions went up to nearly 29% in April last year and VAT on school fees was introduced in the middle of an academic year with little time for parents, schools and, indeed, HMRC to prepare for this fundamental change from the beginning of January. Mandatory Business Rate Relief (MBRR) for charitable schools in England will be abolished from April this year and, in common with most other businesses in the economy, changes in the National Insurance rates and the drop in the threshold will have a material impact in schools (where typically 60-70% of overheads are staff costs). The changes in NI will add around 2.4% to staff costs which are also affected by the increase in the National Minimum Wage (which in turn exerts upward pressure on salary bandings).
Add to this a falling birth rate, and the impact of the lag effect on pupil numbers (and hence on income) resulting from the cost of living crisis and from the general concerns of many parents about the affordability of school fees with VAT added. In the short term, some schools have been able to absorb these costs, but many have had no option other than to pass on some or all of the additional costs to parents, which will inevitably affect parental confidence.
Against this background, bursars and finance directors will inevitably be revisiting their financial forecasts yet again. Of course, scenario planning
“Bursars and finance directors will inevitably be revisiting their financial forecasts yet again.”
and sensitivity analyses will have been undertaken over the past couple of years, but these will need to be challenged in view of the haste with which the VAT and MBRR changes have been introduced. Cost bases have been under scrutiny but are now being re-examined. For instance, a medium-sized school reported to the Independent Schools Bursars Association this week that it will have no option other than to consider up to 25 redundancies across all areas of the school in response to financial pressures. Inevitably, schools will be forced to consider closure. Already in just the first couple of weeks of 2025, the demise of five prep schools has been announced.
So the watchword is futureproofing – ensuring that schools are fit for the future financially in a rapidly evolving and turbulent business environment. What tools, tactics and strategies can help hard pressed finance functions in schools face up to these financial challenges and ensure survival?
In the past, the independent education sector has generally not been data driven. This is changing rapidly with schools bringing in greater precision in financial planning and forecasting, in monitoring financial performance through all organisation key performance indicators (fewer than 10) and a robust challenge process of monthly management accounts at finance committees, developing ‘what-if’ scenarios to try and measure the possible impact of different financial variables and shocks – and using this to derive strategic and tactical options and generally becoming more business-focused at board level.
However, there remain schools where work can be done to improve financial reporting and planning and enhance financial oversight. This is particularly true of risk management – the identification, assessment, monitoring and mitigation via a robust risk register is strong in many schools but remains a weakness in others. It is an area to which further attention
“The
watchword is futureproofing –ensuring that schools are fit for the future financially in a rapidly evolving and turbulent business environment.”
needs to be given as part of a successful futureproofing agenda. In the current climate, risk needs to be a standing item at finance committees and full board meetings to ensure agile responses to external factors.
Ownership of risk is critical at all senior levels of the school – be it the bursar, head and senior leadership team, or the board. The levels of risk need to be clear; there may be strategic threats where schools have less room to manoeuvre, but which will affect the operation and profitability of the school. There are risks at the operational and tactical levels which will be in the full control of the school, and which can also adversely affect the operation of the school and its viability if not properly mitigated. Future government policies and actions remain an unknown quantity, but it’s essential that schools try and model their likely operating environment over the short and medium term.
A five-year forecast, and its underpinning assumptions which are regularly updated, is essential. If the fiveyear forecast is read along with a 24-month rolling cash flow then a more complete understanding of the school’s financial performance in current terms, and the near and medium future, will be achieved by boards, senior leadership teams and finance staff.
First, it is likely that there will remain considerable economic uncertainty over the next few years. There is no consensus among forecasters on the likely levels of interest rates and inflation and other factors which will impact directly on schools, while geopolitical uncertainties remain. Growth in the economy is likely to remain subdued – in its October 2024 economic and fiscal outlook, the Office for Budget Responsibility GDP growth forecast was 1.1% in 2024 and 2% in 2025, whereas the Treasury’s December 2024
survey of independent forecasters showed an average forecast of 0.9% for 2024 and 1.3% for 2025.
The impact of government policy such as workplace reforms needs to be assessed; energy costs are another potential area of instability and the need to budget for and implement measures to meet the carbon net zero agenda and greening and sustainability initiatives need to be considered.
The impact of the tax changes may not be felt immediately as parents may continue to make sacrifices to keep their children in independent schools until a key stage, when financial drivers will inevitably mean that they will have to consider withdrawing their children. Critical dates are March and April this year when it should become clearer how many pupils are likely to be lost at the end of the summer term and, of course, recruitment for September this year is in sharp focus. The recruitment pipeline must be systematically monitored.
Confidence about the economy and the employment market will affect the
decision to buy independent education, which is a long-term commitment and one where parents want to be as confident as they can be that the economic prospects of the country support a mediumterm financial commitment. As part of futureproofing strategies, schools should be collecting more data on the likely pattern of parental buying behaviour in a changing world: will parents still commit to all-through education or will they become more selective and only buy certain stages of independent education? Will they ‘trade down’ to schools they consider to be more cost effective? Consultants are available to support schools in getting enhanced data down to postcode and even individual street level with schools increasingly using such data to inform planning decisions. Parents are also increasingly likely to seek reassurance that the school will remain financially viable throughout the time their children are in attendance.
For those schools still with staff in the TPS, the actuarial review process starts again in February this year, with
2027 seeing the next change in rates of employer contributions. This could theoretically be downwards but in the light of current economic prospects, it’s reasonable to predict a further increase. TPS contributions are a controllable cost and in a fundamentally changed business environment, schools should at least consider whether they should consult to offer alternative pension arrangements. The TPS annual report and accounts should be monitored to assess realistically the potential risk posed by its funding requirements in 2027 and beyond. Returning to the VAT issue, schools will be uncomfortably aware that this is a self-assessed tax and that the guidance on which the tax must be assessed has been less than complete in the first stages of imposition. This situation is gradually improving, but it will remain a risk that HMRC may seek to challenge some of the VAT decisions made by schools, and this could have consequences for both school finances and reputations.
Arguably, futureproofing depends on three factors:
• Having a product that parents want to access so their children can benefit from a broad high-quality education.
• Providing that education at a price parents can afford for the five, seven or ten years that their children are at school, and
• Ensuring that the school is financially stable, with a prudent, pupil-centric set of financial policies and forecasts that will ensure the school’s attractiveness to parents and its continued success as a business.
A balance must be found between the quality and breadth of education that parents demand within the price range they can afford. This means that all aspects of operational costs must be challenged and may, for instance, necessitate changes to class sizes and teacher utilisation,
numbers of staff, a scaling back of development plans, or the revision of the curriculum to remove minority subjects based on a cost/benefit analysis.
One of the ways of tackling this issue is to use a technique known as zero-based budgeting. This starts from a blank sheet of paper with every cost centre being challenged objectively and only including, in the resultant budget, spend which is essential for the delivery of high-quality education. This will mean that ‘nice to have’ spending will be removed. There is an obvious danger, however, which is that some of the ‘nice to have’ areas are those which attract parents, so a realistic assessment process is required. This debate on how the cost base should be shaped for the foreseeable future, considering sensible ‘worst case’ assessments of the likely financial changes. will require considerable thought and research-based input from both boards of governors and the senior leadership team. The aim is obvious – the school needs to achieve the minimum spend and the maximum quality outputs for the pupils. While these debates are being progressed within the school there must be no drop in the quality of marketing or communications to current and future parents, staff, alumni and other stakeholders. This links back to the first point where parents must ‘want’ to be part of the school community. To achieve that they must have faith in it, its reputation and its product. That can only be delivered by regular thoughtful and engaging communication, and effective and targeted marketing.
In this article, it has only been possible to concentrate on the cost side of the profit and loss account. There is room for innovation on the income side and the development of non-fee income where there are many opportunities for commercially minded schools. Suffice it to say, now is probably not the time to be cutting marketing budgets. There is a need for a greater focus on marketing propositions with better differentiation of the offer from each individual school. There are too many ‘copy cat’ marketing
“A five-year forecast, and its underpinning assumptions which are regularly updated, is essential.”
strategies where a given school merely mirrors the marketing approach of competitors. A changed approach to marketing, underpinned by robust data, and greater precision in defining what the school stands for is a critical success factor in recruiting and retaining pupils.
A further option is to consider whether now is the time for the school actively to pursue a merger with another charitable institution or, potentially, sale of the school to a for-profit group. This is a growing area of activity and should be considered as part of a futureproofing approach.
Futureproofing is a critical part of developing an efficient and effective business model. As schools face up to the current economic, political, demographic and societal changes, there is real opportunity to look at how things can be done better and to embed a culture of continuous improvement of business processes and challenge of financial planning and reporting. A sector going through rapid evolution provides opportunities for new ways of thinking and creativity in the way in which it manages itself operationally which underpins a futureproofing culture. Bursars, heads and governors will need to take brave, indeed visionary, decisions about how they deliver independent education, but those schools which are able to evolve will no doubt be able to grasp the opportunities which come with such rapid change.
David Woodgate is chief executive of the Independent Schools’ Bursars Association
Duncan Murphy, director of education and strategy at MTM Consulting, explains how catchment and socioeconomic data could transforming the merger and acquisition landscape
The UK independent schools’ sector has long been a cornerstone of excellence in education, renowned for its ability to deliver bespoke learning experiences that cater to diverse pupil needs. However, shifting economic pressures, changing demographics and increased competition have ushered in a new era of strategic manoeuvring. One of the most significant trends shaping the sector is the growing reliance on catchment and socioeconomic data in the merger and acquisition market.
As school leaders, investors and education groups navigate the complexities of potential consolidation, they are emulating the commercial sector by understanding that the provision of a statistical layer of data-driven insight is indispensable. From identifying suitable growth opportunities to mitigating risk, the unerring influence of accurate catchment and socioeconomic data is playing a pivotal role in reshaping the future of independent education.
Independent schools in the UK are facing a host of challenges. Rising operational costs, teacher salary and pension inflation, as well as increased regulatory scrutiny have added financial strain. At the same time, affordability concerns among parents, coupled with VAT on school fees, enhanced NI employer contributions and loss of business rate relief, have forced many schools to rethink their sustainability in the current climate and further evaluate their value proposition.
It’s worth noting that while there are, at a glance, healthy numbers of children in our independent schools, the overall market share is representative of just 6.6% – and this statistic is one that the sector as a whole should seek to address more substantively in terms of collective advocacy for a more universal value proposition.
In response to the major economic headwinds, M&A activity within the sector has surged as schools seek
partnerships, acquisitions or group affiliations to achieve economies of scale and secure their long-term viability. However, the success of these transactions increasingly hinges on the procurement of accurate and contextually nuanced data to preface the important personal determination of cultural synergies.
Catchment data, which outlines the geographic areas from which schools typically draw their pupils, has become a critical factor in the M&A market. It provides insight into the demand dynamics surrounding a school and helps stakeholders assess the sustainability of enrolment figures.
1. Understanding enrolment potential
Catchment data allows schools and investors to evaluate whether a school’s location can sustain or grow its pupil base. For instance, if a school draws heavily from areas with declining birth rates or an ageing population, its future enrolment prospects may be limited. Conversely, schools located in growing areas with an influx of young, affluent families can be more attractive acquisition targets due to the potential for measured growth in the medium term. There are very distinctive factors that will need to be taken into consideration when approaching urban schools as opposed
“M&A activity within the sector has surged as schools seek partnerships, acquisitions or group affiliations to achieve economies of scale and secure their long-term viability.”
to rural schools, for example, which a data-driven approach can assess from a desktop perspective before wasting a disproportionate amount of time and money in pursuit of a false dawn.
By analysing catchment data, stakeholders can identify overlapping travel-time zones with competing schools, both from the independent or maintained sectors. This is particularly important in densely populated urban areas where parents have multiple choices for their children. If a prospective merger involves two schools with similar catchments and socioeconomic profile of typical families, the transaction may risk cannibalising student enrolments rather than expanding market share unless there is a very clear divergence in the academic offer or price-point – or, as an emergent trend is already showing in the domestic market, there is a longer-term desire to realise the asset of one school in order to
“If a school draws heavily from areas with declining birth rates or an ageing population, its future enrolment prospects may be limited.”
enhance the overall provision and fiscal sustainability of the other.
3.
The availability of transport links and ease of access can significantly influence a school’s attractiveness within its catchment. Data on commuting times and public transport options helps acquirers evaluate whether a school’s catchment area can be expanded effectively through improved transport strategies. This would be especially relevant for the acquisition of a standalone prep school, for example, that possessed the ingredients for a potential expansion in age range up to 16-plus and
was situated close to a mainline railway station in order to expedite links for older pupils who may be willing to travel independently, and from further afield, in order to reach the school.
Socioeconomic data provides a deeper layer of analysis, offering insight into the financial and demographic characteristics of families within a school’s catchment area. This data is instrumental in forecasting revenue potential and aligning pricing strategies. In the light of VAT on fees, the full impact of which is yet to be fully understood, a careful study of fee elasticity is an essential piece of due diligence. Not only will it be a sensible component of a ‘sales package’ for schools which are looking to be acquired, but the report findings should be carefully stress-tested by experts in their field on behalf of the acquirer in order to ensure their veracity. It is construed that the true fallout from VAT being applied to fees will be felt not only at the present time by falling numbers of registrations from prospective families but more pertinently in approximately 18 months’ time when current parents will more accurately assess the financial position set against their child reaching a natural exit point for a cheaper,
“The availability of transport links and ease of access can significantly influence a school’s attractiveness within its catchment.”
or free, alternative mode of education. Consequently, it is worth revisiting the importance of an effective ‘sales funnel’ with those responsible for its delivery and execution so that agreed targets can be set, tracked and reviewed in order to maximise every possible opportunity in a diminishing market.
1. Income levels and fee affordability
Independent education remains a significant financial commitment for families. A thorough analysis of income levels within a set catchment area will help assess whether the local population can sustain current fee levels or absorb potential increases. Interestingly, MTM research estimates that a 10% change in fees will typically induce a 4.4% reduction in enrolment; furthermore, a 15% shift in pricing would probably lead to a 6.6% contraction. While there are natural variances between the statistics for individual schools and indeed geographical areas across the country, the effective modelling for a fee pricing strategy set against projected revenue should be a key determinant in the armoury of every school. It is unsurprising that schools in affluent areas with evidence of high disposable incomes are naturally very appealing in the M&A market – but they either rarely come up or command a hugely competitive process when they do. This is where the procurement of a resourceful M&A agent working ‘on the ground’ can be the difference between acquirers getting around the table with
a prospective target or reading about its acquisition by a competitor a few months down the line.
When MTM undertakes a project of this nature, we work on an evidence-based assumption of four kinds of independent school stereotype users. Nominally, these are:
• Superstreets.
• High roads.
• Aspirational areas.
• Low roads.
Typically, a school that can boast a higher proportion of superstreets ‘new money’ and high roads ‘older money’ families will be more resilient to the whims of the wider economy simply because they will either be less directly affected by the political climate or more culturally attuned to the value proposition of an independent education. The first demographic is a component of parents who will be broadly recognisable to many schools in Central London, the Southeast or other affluent urban areas. Often firsttime buyers of an independent education, their level of wealth means they are impervious to the fluctuations of fees but they are unequivocally demanding in their pursuit of wraparound care and top-notch facilities on top of a strong academic and co-curricular offer.
The second predominant type of independent school buyer is the traditional customer base upon whom the foundations of a resilient business model are constructed; these are parents who were probably schooled in the sector themselves and aspire to give their offspring the same quality of education that they enjoyed. Although they are the most likely source of minor complaints about food or parking, they are ultimately the most loyal independent school families and will tend to make financial sacrifices across any other mode of living before contemplating withdrawal of their child from the sector. The latest developments with VAT will begin to affect the wherewithal of some of these families to commit more than one or two children through the system and there will be a greater determination about which entry point to start them at.
Predictably, the third cohort of independent school families, termed ‘aspirational areas’, are typically dualincome families who tend to send their child to an independent school either as a ‘crammer for grammar’ or for pastoral or SEND provision. Ironically, it is this demographic that will be hardest hit by the VAT policy and the well-publicised migration of pupils back into the maintained sector will come almost entirely from it. By contrast, although
the final group of independent school users may have the least amount of disposable income, they are likely to be less affected by the prevailing economic headwinds; this is because they receive significant assistance with fees either by means of a generous bursary or because someone else, often a grandparent or other relation, pays the fees on their behalf.
Socioeconomic data can reveal nuanced trends such as the proportion of families with school-aged children, ethnic diversity, and educational aspirations. For example, areas with high proportions of professionals and business owners often prioritise private education as they can see the value in its offer more than others,
“Socioeconomic data can reveal nuanced trends such as the proportion of families with school-aged children, ethnic diversity, and educational aspirations.”
thereby making these catchments more viable for independent schools and their ongoing longevity.
The economic stability of a region is also crucial. Data on employment rates, property values, and growth industries can indicate whether a catchment area is likely to remain a strong market for independent education or if it is more vulnerable to economic downturns. Detailed postcode analysis, combined with network expertise and stakeholder engagement, will go a long way to better understanding the nature of the immediate audience to whom a school needs to pitch, whether its offer is still relevant, and how it might need to adapt sensibly in order to mitigate the unpalatable prospect of falling numbers and rising costs.
The integration of catchment and socioeconomic data has already proved its worth in several high-profile transactions within the independent schools sector. At MTM, we specialise in the development and project-management of an achievable, effective M&A strategy for individual schools, charitable trusts, for-profit groups and investors. Due to the confidential nature of this work, it’s not feasible to
outline bespoke examples, but three types of construct are referenced below as exemplars.
An education group seeking to acquire a cluster of schools in a specific region used catchment and socioeconomic data to identify areas at a street level within certain postcodes to determine unmet demand for independent education. By targeting schools in regions with growing populations and limited competition, the group procured a measured expansion of its portfolio and ensured a steady pipeline of admissions post-acquisition.
A single-site independent school facing declining enrolments, due to significant demographic shifts, partnered with a larger corporate entity in order to stabilise its operations. Socioeconomic data revealed that the catchment area had seen a rise in middle-income families who were increasingly unable to afford high fees. The group implemented a tiered pricing strategy and diversified its offering by investment in a dual expansion at the lower and higher end of the original age range, ultimately resulting in a successful turnaround of reputation and profitability.
Two competing schools in a metropolitan area merged to form a single institution. Catchment overlap analysis highlighted which of the two campuses to retain and how to streamline transportation routes, ensuring minimal disruption to existing families while capturing a broader market. In tandem with skilful stakeholder engagement, an understanding of the relevant value proposition sought by its audience and excellent communication throughout, a successful outcome was achieved which realised the fruition of one major asset to augment the ongoing provision of the other.
While the use of catchment and socioeconomic data is undeniably powerful, it is worth remembering that it can also raise important ethical and practical questions.
1. Privacy and data protection
Schools must ensure compliance with data protection regulations such as the General Data Protection Regulation. Aggregated and anonymised data should be used to avoid infringing on individual privacy rights.
2. Equity and access
Over-reliance on socioeconomic data could inadvertently reinforce inequalities. For example, focusing solely on affluent catchments might lead to underinvestment in schools serving diverse or less wealthy communities. Education providers should ideally aim to balance profitability with a commitment to inclusivity.
3. Accuracy and interpretation
Data is only as good as the methodology behind its collection and interpretation. Poorly analysed data can lead to misguided decisions, underscoring the need for expert consultation and robust analytics to accompany any such project.
As the independent schools’ sector continues to consolidate, and potentially evolve with new entrants, in a disrupted market, the strategic use of catchment and socioeconomic data will only grow in importance. Beyond M&A, these insights can inform a range of operational decisions, from marketing strategies to curriculum development, as long as they are placed into suitable context by experts in their field. The declining birth rate, currently being felt in no uncertain terms at a primary level, will soon impinge upon admissions into secondary schools; it is imperative that effective financial modelling is espoused to prepare stand-alone independent schools, especially preps, to operate on a lower cost base, increase commercial revenue streams and/or consider joining into a protectorate.
Emerging technologies such as artificial intelligence and machine-learning promise to enhance the granularity and predictive power of these data sets. For example, AI tools could simulate the impact of demographic shifts or economic policy changes on future enrolment patterns. The ability to draw up robust contingency plans based upon such predictive information could, and should, be groundbreaking.
Moreover, the increasing availability of real-time data means that schools and investors can respond more quickly to market changes. This agility will be crucial in an environment where traditional models of independent education are being continually tested.
The integration of catchment and socioeconomic data into the merger and acquisition market is reshaping and underpinning the UK independent schools sector. By providing actionable insights into enrolment potential, competition, and financial resilience, these data sets empower stakeholders to make informed decisions as a part of a broader strategic vision.
However, as with any tool, the ethical and practical challenges of data use must be carefully managed. By combining data-driven analysis with a commitment to educational excellence and inclusivity, independent schools can not only survive but thrive in a competitive and everchanging landscape.
In a sector where the stakes are high and the challenges are many, the intelligent use of data offers a pathway to sustainable growth and enduring success. The schools, groups and investors that embrace this approach will be well-positioned to lead the next chapter in the story of UK independent education.
Kristy McKenzie, business transformation consulting manager at accounting and auditing company RSM UK, offers advice about navigating challenges and building resilience
Independent schools have long been cornerstones of academic excellence, nurturing students through holistic education and fostering their personal growth. However, in today’s economic climate, the financial sustainability of these institutions is under relentless pressure. Rising operational costs, shifting demographics, and heightened competition from public and alternative private education models are forcing schools to rethink their financial strategies. Ensuring long-term sustainability now requires a combination of innovation, strategic planning, and proactive adaptation.
One of the most significant pressures independent schools face is rising operational costs. Salaries for teachers and staff account for the largest proportion of expenditure, as schools must offer competitive packages to attract and retain the best talent. Beyond this, schools grapple with rising utility bills and the costs of maintaining ageing infrastructure, let alone the well-publicised taxation burden of VAT and rates relief. Technology is another significant outlay, as keeping pace with modern learning tools and digital resources is essential to meet the expectations of tech-savvy pupils and parents.
“Salaries for teachers and staff account for the largest proportion of expenditure, as schools must offer competitive packages to attract and retain the best talent.”
At the same time, many independent schools are seeing declining enrolment figures. Shifts in demographics, coupled with the economic uncertainty of recent years, have led some families to reconsider the affordability of private education. Even families who value independent schooling are becoming more selective, seeking clear evidence of value for money. Adding to the financial strain are rising regulatory and compliance costs. As governments impose stricter standards on education providers, the administrative burden of meeting these requirements increases. Schools that hold charitable status face additional scrutiny, with some even questioning whether this designation will remain viable in the long term.
Another challenge comes from heightened competition. State schools have benefited from significant government investment, improving their facilities and offering specialised programmes, such as STEM or arts academies, that were once the hallmark of independent education. Alternative private models, such as low-cost private schools, online academies, and microschools, have also emerged, offering tailored education at a lower price point.
To remain competitive and financially sustainable, independent schools must diversify their revenue streams. Many schools have found success by offering after-school programmes, summer camps, and extracurricular workshops, which not only bring in additional income but also enhance their appeal to prospective families. Renting school facilities for events, such as conferences or community activities, is another effective way to maximise asset utilisation. Partnerships with international schools or organisations can further boost income, particularly through exchange programmes or international student recruitment.
“Partnerships with international schools or organisations can further boost income, particularly through
exchange programmes or international student recruitment.”
Cost optimisation is equally important. Schools should regularly conduct efficiency audits to identify potential savings without compromising educational quality. Group purchasing agreements, where schools collaborate to buy supplies in bulk, can also lead to significant cost reductions.
The strategic use of technology offers opportunities for both cost savings and improved learning outcomes. Educational technology, such as online learning platforms, can reduce the need for physical resources while enhancing pupils’ experiences. Data analytics tools can help school leaders make informed decisions about budgeting, resource allocation and financial forecasting.
Another crucial element is building robust endowment funds and
strengthening alumni engagement. By fostering a culture of giving, schools can tap into their alumni networks to raise funds for bursaries and scholarships, capital projects, or even general operating expenses. This long-term financial security provides a safety net during periods of economic uncertainty.
Flexible tuition models can also play a key role in attracting a more diverse student body. Offering means-tested bursaries or payment plans makes independent education more accessible to families from varying economic backgrounds, helping to maintain enrolment levels in challenging times.
A school in Somerset offers a compelling example of financial sustainability in action. Faced with the challenge of declining enrolment, the school invested in renovating its facilities and expanding its infrastructure. This bold move not only enhanced the
learning environment but also positioned the school as a competitive choice for prospective families. By focusing on longterm value and a modernised approach to education, the school demonstrated how targeted investments can drive financial resilience.
The financial sustainability of independent schools is an ongoing challenge, but one that can be met through innovation and strategic planning. By diversifying income streams, optimising costs, leveraging technology, and fostering strong alumni ties, schools can build a more resilient financial foundation. Flexible tuition models and a clear value proposition further strengthen their position in a competitive educational landscape.
As the sector continues to evolve,
independent schools must embrace change and proactively engage with stakeholders. With the right strategies in place, they can continue to thrive and deliver exceptional education for generations to come. “The financial sustainability of independent schools is an ongoing challenge, but one that can be met through innovation and strategic planning.”
Oliver Daniels and Rachel Parkin run through the key considerations for schools when restructuring
As VAT on fees becomes a reality, as well as the increase in employer National Insurance contributions and other financial threats facing the sector, many independent schools are taking steps to manage costs. In this context, many are reviewing staffing strategies and are considering implementing structural changes via a staff restructure or redundancy process.
Undertaking such an exercise is often emotive, not only for the staff affected, but also the senior leaders managing such processes. It is therefore important that time is taken to consider the issues carefully and prepare.
With this in mind, we have set out some key practical questions to assist schools in navigating this issue.
Schools will need to consider whether the proposed restructure gives rise to a redundancy situation under the Employment Rights Act.
In summary, the statutory definition of redundancy identifies three sets of circumstances:
• Business closure (closure of the school).
• Workplace closure (for example, closure of one school in a group of schools).
• Diminished requirements of the business for employees to do work of a particular kind.
If there is a closure of a school or workplace, it will often be clear that any
“If there is a closure of a school or workplace, it will often be clear that any resulting dismissals will be by reason of redundancy.”
resulting dismissals will be by reason of redundancy. However, where an employee is dismissed as a result of changes within a school or a department, the position may not be clear.
Outside of a business or workplace closure, an employee will only be dismissed by reason of redundancy if the reason for dismissal is wholly or mainly attributable to a reduction in the school’s requirements for employees to carry out work of a particular kind.
If the proposals relate to changes in job duties or other terms and conditions to meet the changing needs of the school, or a school is proposing to remove a role but the duties and responsibilities associated with it are still required but will be carried out in a different way, this may not amount to a redundancy situation. Instead, this is likely to be a restructure and any dismissals that may result would be for “some other substantial reason” (SOSR).
As part of a fair redundancy procedure, it is necessary to consider whether compulsory redundancies can be avoided or mitigated. Schools should therefore consider whether there are any alternative
cost-saving options prior to entering into consultation with affected staff.
Suspending or restricting recruitment – This is often the first step schools take and may involve a freeze on all recruitment or non-essential appointments, as well as the non-renewal of fixed-term contracts, although the non-renewal of a fixed-term contract is, in itself, a dismissal and may amount to a redundancy.
Unpaid leave and staff sabbaticals – If schools are dealing with a temporary reduction in work, another option to consider is talking to staff about a period of unpaid leave or a sabbatical. This may be attractive to some employees depending on their personal circumstances.
Ceasing or reducing the use of agency or casual staff – Schools could consider if it is possible to reduce the number of agency and casual staff working at the school.
Changes to current terms and conditions including:
• Reducing hours.
• Reducing salary.
• Changing staff benefits.
• Freezing salary.
These changes are likely to be contentious and may amount to a change to the terms and conditions of staff. If such changes are being considered, advice should be sought.
Voluntary redundancies – Schools may also choose to ask whether any of the affected staff wish to apply for voluntary redundancy.
HAVE CONSIDERED ALTERNATIVES, BUT FURTHER COSTS SAVINGS ARE REQUIRED. WHAT SHOULD THE SCHOOL DO NEXT?
Whether schools are embarking on a consultation process regarding a restructure or a redundancy, the school’s business case and rationale for the proposal will be key. The school’s business case will set out the reasons for making the changes proposed, the alternatives considered, and an explanation of the proposals and process to be followed.
The business case should be carefully documented and approved by governors. This will form the basis of the explanation of the proposals to staff and will be important in the event that the school’s decisions are challenged.
Schools will need to consider carefully the pool of staff who are potentially affected by the proposals. When determining the pool, schools need
to think carefully about what work is diminishing or changing and which employees perform that work. As part of this, consideration needs to be given to the extent to which staff are doing similar work and whether their skills are interchangeable.
Schools will also need to consider how those at risk will be selected from within the pool, as applicable. This will usually involve the application of objective and measurable selection criteria.
If the proposals impact a small number or a specific category of staff, it would usually be appropriate to brief the affected staff initially as a group. If, however, the proposals impact staff across the school, a whole staff briefing may be more appropriate.
Staff should be informed of the reasoning behind the proposals, the alternatives considered, an overview of the proposals for change and next steps.
It is important to be clear that no decision will be made until the school has undertaken a period of consultation with staff and any recognised union. Such an announcement is likely to be difficult and emotive for staff and should be handled sensitively.
Where an employer is proposing to implement structural changes that result in either redundancies or changes in terms of employment, it is necessary first to engage in a period of consultation with affected staff. This will mean discussing
the proposals with staff, listening to their feedback and considering accordingly.
Transparency and good communication will be key. It’s important to embark on the consultation with an open mind and genuinely consider and respond to any feedback.
The specific requirements for consultation will depend on the number of staff affected, whether dismissals are proposed and whether that triggers collective consultation obligations.
Schools should also consider if any existing consultation arrangements will apply. For example, a school may formally recognise a trade union for collective bargaining purposes or have an existing staff forum which require specific forms of consultation.
It will also be necessary to consider any relevant policies and procedures.
The obligation to consult collectively arises where an employer is proposing to dismiss as redundant 20 or more employees at one establishment within a 90-day period.
“Redundancy” for these purposes is construed widely and includes any situation where an employee is dismissed for a reason not connected with the individual employee. Collective consultation will therefore arise not only in redundancy situations but also where employers are proposing changes to staff terms and conditions of employment which may result in a dismissal and offer of re-engagement if the changes cannot be agreed.
The Trade Union and Labour Relations (Consolidation) Act 1992 sets out the requirements for collective consultation. In very general terms, employers must consult with the “appropriate representatives” of affected staff, provide certain statutory information to those representatives, and comply with specific notification requirements to the Secretary of State. Failure to comply with the statutory requirements may result in a protective award of up to 90 days’ pay for each affected employee.
If the school has a formally recognised trade union in respect of the affected staff, the school will be obliged to consult with that union.
Where there is no recognised trade union in respect of the affected employees, or there are staff outside of the bargaining unit that are affected, a school can choose to consult either:
• Representatives directly elected for the purpose by the affected employees.
• An existing body of employee representatives, provided they were elected with authority to be consulted about such matters.
Where 20 or more staff are affected, the consultation must begin at least 30 days before the first dismissal takes effect. Where 100 or more staff are affected, that timescale increases to 45 days.
Despite the minimum timescales above, the key is to ensure that the consultation is meaningful. Consultation should take place “with a view to reaching agreement” and so should continue for
“It’s important to embark on the consultation with an open mind and genuinely consider and respond to any feedback.”
as long as is appropriate in order either to reach agreement or exhaust the possibility of agreement.
APPLY, DO SCHOOLS ALSO NEED TO MEET WITH THE INDIVIDUALS AFFECTED?
Yes. Whether or not there has been collective consultation with appropriate representatives, the obligation to consult with individual employees always applies and will be essential to establish the fairness of any dismissal.
In these circumstances, there is no statutory obligation to consult with employee representatives – subject to the obligations imposed by any collective bargaining agreement or existing arrangement. It will, however, be important that a fair procedure is followed.
“If the school has a formally recognised trade union in respect of the affected staff, the school will be obliged to consult with that union.”
A fair procedure typically comprises consultation with those affected on an individual basis. This will include discussing the proposals, the selection pool and criteria, allowing staff to comment on these issues and to put forward any proposals they may have. It will also be necessary to consider whether there are any suitable alternative vacancies for affected employees.
If, following this, the decision is to move forward with a dismissal, although there is no statutory obligation to hold an appeal, it is advisable to offer employees the opportunity to do so.
If a fair process is not followed, where there is an obligation to consult collectively, schools risk claims for unfair dismissal (including constructive), protective awards, and, potentially, discrimination claims.
As a result, having a clear business case setting out the business need to consider redundancies or restructures and following a fair and meaningful process of consultation with all affected staff is crucial.
To mitigate the risks, we recommend that schools take sufficient time at the outset to prepare, properly consider and document the school’s business case for the proposals. Starting your considerations and processes early will give you sufficient time to explore the alternative options, which in turn will help form the proposals for change.
The process should not be rushed. The goodwill of staff is vital and this can easily be lost if they do not feel that their views are properly considered
Schools should seek legal advice at an early stage when embarking on a redundancy or restructuring process given the specific requirements and risks involved.
Oliver
Daniels and
Rachel Parkin
are education partners specialising in employment at HCR Law
Ian Mollon advises how independent schools can enhance property value through outreach and connection
For enterprises as unique as independent schools, property value extends far beyond standard commercial valuation metrics. A school’s physical site can increase in value through purposeful community engagement, which in itself builds local goodwill, improves postcode desirability, and may even attract investment. Schools that create strong ties with their surrounding communities can enhance the perceived and actual worth of their property, driving long-term financial returns.
Property value is influenced by more than simply location and facilities. A school embedded in its community becomes a true local asset, thus raising the profile, desirability and ultimately, the value of its site and the value of the residential homes nearby, which can benefit from association with a well-regarded school. Schools that are integral to local community life experience:
1. Higher property valuation: Local partnerships and consistent community engagement turns schools into desirable local assets with increased demand for services and therefore revenue opportunities.
2. Increased surrounding property prices: A successful and thriving local independent school can drive up nearby residential property values.
3. Reduced risk of development restrictions: Strong community relationships can facilitate smoother planning permissions and support
“TA school’s physical site can increase in value through purposeful community engagement.”
for school expansion projects as the community will be less likely to object to development which they themselves may benefit from; examples might include a new sports hall to which the local community has partial access.
Independent schools can adopt several strategic outreach initiatives to increase their property’s value:
1. Local partnerships and events Collaborate with local businesses, charities, and cultural organisations. Hosting public events such as fairs, exhibitions, performances and lectures draws positive attention and positions the school as a community hub. Such initiatives are often a boost for your admissions team too – the very best way to showcase and market your school is often simply to get potential families through that door.
2. Educational outreach programmes
Offer enrichment workshops, summer camps and specialised classes for local pupils from both state and private schools. This signals long-term investment in the wider community’s development.
3. Facility sharing and facility rental
Open sports fields, theatres and meeting rooms for public use. Depending on the usage, you might choose to charge for use, or not. Regardless, community access to your spaces strengthens ties and maximises the site’s usability, making the property more valuable.
4. Hot desk and co-working spaces
Convert underutilised areas into hot desk or co-working spaces for parents. Offering flexible workspace solutions not only supports working families but
also generates additional income and fosters those all-important deeper schoolcommunity connections. School leaders know that their community is often a brilliant source of career mentors for pupils; why not offer them a space where they are accessible far more often?
5. Environmental stewardship
Improve the quality of life for everyone in your local community by investing in sustainability initiatives. This might include solar panels, conservation areas, and green spaces such as wildflower meadows. Eco-friendly developments and improvements increase property appeal and may well qualify for grants or tax incentives.
Community engagement is not merely a public relations exercise but a tangible strategy to enhance an independent school’s property value. By cultivating strong local ties, improving the environment and local infrastructure, and positioning the school as a valuable community asset, independent schools can create lasting financial and propertyrelated benefits. In the VAT era, leveraging community engagement as a property value booster is a smart move, and one that brings about so many other benefits to your school’s brand and reputation.
Ian Mollon is head of alternative valuations at property consultancy Aitchison Rafferty
Robert Warne, a partner and head of VAT at accountancy firm Crowe UK, provides an update on the latest VAT on fees position
From the initial announcement in the Labour Party’s manifesto for the 2024 election it appeared that VAT would be applied on all education and boarding fees from 1 January 2025. However, in reality the transition has been anything but smooth and as the policy goes live there are still a number of issues outstanding between schools and HMRC.
Once it became clear VAT was going to be introduced, HMRC was always going to be unhappy with payments that were made before 29 July 2024 for education provided after 1 January 2025. These payments would still qualify for the exemption under the terms and conditions of fees in advance schemes supported by the tax point rules in VAT law in relation to exempt supplies.
HMRC has voiced its concerns on these arrangements but legal opinion provided in return appears to make it difficult for it to challenge where the procedure has been adopted within the correct legal framework.
Then there were the payments that schools received from 29 July 2024 to 30 October 2024. Although caught by the anti-avoidance legislation, the tax point for these taxable amounts will be the latter of: 1 January 2025 or the date to which that term starts. It is a subtle difference but one that could delay the payment of VAT for a few months.
Finally, any payments received after 30 October 2024 created a tax point there and then for independent schools where they were receiving payments in respect of taxable educational supplies after
“At present, school and boarding fees are all taxable at the standard rate of VAT.”
1 January 2025. Therefore, the VAT became payable on the date the schools received that payment.
As a result, for many schools it meant that there was an obligation to register for VAT from 1 November as they were receiving over £90,000 of taxable income in that 30-day period going forward.
The rush was then on to register for VAT and HMRC’s promise on turning round new VAT registrations within seven to ten days was soon being put under pressure, especially where schools were applying for group registrations as well as new VAT registrations.
At present, school and boarding fees are all taxable at the standard rate of VAT. However, there are still a few exceptions to this as follows:
1. Overseas school trips – subject to VAT under the Tour Operators Margin Scheme at the zero rate.
2. The supply of transport “to” and “from” school in a vehicle capable of carrying 10 or more persons – the supply is taxable at the zero rate.
3. The supply of books and children’s clothing – the supply is taxable at the zero rate.
4. The supply of school lunches itemised on the invoice – the supply is exempt from VAT when the lunch is separately itemised on the invoice. We understand that HMRC does not require optionality although unfortunately this is not clear in its current guidance.
5. The supply of school trips within the UK that are educational in nature. The supply is subject to the Tour Operators Margin Scheme and exempt from VAT.
6. The supply of pre-school and postschool care – the supply is exempt from VAT as providing optional welfare services.
7. The supply of stationery – the supply is exempt from VAT as closely related to the supply of education. In addition to those separate supplies,
HMRC has also agreed that the supply of a nursery class (with the example that more than 90% of the class are below the legal school age) will remain exempt from VAT.
Schools will also be able to continue providing English as a foreign language exempt from VAT, a decision HMRC reversed from its own initial proposal. HMRC has also left untouched the letting services provided by schools, so supplies such as gym membership to individuals or the letting of sports pitches to amateur sports clubs will also remain exempt from VAT.
HMRC also introduced unexpected guidelines in respect of pre-registration input tax. As a concession, HMRC has allowed newly VAT-registered schools to go back four years to itemise the VAT incurred in that time on the purchase of any goods which are still on hand at the date of the registration. Newly VATregistered schools will be able to pro rata the VAT incurred on a five-year cycle and recover an apportioned amount of that VAT paid on the purchase. So if a computer was purchased two years before VAT registration then the school will be entitled to recover three years of that VAT (subject to any partial exemption calculation in place). This is seen as a bit
“Schools will also be able to continue providing English as a foreign language exempt from VAT.”
of a curveball because it only applies to schools that will be registering for VAT after 1 November 2024 as a result of the introduction of VAT.
For those schools that are already VAT registered this concession will not apply. It seems a strange concession to introduce as it penalises those independent schools which, through no fault of their own, have already been VAT registered.
A school that is VAT registered and purchased the same computer two years ago will get no additional recovery from when it originally incurred that VAT. There does appear to be a case to be argued with HMRC here as it does discriminate against schools that are already registered.
In addition, this apportionment only applies to the purchase of goods. No VAT will be recoverable on any services even where it’s clear that something like a 12-month software licence incurred in August 2004 clearly incurs VAT costs that will span the exempt and taxable supply of education. Pre reg VAT on services can only be recovered where the whole of the service relates to post 1 January 2025 education – no apportionments allowed on services.
There are still a number of areas that
require more clarification from HMRC and where there may be areas of disagreement as the introduction of VAT develops.
1. Bursaries – HMRC has accepted that bursaries are non-business income and outside the scope of UK VAT, unless the bursary relates to a named pupil. This does not appear to be consistent, as the genuine “donors” giving bursaries to a school (whether it is with a named pupil or not) do not themselves receive any benefits from the school in return for their payments.
2. Business/non-business restriction –HMRC sent an email out last year stating that independent schools will not be required to undertake any business/ non-business restriction. This has yet to be confirmed in any guidance and is important for schools that are providing free supplies of education. HMRC’s stance in relation to there being no requirement to undertake a restriction appears at odds with what normal entities would have to do if they were providing a free supply of services. Each school will need to look at the rationale for providing free places to decide whether in VAT terms this is a nonbusiness activity.
3. The provision of welfare remains exempt from VAT, while education moves into being taxable. There are still many outstanding issues on which is the predominant supply, especially for pupils where the element of care and support provided is essential for any educational supply to take place as opposed to items that are separate supplies of optional care (for example, before- and after-school care).
4. The provision of sports coaching by an eligible body is exempt from VAT under one part of the VAT law, although HMRC insists that from 1 January 2025 it is taxable when provided by an independent school. Again, depending on the part of the VAT law referred to, there appears a contradiction in the VAT liability of those supplies.
5. There is no doubt HMRC will review fees in advance (FIA) schemes to ensure that they comply with the VAT legislation and that parents have contractually agreed to the purchase of education. Whether HMRC will challenge any FIA schemes remains to be seen, although it is imperative that schools have received the payment before 29 July 2024 and have a written contract as well to support the payment. In addition, we would expect HMRC to enforce the standard method override to restrict input tax if the method of recovery appears distortive.
6. I am sure that some of the sector professional bodies will continue to push for changes for boarding pupils. Why should lunch be exempt when breakfast and dinner for the boarders remains taxable? Again, there appears some discrepancy when you consider that day pupils can come in for exempt pre-school care and may well receive a breakfast as part of that exempt supply. 2025 promises to be an intriguing year for VAT within the sector and we await the results of legal action under way against the government as to whether VAT can be applied to education. One thing is for sure, the present guidance issued by HMRC will certainly need some finetuning over the next year.
Moneyfacts offers the
Siân Champkin, a partner at law firm VWV, reviews merger activity over the past 12 months
In my first Merger watch of the year, and marking a year since the inaugural one, I look back on a very busy 2024 for transactions, and also look forward to what 2025 may hold for the independent schools sector.
There were 71 completed or ongoing K12 independent schools transactions of which:
• 20 sell-side,
• 13 buy-side,
• 29 merger,
• 9 other structure, and
• 9 had an international element.
As anticipated, a substantial portion of these transactions involved mergers between charitable organisations, which remain the most common type of transaction we advise on. However, there was also a noteworthy number of deals involving commercial acquisitions or sales, which featured one party as a charity and the other as a commercial entity. This development highlights an interesting and ongoing trend of increasing collaboration and interaction across various segments of the sector, be that with the charity school as seller or indeed buyer.
Of course, it will come as no surprise that 2025 looks set (and is already proving) to be busier still for transactions and will be strategically critical for all independent schools as the sector responds to the government’s changes to VAT, business rates, National Insurance/Minimum Wage and also demographic challenges.
The cumulative effect of these headwinds will arguably lead to falling enrolment in the sector. Of course, the impact on a particular school is highly nuanced by year group, geography and indeed a school’s relative strength in the market and own parent body.
As predicted senior schools acquiring prep schools in charity-to-charity
mergers are very busy with schools such as Sevenoaks embarking on its ‘family of schools’ strategy with the merger with Solefield School in Sevenoaks.
Building on the 2024 trend, there’s likely to be a continued growth in the number of sales of charitable schools to commercial operators/groups including those being undertaken by Galaxy Education (formally Ruthin Education) which has grown its group from one school to three.
More commercial acquisitions by charitable schools are also expected such as the one undertaken by Ardingly College of Ardingly Activity Centre serving as a good example of diversification away from school fee income.
There’s also a growing trend in the acquisition of early years settings, coupled with a resurgence of interest in international strategic initiatives. These
Some transaction highlights:
Abbott's Hill School
Ardingly College
shifts reflect schools’ efforts to broaden their scope and lessen dependence on fee income. So interesting times ahead as we remain poised for a very busy and interesting 2025.
Merger with Mill Hill School Merger
Merger with Great Walstead Merger
Ardingly College Acquisition of Ardingly Activity Centre Buy-side
Derby Grammar School
to Inspired Learning Group Sell-side
Finborough School Sale to Forfar Education Sell-side
Forfar Education
Micklefield School
Redmaids’ High School
Ruthin Education Limited
Ruthin Education Limited
Sevenoaks School
Sherborne School for Girls
St Alban's High School for Girls
St Dunstan's College
Stowe School
Acquisition of St Helen’s College Buy-side
Merger with Reigate Grammar Merger
Merger with GDST Merger
Acquisition of Durham High School for Girls Buy-side
Acquisition of Malvern St. James Girls School Buy-side
Merger with Solefields School Merger
Merger with Sherborne School Merger
Merger with Stormont School Merger
Merger with Christopher Hall School Merger
Merger with Ashfold School Merger
39 other ongoing or confidential projects
10 aborted transactions (confidential)
Milne,
manager
The Employment Rights Bill 2024 is a result of Labour’s promise to overhaul employment law in the first 100 days of government. While it has been described as the most substantial upgrade to workers’ rights in a generation, the rush to have a Bill ready for the deadline has led to a lot of compromise and lack of clarity. Most of the reforms will not come into place until 2026, which will give independent school employers plenty of time to familiarise themselves with the new provisions.
The most noteworthy change to existing employment law legislation is day one employment rights. The current position is that employees must have two years’ service before they are eligible to claim unfair dismissal at an employment tribunal.
The Bill will instead create statutory probationary periods. It has not been confirmed what length these will be but the government has said that they will be between three and nine months. It has also been confirmed that the government will launch a consultation on this. The details of this have, as yet, not been clarified but it is expected that there will be a lower bar for dismissal within the statutory probationary period allowing employers to assess the employee’s suitability for a role. The process for conducting a fair dismissal during this period may involve meeting with the employee to discuss any performance issues and allowing them the right to be accompanied at these meetings.
In summary, in theory employees will be protected from unfair dismissal from
“In theory employees will be protected from unfair dismissal from day one of their employment.”
day one of their employment. However, if the dismissal takes place within a threeto-nine-month probationary period the process to ensure the dismissal is fair is likely to be a short-form version of a full disciplinary. A dismissal taking place after the probationary period will need to follow a full process. While this is a major change to employment law it does seem to row back somewhat from what was originally intended.
A number of questions still remain unanswered, for example, if an employee is dismissed during a probation period for performance issues, will the employer have to provide evidence for this? Is it possible that the employee can take the case to tribunal because the true reason for dismissal was something other than performance issues? These questions will continue to be unanswered until consultation has taken place.
In preparation for these changes employers should focus on the recruitment process. Ensuring that the right person is hired at the outset will prevent a lot of issues going forward. Job descriptions, reference followups, induction and training are all areas that should be looked at more closely. Employers should also ensure that managers have the training and confidence to address issues head on and early enough in the employment relationship.
It had been stated that an aim of the Bill was to make flexible working the default position. This is another element of the Bill where it’s worth looking behind the headline. In terms of material changes to the law, it will now be the case that employers need to justify their reasons for refusing a flexible working request. The law already contains eight statutory reasons why an employer may turn down such a request. It seems that in order to comply with the new proposed legislation employers would need to explain in more depth why a particular reason was chosen. The penalty for breaching these rules will
“Ensuring that the right person is hired at the outset will prevent a lot of issues going forward.”
remain capped at £5,600. Since April last year it’s been possible for employees to make flexible working requests from day one of employment. Combined with these proposed changes it seems that more flexible working request cases will find their way to tribunal. The best way to avoid these issues is to receive requests with an open mind, make use of trial periods, and explain the reasons for any refusals.
Major amendments to the Statutory Sick Pay (SSP) regime have been proposed by the Bill. Currently, employees will only begin receiving SSP on the fourth day of absence. This will now be payable from the first day of absence. SSP is currently not accessible to those earning below the lower earnings limit and this will also be removed.
A number of changes have been made so that employees have quicker and easier
“A number of changes have been made so that employees have quicker and easier access to a number of family friendly rights.”
access to a number of family friendly rights. Parental leave is an unpaid form of leave which allows parents 18 weeks to spend time with their child up to their 18th birthday. A maximum of four weeks a year can be used. The employee requires one year of continuous service to be able
to utilise this and the new Bill proposes making this a day one right. Additionally paternity leave is currently available to employees who have had at least 26 weeks’ service by the 15th week before the expected week of childbirth and again the Bill proposes making this a day one right.
Currently in the UK it’s not a statutory requirement for employers to offer compassionate leave on the death of a loved one. This is with the exception of parental bereavement leave which offers two weeks of paid leave upon the death of a child. It is the government’s intention to change this and to introduce a general statutory bereavement leave that will allow employees a week of unpaid leave. It is not yet clear what relationship the employee will need to have to the
deceased to qualify for this. It is suggested that it may be the definition of dependant as used in other forms of leave which would extend to the employee’s spouse, civil partner, parent, child or someone in the same household that isn’t a tenant, lodger or employee.
In conclusion, the draft Bill may not be as revolutionary as promised but there are some major changes coming in the next few years. The Bill is currently in the committee stage in the House of Commons and still has to have a third reading and progress through the House of Lords before it becomes law. Employers should stay engaged with the consultation process and be aware of any developments that come from that. The key takeaway for employers is to keep up to date and refresh processes as required.
The need to generate funds effectively has become greater than ever, argues Adapta Consulting's Mark Dendy
For decades, independent schools have needed fundraising teams doing ‘development’ work and have used computer-based tools to support this. Schools already use a wide range of digital communcication channels, including websites and email, to support fundraising efforts. Some employ these tools more effectively than others. However, if the systems are too disparate, then the school is unlikely to be getting the most from its investment in digital and data solutions. Digital transformation can provide modern fundraising platforms with significant benefits.
Consolidating data from separate, unconnected systems allows schools to analyse and predict trends accurately. A significant change is this: while pupils have had smartphones for years, you can now expect that their parents do too. This fundamentally changes how they want to receive communications. Email, I’m afraid to say, is now only the channel of formality – replacing the dreaded ‘letter home’ with the equally dreaded ‘email of doom’. Beyond notifying parents that little Johnny has once again fallen short at exam time (or worse), email has increasingly become marginal.
General information is better delivered via websites, while standing or sensitive information can be made accessible through portals, ensuring it’s seen only by the intended audience. Sure, an email might still signpost parents to reports or pupil welfare updates, but it could just as
“If changing something won’t save time or lead to better outcomes, why bother doing it? If it will, how soon do we start?”
easily be an SMS or WhatsApp message. And then there’s the data still sitting in drawers – on actual pieces of paper. Yes, it’s still data, but it’s data you can’t use without a significant investment in manual effort (and salaries). Time is money. If changing something won’t save time or lead to better outcomes, why bother doing it? If it will, how soon do we start?
You’ve probably been using different technologies for various school business purposes for many years – even the clever tech in your classrooms counts. That’s not just a TV; it’s a wirelessly connected part of the school’s IT infrastructure. You know this because when it stops working, you end up calling the clever AV person from the IT department. The reality is, all hardware eventually fails, and similarly, all software applications are eventually replaced.
A quick reminder – a finance application used to have a usable life of about seven years from the mid-90s to the mid-2010s. That was from when you started using it, at great cost, to when you finally moved to something more modern and user-friendly. The same goes for all sorts of applications that you may have first met when they hid on MS-DOS in the 90s, then became visible through Windows, and then were hosted by someone on your behalf (what do you use that old server room for now?). Either way, today’s applications still serve the same function for the school but they live elsewhere and so does their data. This could be a reassurance or a headache depending on circumstances.
In future, all data will inevitably be up there in the Cloud, which will shift your school’s focus from installing and supporting software to choosing the right software and using information to its full potential. That’s a challenge you will need help to surmount but the benefits are massive.
By moving to Cloud (by which we generally mean the use of software-as-a-
“The move from ethernet cables to wireless is a challenge, particularly in old (and often listed) buildings with walls that could keep out cannon shot.”
service or software applications which are managed and hosted by a third party and, generally, accessed via a web browser), and by using these new tools to consolidate data and improve data quality, you will have taken the first step on a digital transformation journey. The Cloud is reassuringly, almost boringly, reliable as a place to use technology and store data, and upgrades and updates are easier than ever to apply and roll out. So you don’t need to upgrade to new versions, pay for hardware or worry that the overnight backups haven’t been done since Mr Jones left two years ago.
Adapta Consulting works with organisations that are rushing to adopt new technologies so they can predict
their future based on past activity. For this the data has to be in one place and tended like an ornamental garden, rather than the rewilding project that might be great in your grounds but has no place in your offices. This data transformation often sounds more complex than it really is, as vendors make use of jargon and phrases like “data lake” and “data analytics”, but the reality is that you don’t need to understand what happens, just what becomes possible.
Think of a future where a pupil leaves, becomes an ambassador, morphs into a donor and returns as a parent, but only ever has one entity (record) within your systems. Imagine the ease with which your reunion for the leavers of 2024 will be put together, along with the messaging about that year’s theme and the good works you’re hoping to fund. The power of checking if someone is still interested in particular topics if you’re arranging a dinner for people you haven’t seen in years. All in one place. Gently fed and weeded over time by development staff. Nothing lost, many insights gained. Many schools’ data is probably more akin to coal than diamonds, yet fundraisers can do more with diamonds – digital transformation is the heat and pressure needed to make that change.
This is all well and good, I hear you say. But the development team is doing very nicely with the technology already in place, so why change? In addition to the ideas above for better use of data, you will probably also face occasional changes
of staff. If someone leaves or retires, the obvious place to look for a replacement is people already doing development/ alumni work. And if you’re using old and inefficient technology you will not be able to persuade someone to take a role with you, especially if they’ve just spent years using something efficient and effective in helping them hit their targets. They may even have been through the upheaval of moving from old to new and don’t really want to do that again just now. In short, you have just reduced your talent pool at a time when a new hire should be giving you ideas and energy. It’s certainly worth adding to the list of considerations when contemplating whether to stick or change.
Artificial intelligence is no longer a distant concept. It’s already embedded in daily operations and will only grow more influential. Taking control now ensures your school uses AI strategically and responsibly.
The days of considering machine learning (a subset of AI, using algorithms that learn from data to make predictions and imitate human behavour) as something you don’t need to worry about are long gone. Most people are already using it on a daily basis, knowingly or not, and AI is going to become more pervasive. So you need to grasp the nettle and take control of how it will help your school in the future. You could just shrug and accept the inevitable, of course, but this will make you and your school’s vast
“Consider the value of the information your school holds and what it could do for you if you organise it well.”
data repositories the proverbial hostage to fortune. Much better to adopt systems and technologies over which you hold control and implement your AI for strict purposes with regular reviews.
As we come closer to the end of the first quarter of the 21st century, please do consider the value of the information your school holds and what it could do for you if you organise it well and use it to the full. This is no longer simply about pushing messages to parents, staff and supporters, it’s about building valuable relationships that allow your school to continue delivering an excellent education. Your pupils get the best and your school should be operating at its best to maintain this.
A good place to start with digital transformation is to is to take stock and think about the vision for technology in your school. There are many ways of doing this, however external facilitation can bring new insights, ideas and opportunities quickly, and can help you to agree an approach that will catapult your organisation into the future.
Mark Dendy is a senior consultant at business management firm Adapta Consulting
Understand the planning regulations when pursuing initiatives to raise revenue for your school, says Lucy Anderson, associate director at planning consultancy Boyer
The new Labour government’s policy of charging VAT on school fees is just one reason why independent schools are looking to make savings. Economising without affecting quality is not just necessary in view of this shock to school finances, it’s simply good business sense. So how can planning help?
Creating a unique selling point is central to many schools’ business strategies and certainly unique benefits enable schools to differentiate themselves from the intense competition. We are increasingly seeing schools introducing new facilities which do exactly that. Post-Covid there’s been a focus on supporting pupils’ physical and mental health. Dedicated facilities can support counselling, physiotherapy and more. Sensory gardens and conditioning suites can provide a competitive edge.
Inevitably, new (and many repurposed) facilities require planning permission, but permitted development rights (PDR) provide a welcome alternative to submitting a planning application through the local authority and waiting a standard eight or 13 weeks (but often more) for determination.
The legislation surrounding PDR is often complex and can be hard to interpret, with several specific conditions and requirements which have to be adhered to. PDR is best known for change of use within the built environment – which, in the case of conversions from offices to residential has sparked some controversial headlines. PDR can also enable homeowners to add a (size-limited) extension without
“Creating a unique selling point is central to many schools’ business strategies.”
the need for a full planning application subject to satisfying certain criteria.
For schools and other educational estates, Schedule 2 Part 7 Class M of The Town and Country Planning (General Permitted Development) (England) Order 2015 (as amended) allows for certain extensions and alterations to be made to buildings, as long as the amendments meet a certain set of criteria and parameters.
This schedule also allows for the provision of a new hard surface (such as car parking spaces) to be provided within the curtilage of an existing school, college and university, although this can be limited to a relatively small area.
However, it’s important to recognise that while the opportunities relating to schools under PDR are more limited than for other sectors, they can still be extremely beneficial from an operational perspective, particularly in terms of making more efficient use of external space. For instance, there are also opportunities through PDR to make temporary adjustments and erect temporary structures (that is, they are required to be moveable) within a school, which could support the use of outside spaces for external events.
It is, however, important to note that permitted development is only allowed in specific circumstances and is often time limited. For example, a school recently considered the option to open its tennis courts and swimming pool to the public. To do so required additional floodlighting, but as the lights were
temporary and limited to a specific height, this could be achieved through PDR (as opposed to a formal planning application), at comparatively little cost and time to the school.
Performance spaces are commonly hired out for external use, particularly during school holidays when they might be used for music or drama courses or festivals. The more flexible the space, the more opportunities it presents – and PDR can help to create this flexibility.
Planning permission may be required for the changes to access and parking capacity which invariably come with changes to facilities, although it may be possible to achieve some flexibility through PDR. However, this applies in some circumstances but not all, so it’s
“Land attached to the school estate may attract a high value as potential residential land as they are often in accessible and sustainable locations.”
always worth checking with a planning consultant. This is especially important if the site includes listed buildings, or adjoins the setting of a heritage asset, as many PDRs cease to apply in relation to listed buildings.
Although the changes described above can technically be exercised without obtaining formal planning permission, from a commercial standpoint there are also benefits of submitting an application to secure a certificate of lawful development. The main benefit is this reduces the prospect of any enforcement action being taken by the local planning authority, while also providing sufficient comfort that the structure is legally compliant with the relevant legislation –which is particularly important when it comes to any acquisitions or disposals of assets.
In terms of the application process, although delays are commonplace throughout the planning system, the process of applying for a certificate of lawful development has been streamlined recently. This means there are only a limited number of key considerations able to be taken into account and in line with government guidance, the statutory
timescale for a decision is eight weeks. At Boyer we have prepared, submitted and managed these types of applications for many clients, securing consent for certificates of lawful development for their peace of mind. We have seen many times over what a great opportunity this presents in increasing revenue at very little expense.
One option for realising financial value from a school’s facilities is the potential sale of surplus land for development. Many schools which were established in more rural areas may have seen a change in the landscape and their setting over time. Consequently land attached to the school estate may attract a high value as potential residential land as they are often in accessible and sustainable locations.
For those thinking of benefitting from situations such as this, the starting point is an analysis of local land use and opportunities, which includes the local planning authority (or mayoral) development plan and growth targets, proposed changes such as new schools and transport infrastructure, demand for land, the local market value and property prices. If the land currently
accommodates any existing playing fields/sports provision (either in public or private use), the loss or relocation of these facilities would need to satisfy Sport England requirements. At Boyer, we can assist in undertaking appraisals which can assess the opportunities and constraints of a parcel of land.
It’s also important to look at the accessibility of the current site, any potential restrictions to development (such as landscape or heritage designations), its proximity to local services and amenities and any physical restrictions or benefits. This will help determine the opportunities that may exist for releasing land for new development, which in turn can help to generate revenue and support further development of facilities within the school.
Our experience of schools seeking to create maximum value from their facilities is that flexibility is much more easily obtained if the schools have a good relationship with the local planning authority. Schools should seek to ensure that readily available communication channels exist which enable open dialogue and can make a world of difference, especially when there is a clear correlation between the school’s business success and the impact on the local economy.
Schools group GDST’s sustainability action plan is preparing and empowering girls to tackle the climate emergency, says Anu Sabherwal
The GDST schools group has been a carbon neutral organisation since 2021 and as part of our 150th anniversary celebrations, we launched our ‘One’ strategy in 2022 to reaffirm our long-standing sustainability commitment. The key message, ‘One World, One Future, One Chance’ showcases our collective efforts to align with the UK’s national targets of becoming net zero carbon by 2050. Rising to the challenges set out in the Department for Education’s sustainability and climate change strategy, we are implementing the GDST sustainability action plan across all our schools.
The three key commitments that form our GDST-wide sustainability action plan are: educate and empower, sustainable behaviour, and being carbon neutral. Our action plan focuses on the UN Sustainable Development Goals we can actively influence, ranging from health and wellbeing, gender equality, quality education, community climate action and reduction of our physical carbon footprint.
We encourage joined-up thinking, collaboration and partnerships across our family of 25 GDST schools on many sustainability initiatives. Our climate action efforts evolve and improve every year based on lessons learnt from measuring the outcomes of previous initiatives. Through our carbon reduction plan, we measure our annual scope 1, 2 and 3 emissions from our estates, educational activities and our school communities to help inform our decisions for future carbon reduction opportunities.
As educators, we have a responsibility to teach our pupils about the science of climate change and equip them to become current and future leaders driving positive climate action. This is why we have embedded holistic sustainability and climate change education throughout our
school curriculum and wider activities.
The GDST energy programme for instance, aims to educate and empower our teachers, facilities staff and pupils with current sustainability knowledge. Pupils and teachers apply a scientific inquiry method to analyse their school’s actual energy data, which informs initiatives that encourage behavioural change and reduce energy usage, thereby reinforcing a culture of sustainable and responsible consumption. As part of this programme, last year several GDST schools participated in an insightful sustainability event hosted by University College London at its MechSpace building. The girls explored how innovative science-based approaches are helping to overcome complex sustainability challenges and demonstrated great curiosity and enthusiasm in interacting with many inspirational sustainability professionals. We also provide our teachers and support staff with the knowledge and skills to embed successfully sustainability and climate change education into the curriculum. A rich and diverse range of courses, webinars, forums and conferences are on offer throughout the year, as well as opportunities to gain professional qualifications through GDST’s in-house staff training programme GDST Learn. This year’s ‘How green is my school?’ training session, led by UCL’s Sarah Sharp focused on evaluating and improving school sustainability practices. Dr Amanda Power from St Catherine's College, Oxford, guided participants at our history collaboration conference on ways to integrate climate topics into the history curriculum.
Education can facilitate behaviour change, which is why promoting sustainable behaviours is a key part of our trust-wide sustainability action plan. Sustainability lead teachers and
eco-committees across our schools meet regularly to exchange ideas and implement many environmental initiatives that address the UN Sustainable Development Goals.
This year, Portsmouth High School won the EduCCate Global Bronze Award for being a centre of excellence for sustainability, with members of staff training to minimise the school’s carbon footprint and improve the climate literacy of the whole school community. Additionally, it renewed its Eco-Schools Green Flag Award, a national initiative that encourages young people to consider climate action in their everyday lives, with distinction this year.
Brighton Girls’ and Blackheath High School are both pioneering the latest 3D printing technology to repurpose plastic bottles into pots for plants that bring benefits of nature indoors, improve indoor air quality while helping divert waste from landfill. Brighton Girls’ design and innovation department has been awarded a grant for its groundbreaking ‘FutureGirlsDesign’ project, which integrates circular economy principles within the curriculum and promotes sustainable practices by incorporating the school’s plastic waste streams into innovative, practical projects across different year groups.
Eco-warriors at Kensington Prep School are also working towards
the school’s plastic-free status (an accreditation from Surfers Against Sewage) with the aim of eliminating single-use plastic in the school. A ‘trash mob’ that collected litter from the school grounds for analysis, revealed that packaging from local supermarket products is not always recyclable. Based on this evidence, the eco-warriors sent letters to these companies to enquire about their plans to use more sustainable packaging.
Other schools such as Royal High School Bath and Howell’s School, Llandaff, are supporting nature and biodiversity with sustainable beekeeping, conserving local ecology and establishing nature biodiversity corridors across the school campuses to support local fauna habitats and migratory routes. Streatham and Clapham High School also supports biodiversity by maintaining a plant nursery, going paperless and is planning to keep beehives this year. It regularly pushes suppliers to provide eco-friendly services and implements energy efficiency controls to have the lowest energy use per floor area, proving that sustainable choices can achieving significant cost savings.
GDST’s Belvedere Academy’s eco group promotes recyclable and biodegradable equipment within its canteens to reduce use of plastics within the school. The group also encourages staff and pupils to switch off devices before the end of the day and over school holidays, and measure the impact of these actions in reducing the carbon footprint of their school. Belvedere has been successful in optimising its buildings’ energy use and is now one of the most energy-efficient schools in the GDST group.
Several of our schools such as Blackheath, Oxford and South
Hampstead also hold inter-school student sustainability conferences and eco-weeks to explore different aspects of sustainability and climate action, as well as engage with future career opportunities presented by external speakers. Last year, Northwood College for Girls also hosted a mock COP 29 event in collaboration with local schools.
We are actively decarbonising our existing estate through continued development and upgrade projects. Every single project is carefully considered and approached in a purposeful manner to reduce our carbon emissions. Our decarbonisation strategies – which include energyefficiency upgrades, solar renewable energy installation and high-performance building fabric upgrades – are being implemented in new capital projects as well as long-term maintenance upgrades. We now procure 100% renewable electricity and have installed energy efficient LED light fittings across all our 25 schools. Through GDST’s estate-wide solar programme, Northwood College has seen a 21% reduction in its electricity bills using self-generated solar energy, and Oxford High also expected to see a similar 20% reduction. We are working hard to move away from fossil fuels towards green energy sources in a phased manner.
Our continuing investment in upgrading the GDST estate creates high-quality learning environments and also helps to reduce the carbon footprint of our school buildings substantially. Our improvement projects embody best practice in design of the built environment and supports the nation’s
net zero carbon targets.
As an example, February 2024 saw the opening of Notting Hill & Ealing’s new junior school building that is built with a sustainable timber frame, helping reduce the embodied carbon of the school building. Solar photovoltaic panels on the roof supply green, renewable electricity while the design of roof lights in classrooms bring in diffused natural daylight that supports the occupants’ wellbeing while reducing energy use. A highly insulated and airtight building envelope, and a low-energy heat recovery system with air source heat pumps that reuse waste heat, keep the building warm, while fresh air circulates through acoustically insulated natural vents that reduce unwanted outdoor noise. All of this contributes to the building being 40% more energy efficient compared to the old junior school building. It also meets the BREEAM excellent sustainability standards and LETI design guidelines.
Long-term maintenance projects on some of our most historic, Grade II listed school buildings include Royal High School Bath, Howell’s School, Llandaff and Sheffield Girls’. We meticulously restored their building envelopes to retain historic architectural character while at the same time improving their energy-efficiency performance through window replacements (where allowed) and upgrading old services and controls, thereby rejuvenating the buildings to be fit for purpose for many more years to come.
Our journey towards a net zero carbon future it is the early stages, but I am already so proud of everyone across the GDST who lives and breathes our collective sustainability goals. We are all equally committed and engaged with finding new ways to improve and track the tangible reductions in our carbon emissions. Sustainability is a green thread that is woven through everything we do at the GDST, and we remain committed to encouraging and championing behaviours within our schools that protect, nurture and enhance the health and wellbeing of our people and our planet alike.
Anu Sabherwal is head of sustainability and infrastructure at GDST
Carolyn
Katie
In a recent article for Independent School Management, we wrote about the value of having a nursery in an independent school. We know from the webinars we run on this subject, and the clients we are working with, that opening a nursery, or developing an existing one, is now a reality in many independent schools. So, thoughts now turn to marketing your shiny new nursery or your recently expanded setting effectively, in the increasingly competitive early years sector.
Always start with research. Finding the right nursery is a major decision for parents, often charged with emotion, so understanding their priorities and requirements is key to your marketing activities.
Who is your ideal customer? If you can identify your target audience then you can make sure that your marketing resonates with the people you want to attract by meeting their needs and addressing their concerns and anxieties.
We suggest creating a profile of the type of parents you want to attract, keeping it current and updated as your knowledge grows. Include details about where they live, their ages and the ages of their children, their occupations and family situation. You need to know who you are talking to so you can understand how to talk to them.
It’s also crucial to update constantly the knowledge you have about your current families, such as their ongoing needs and priorities and what they think about your nursery. This helps you to develop and
“You need to know who you are talking to so you can understand how to talk to them.”
improve your provision, always ensuring that you are meeting (and hopefully exceeding) their requirements. You can do this easily with online surveys. Keep the surveys simple, ideally no more than five or six questions, focusing on what they like best about your nursery and what they would like to see developed or improved with plenty of open-ended questions that allow parents to provide detailed feedback in their responses.
By listening to your current families and making continuous improvements you can provide the highest quality in your nursery, meeting the requirements of both children and parents, and thereby enhancing your reputation in the local market.
In order to ensure your marketing campaign is successful, you will need knowledge of your local area. Keep an eye on what other early years providers in your area are doing by starting a competitor audit, researching the key features of your key competitors and keep this updated.
With so much choice available to parents looking for childcare, it’s critical to identify what sets your nursery apart from others in your area. This could be flexible hours, unique teaching/childcare methods, outdoor spaces, specialisms and many other features. Some nurseries
even offer a laundry service. These differentiators should all be noted in your competitor audit.
In addition, investigate all aspects of early years provision, including what type of childcare parents prioritise, what their future requirements might be, and how you can fill any gaps. There are lots of sources of data and information which are free to access. We always recommend the Office for National Statistics which publishes a wide range of data relating to birth rates, employment and travel to work information which will be invaluable to your databank of knowledge.
Local authority websites can also be very useful. Here you’ll find data relating to changes in your local area such as new housing developments and industrial/
business parks, both of which are likely to attract new families who may well be looking for a nursery.
This ongoing research programme will inform your key messages and the outcomes you wish to achieve in your marketing activity. These considerations will form the basis of your marketing strategy.
Create a clear road map for how your nursery can achieve its goals by effectively reaching its target audience. Independent schools are at a distinct advantage in this respect as most have dedicated marketing personnel who will be familiar with working with a marketing strategy and marketing planning.
A strong online presence via your website
The majority of parents cite word of mouth as the key factor in considering nursery provision, but many will still initiate their search online, so having a regularly updated website and social media presence is essential to boost your visibility to potential new families, while at the same time supporting current families with news and information
Parents will look at your website and social media posts and form an impression of who you are well before they ever enter your setting and they may even choose to visit your nursery based simply on your online presence.
On that basis, you would be amazed
by the number of independent school websites we look at that lack basic information. The age range of the pupils, single sex or co-ed, and where they are located are only a few items that are often missing and parents who are short on time will simply lose interest in you, however good your school is.
This is even more crucial for the nursery section. Private, voluntary or independent providers such as Bright Horizon, Fennies and Busy Bees, often have a whole website dedicated to one branch of their nursery, whereas independent schools will have a page, or two, as part of a whole school website. This simply isn’t enough.
So, make sure the nursery section of your website:
• Explains to prospective parents what your nursery offers, the age group catered for and thr hours and weeks available.
• Demonstrates why parents should choose your nursery over others.
• Explains how the nursery meets their needs. This should cover any government funding you offer.
In addition, you can add value by providing helpful content to support parents, such as blogs and newsletters to share parenting tips, educational articles and updates about your nursery. Testimonials from other parents are also important to build trust and spread the word. These features will help to establish and enhance your position as an authoritative player in the local nursery landscape.
Instagram and Facebook are the most popular platforms for young parents, so run targeted Facebook and Instagram ads aimed at local families in addition to your normal school advertising.
Social media posts, using both photos and short videos, can cover content of what happens in your nursery on a daily basis, profiles of the staff and events happening in the local community that will appeal to parents with young families. Make sure you post regularly to engage with your followers and build a strong online community.
When it comes to promoting your nursery, offline activities are also an effective way to attract your target audience.
Distribute printed materials such as posters, flyers and brochures in locations where you know young families gather. This can include community noticeboards in local coffee shops, supermarkets, churches and leisure centres. Ads in local magazines and newsletters are generally low cost and can still help awareness, depending on where your school is located and if there is a strong local community.
It's also worth noting that the signage outside your nursery should be clear, informative and eye-catching, consistent with your overall school branding, while clearly communicating that this is the nursery section of your school.
Holding an open event for your nursery is a great way to showcase your setting and meet new parents. It can be a fun and interactive way to engage with parents and their children, giving them a taste of what your nursery has to offer. We have seen a number of nurseries offering very successful themed open events which in effect become an enjoyable ‘day out’ for families while performing an effective sales function at the same time. Remember to offer access to your main school during an open event, if you can, as this will show parents that your nursery is the first step on their child’s educational journey with you.
And finally, remember to review your marketing strategy regularly to ensure it is still relevant and effective. As your nursery develops, your marketing strategy may require amendments to meet new challenges and opportunities. Regular monitoring and subsequent adjustments will ensure your nursery stays competitive and appealing and continue to attract new interest.
Carolyn Reed and Katie Cardona are schools communication and marketing consultants at Reed Brand Communication
School governors and senior leaders are much preoccupied by responding to government taxation policy. Next steps for inspection are not high on their priority list. But I would argue that some thought should be applied to this important area of school life in time for any amendments to be made to the inspection framework before the second three-year cycle of reporting begins in September next year. Heads will wish to exert influence over their associations once they are able to focus on the issue when current priorities have been addressed.
The sector is getting used to the framework. Schools generally know what to expect. The Independent Schools Inspectorate (ISI) is increasingly meeting its own deadlines. However, there are some concerns about the wider inspection regime which it is important for the sector to consider now. These relate to value-added in the context of an expensive process. Big schools are paying up to £50,000 for their inspection reports, based on an annual subscription of up to £17,000. Arguably, they are getting less value for money than they used to.
Schools no longer benefit from the regulatory commentary which provided authoritative guidance on how to meet the standards, provided by a highly experienced team well-versed in educational legislation and regulation. Regulatory compliance updates are not routinely provided. There’s no helpline
“The involvement of team inspectors is reduced by the absence of the full team from any feedback or comment on the report prior to publication.”
for schools to turn to if they are uncertain about regulatory or safeguarding issues. This is particularly concerning as requirements relating to issues like reinforced autoclaved aerated concrete or cladding can emerge out of the blue. The ISI is no longer available for concerned parents or pupils or past pupils to raise safeguarding concerns. The benefits of peer review are less transparent now that the names of inspection teams are withheld from the public domain and some team building parameters have been abandoned.
Inspection teams infrequently benefit now from the inclusion of trained bursars. Inspectors receive extensive training, but there could be a greater focus on regulatory compliance, maximising the trickle-down effect whereby inspectors take the benefits of that training into their schools. The ISI will counter, rightly, that it is providing regular webinars, and that it will be introducing the additional inspector (AI) status this year, but webinars have not covered all the areas schools would like and it’s not yet clear how the AI system will work.
Schools have responded positively to the implementation of the principle of collaboration in terms of joint lesson observations and other inspection activities undertaken alongside school leaders. They have also recognised the benefits of having fewer requirements in terms of documentation to be produced prior to inspection, in line with the principle of manageability, although the guidance that inspectors will not look at any self-evaluation forms is seen by many as a retrograde step against the spirit of collaboration.
A very significant change in tone and approach in terms of collaboration was introduced in the second half of last term with the ending of the full feedback meeting involving the whole inspection team and school leaders and governors and/or proprietor(s) and its replacement by two tightly controlled meetings involving a much smaller number of people (both in terms of inspectors and
leaders or governors).
Similarly, there is concern about the reporting of “significant strengths”. The approach here has changed from “show and tell” to something else: schools must not “signal” them; they must be found by inspectors; and confirmed by head office. The ISI has produced a useful slide on this which has been seen on its webinars, but the actual criteria here remain unclear to many stakeholders. We know that schools can be judged to have significant strengths alongside serious shortcomings and that fulsome feedback does not necessarily result in the accolade. There is no reference to significant strengths in the annual report, so we are none the wiser.
The involvement of team inspectors is reduced by the absence of the full team from any feedback or comment on the report prior to publication. Some school leaders feel that reports are bland and do not clearly distinguish between schools. They certainly don’t pull punches in reporting non-compliance where failings are clearly identified, referred to repeatedly and always associated with shortcomings in terms of standard 8 (the leadership of and management in school). Some reports are enlivened by examples or descriptions of things observed by inspectors. But there is inconsistency in this area.
Of greater concern has been a repeated refrain that reports don’t reflect feedback
on the ground. The ISI is very clear that it has a process of enhanced quality assurance (QA), which may include inspectors returning to the school after the scheduled inspection, but it’s less clear what can cause findings to change from those given at the end of the inspection. The ISI has been frank that this enhanced QA caused sometimes significant delays in publication. These delays are obviously incredibly stressful for heads in particular and not in keeping with the emphasis the ISI has given to senior leaders’ mental health, for example in the mental health training which has been provided for all reporting inspectors. These factors may partly be behind the increase in complaints to the ISI listed in the annual report, apparently running at about 7% of inspections.
It's important to consider these points before the second round of reports under this cycle begins in September next year. If there are concerns, we need to ask if schools will really benefit from having a second version of the current reports during this cycle. And consideration needs to be given to significant strengths
“The inspection activities and evidence which underlie the reports offer a rich vein of data which could be mined to add value to the sector.”
in the second round of reporting – will they be like Michelin stars, in some cases given and taken away, with or without explanation?
Inspection reports are not marketing documents. They should reassure the Departmemt for Education and parents as to the degree to which schools meet the regulatory requirements and the quality of provision for pupils. The current framework may have lost important features which were previously valued but that doesn’t mean it cannot provide added-value in a new context. The current framework emphasises the importance of governance and leadership, effective internal QA and the active wellbeing of pupils and this reflects current priorities. The inspection activities and evidence which underlie the reports offer a rich vein of data which could be mined to add value to the sector.
At present, if you want to know how your pupil, parent or staff voice feedback compare with other schools, you have to go to a commercial company. The ISI could benchmark its extensive data on this and publish it. It could undertake deep dives into curriculum and other areas. It could draw attention to significant strengths in schools and identify how they are achieved. As the sector is developing new curricula and other innovations, the ISI could be bringing together its observations of these. Such initiatives would be very much in line with the principles of collaboration and transparency.
Changes are afoot at Ofsted and should
be borne in mind by the ISI, although one of the virtues of an independent inspectorate is that it can offer a different approach. Consideration might be given to whether an annual safeguarding report and a post-inspection report card might be appropriate. Ofsted will offer schools a period of grace to fix any safeguarding issues which arise on inspection, where it judges the school’s leadership to be capable of resolving them, and this could be an approach also for independent schools. Ofsted is considering making all its training widely accessible online and this could be an excellent way of making the ISI’s well planned training visible to the whole sector.
I am a fervent advocate for an independent schools inspectorate. I want to see the current framework develop and improve alongside relationships with the sector’s professional associations which can and do influence standards in independent schools. It is important to ensure that an independent inspectorate is capable of advising and guiding schools, adding value as well as fulfilling its statutory requirements. We should be thinking about this now and be ready to counter any calls for a single inspectorate for all schools with an inspection regime which is well proven, communicative, trusted and effective, as well as rigorous. The entire education sector would be the poorer in the absence of an alternative way of doing things.
Durell Barnes is a freelance educational consultant and head of governance and compliance at educational consultant RSAcademics.
In recent years, we have witnessed a technological resurgence, with artificial intelligence leading the charge across various sectors, education being one of the most affected. As we enter 2025, the integration of AI in further and higher education continues to evolve, offering unprecedented opportunities for both educators and students.
While we remain conscious of the risks and ethical considerations associated with AI, its innovative applications are already transforming how we learn and teach. From automating administrative tasks to providing personalised learning experiences, AI is reshaping the educational landscape in thoughtful ways. The future of education lies in the seamless collaboration between human intelligence and AI, creating an environment where both can thrive and complement each other.
AI can strengthen human capabilities in the educational sector, increasing productivity, creativity and decisionmaking.
AI can help in creative endeavours by helping educators and pupils brainstorm on specific styles or themes, pushing the limits of their work. Educators can concentrate on more
“In most sectors, AI can streamline the research process by reviewing documents and spotting relevant information, accelerating the timeconsuming process for educators.”
complex and value-added tasks by automating administrative tasks. In most sectors, AI can streamline the research process by reviewing documents and spotting relevant information, accelerating the time-consuming process for educators.
AI can analyse vast amounts of educational data to identify trends and patterns, helping educators make informed decisions about curriculum design and teaching strategies. AI can also help teachers in their continuous professional development by recommending resources, providing feedback on teaching methods, and accelerating peer collaborations.
The global education technology market has seen significant growth, valued at $105.48 billion in 2021 and projected to reach $436.68 billion by 2030. This growth is driven by the increasing acceptance of online learning, especially accelerated by the Covid-19 pandemic, which pushed many pupils and educators to digital platforms to continue their education and teaching without disruptions.
AI-enabled tools can revolutionise global education technology changing the way pupils learn and teachers teach. Below are three practical applications of ed tech tools:
1. Personalised learning
AI has the potential to tailor educational experiences to each pupil’s unique needs, preferences and learning styles. By analysing data on pupils’ performance, attitudes and behaviour, AI systems can create customised learning paths, recommend resources, and adjust the pace of teaching. This allows teachers to leverage AI without experiencing burnout. Such a personalised approach ensures that all pupils can grasp concepts more effectively, regardless of their learning differences, and remain engaged in their educational journey.
2. Intelligent tutoring systems
Educators can deliver personalised one-on-one lessons to students using Intelligent Tutoring Systems (ITS), which is particularly advantageous for neurodivergent learners. These systems provide immediate feedback, identify areas where pupils face difficulties, and offer additional practice or explanations. ITS can replicate the experience of having a personal tutor without the significant cost for parents and institutions, making high-quality education more accessible to a broader range of pupils. For instance, Carnegie Cognitive Tutor can deliver personalised and immediate feedback, aiding pupils in understanding complex concepts more effectively throughout their learning journey.
3. Administrative productivity
AI can significantly reduce administrative tasks in schools, allowing educators to focus more on teaching and less on paperwork. Ed tech tools can automate tasks such as grading, scheduling and managing student records. For example, AI can instantly grade multiple-choice tests and even mark structured written assignments much faster than human counterparts, saving hundreds of hours each year for educators and enhancing the school’s operational efficiency. For example, Education Copilot is ideal for creating quality, structured lesson
“It is crucial to establish responsible AI from the outset to guide current AI education developments, thereby paving the way for successful AI projects in the future.”
plans for any subject, lesson or concept. It offers an AI lesson planner that can create lesson plans, presentations, and more, aligning activities, resources and assessments with learning objectives.
LessonPlans.ai helps in creating high-quality lesson plans with engaging activities and resources. Teachers can provide a detailed description of the lesson they want to create, and the AI generates a tailored plan to their needs.
ChatGPT is a large language model capable of answering questions, helping with tasks, and generating creative content. It can generate lesson plans with learning objectives and activities based on the details provided.
It is crucial to establish responsible AI from the outset to guide current AI education developments, thereby paving the way for successful AI projects in the future.
It is imperative to address the constantly evolving nature of AI. It has the tendency to take on human biases and amplify them, causing people who use that AI to become more biased themselves. As this could affect the lives of pupils, ethics should be at the forefront
of AI developments in education. To maximise the return on investment from AI while minimising downsides, it is essential to implement AI governance, trust and risk management systems in educational institutions.
Managing AI governance primarily involves several key processes: obtaining insights into the future of education, developing value-driven use cases for the institutions and pupils, achieving tactical objectives, and scaling operations to deliver educational value to pupils while generating profits for institutions. Every educational institution must establish a solid foundation with structured approaches to manage unanticipated risks.
Ensuring continuous transparency in the implementation for AI in the educational sector is vital. Controlling the AI model is imperative to managing how data is handled. Also, transparency concerns should encompass all stages of the model’s life cycle, including public data, confidential or private data, intellectual property, and copyrighted or generated synthetic data used in training.
Biases or prejudices inherent in humancollected data often find their way into AI models and the educational sector is not exempt. We can address these biases starting with educators being consciously fair in their day-to-day activities, so we have a decisive solution that can cap biases. Educators can diversify the training data for more representation or cap the data which will not help in arriving at useful decisions. Synthetic data can be helpful in minimising biases if used appropriately.
Given that AI models, particularly
GenAI, are used in high-risk areas like education, the potential for harm when these systems make errors is significant. This raises the question of accountability and to what extent each party is responsible. The EU AI Act has stringent guidelines for systems in this category. But it’s vital for educators to take responsibility for their choices and exercise controls wherever possible to prevent errors or, better yet, avoid them altogether.
There is rising global pressure for educational institutions to maintain an AI registry that details all the measures they took for ethical AI development to be made available. This became a mandatory requirement from 2 February this year. Transparency, fairness and accountability are essential to mitigating risks, enhancing trust, and ensuring that AI systems line up with educational values and regulatory requirements.
AI is destined to play a predominant role in shaping the future of our educational sectors – whether we like it or not. AI is ready to enhance the lives of educators, pupils and learners. The impact of AI surpasses simple convenience, holding the promise to address some of the most critical challenges faced by humanity. But what is clear is that these advancements must align harmoniously with our own growth and progress.
As we progress through 2025, it is crucial for school boards to embrace AI optimistically and responsibly. By integrating AI thoughtfully into our lives, we can ensure a brighter future for the next generations.
Rosemary J Thomas is a senior technical researcher at software company AI Labs
Steve Wilcock explains the thinking behind Marshal Eye, a new fire incident response app
The impact of a fire in an educational setting can be significant and multifaceted, affecting various aspects of the school community, the local area and beyond. First, there is the obvious physical impact on infrastructure such as damage to facilities including classrooms, libraries, laboratories and administrative offices, leading to costly repairs and renovations. There is then displacement of pupils and staff who will require alternative arrangements for classes and activities. The loss of equipment, supplies and educational materials will affect the quality of education. And there is the emotional and psychological impact to pupils, staff, families and the wider community of a sense of loss, particularly if it affects a beloved or historic building.
The financial burden of repairing damages can create a strain on school budgets, potentially diverting funds from educational programmes and services. Navigating insurance claims can be complicated and time-consuming, leading to delays in recovery.
The subsequent investigations, depending on the circumstances of a fire, could lead to legal action and if negligence is involved there could be accountability measures taken against responsible parties.
In summary, a fire at a school can have profound and lasting effects on the physical environment, community dynamics, emotional wellbeing, and educational outcomes. The response to such an incident is critical in mitigating negative impacts and supporting recovery.
“The financial burden of repairing damages can create a strain on school budgets.”
Having attended many large-scale fires during my career within Greater Manchester Fire and Rescue Service, I noted that the usual suspects would emerge during investigations – poor fire strategy, preparedness, communications and a lack of training.
While these problems have always been around, one aspect that is on the increase is the loss of resilience due to flexible working arrangements. Response teams will fluctuate throughout the day as staff come and go or roam the site. A fire can happen at any moment, and having the appropriate people in the right place at the right time, with the correct information, is becoming more difficult to plan for.
In early 2023, I was operating a fire training company in the Northwest and conceptualised a solution to this problem: an innovative app is called Marshal Eye. This app reimagines the way staff respond to fire incidents by allowing them to claim specific tasks digitally in real-time, rather than relying on preassigned fire marshal duties. This opt-in model simplifies planning and ensures that there is always coverage during emergencies.
One of the app's key features is that it provides users with essential information for their tasks. The app makes provision for instructions to be loaded up which staff can access during an event. This might include fire panel operation, sweep area plans, and assistance protocols for individuals with mobility challenges.
The blueprint for Marshal Eye also addressed historical communication issues that arise during fire alarms. Traditionally, fire marshals have had to initiate evacuations without any additional information, often leading to confusion and hesitation, particularly when colleagues may resist evacuating due to assumptions that many activations are false alarms.
To counter this, the app includes a live messaging feature, enabling realtime communication among staff to assess the situation within the building.
“A fire at a school can have profound and lasting effects on the physical environment, community dynamics, emotional wellbeing, and educational outcomes.”
If an evacuation is deemed necessary, all tasks will update using a traffic light system; this creates accountability and importantly coordination.
The app also helps to cancel unnecessary evacuations quickly, minimising disruption from false alarms. An article in the Institute of Fire Safety Managers’ magazine in autumn 2023 estimated that false alarms cost the UK economy nearly £700 million annually. Marshal Eye aims to address this issue by facilitating rapid decision-making through the live chat to get a true picture of what’s happening during any incident.
In schools, where fire response teams may be geographically dispersed, Marshal Eye creates a digital space for them to collaborate more effectively. The app provides real-time updates and alerts, enhancing overall confidence in the system.
“One of the app's key features is that it provides users with essential information for their tasks.”
Once an incident is resolved, users receive immediate updates to let them know that the building can be repopulated. A detailed PDF report is emailed to designated staff. It will give an exact time for the building to be declared clear and a full chronological log of all messages and timestamps of each task claimed and completed. This previously unavailable data will be invaluable for post-incident debriefing and evaluation of staff responses.
Additionally, Marshal Eye can facilitate fire evacuation drills without triggering alarms, allowing teams to practise evacuation procedures without the disruption of full-scale drills. However, it remains essential to conduct regular fire drills to ensure all staff members are familiar with their roles in the event of a fire.
The app's task menu allows users to view necessary actions and access important documents, like sweep plans or personal emergency evacuation
plans. A recent update now indicates how many individuals are present in the building capable of performing each task. If task coverage is low, the app will issue a warning, highlighting potential vulnerabilities in response capacity.
While it was always the intention to develop an application that would provide resilience to fire response, it became clear that the app could serve a broader range of critical incidents beyond fire emergencies. Features for reporting other incidents, such as medical emergencies or lockdowns, have been integrated, significantly speeding up the response to urgent situations such as needing a defibrillator or EpiPen.
The app is perfectly timed in readiness for the proposed Terrorism (Protection of Premises) Bill legislation, known as Martyn’s Law. At the time of writing, it has yet to be enacted but was reintroduced by the new Labour government during the King’s Speech in July, setting the stage for its eventual passage into law. Martyn's Law aims to create a framework that ensures public premises with certain capacities are equipped to prepare for and safeguard against terrorist attacks, thereby mitigating their impact. The primary advocate for this legislation is Figen Murray, whose son Martyn Hett was killed, along with 21 others, in the Manchester Arena terrorist attack in 2017.
This legislation will apply throughout
the UK. It will mandate that public premises and events take specific measures based on their capacity, venue size, and the nature of the activities being conducted to ensure better preparedness and protection against potential terrorist incidents. This legislation also extends into education premises including schools, colleges and universities.
The four types of procedures that should be implemented, as deemed appropriate and reasonably practicable, are:
1. Evacuation – the method of safely removing individuals from the premises.
2. Invacuation – the process of guiding people safely into the premises or to secure areas within them.
3. Lockdown – the act of securing the premises to restrict or prevent any intruder's entry, or movement around a premises such as locking doors, closing shutters or using barriers.
4. Communication – the means of notifying individuals on the premises to help them move away from potential danger.
Marshal Eye is currently being trialled in various organisations and schools. As we embrace the digital era, fire evacuation strategies must evolve to accommodate this.
Steve Wilcock is managing director of fire protection firm Marshal Eye
Hannah Gains, national education manager at construction firm Net Zero Buildings, assesses how educational estates can adapt in an era of increased climate awareness and extreme weather conditions
With Storms Bert and Darragh forcing widespread school closures and climate data confirming the hottest and wettest year on record, the urgency for schools to adapt to a changing climate has never been clearer. The impact of extreme weather events is being felt globally, from wildfires to floods, and education facilities are no exception, as they must evolve to futureproof their estate and ensure continuity of education.
Schools’ ageing estates face a variety of challenges as extreme weather becomes more frequent and severe. Strong winds and storms threaten roofs, trees on site and other infrastructure. During winter, snow and ice is also likely to force closures, particularly in schools with older boilers or roof leaks. Closures not only disrupt learning but also place significant pressure on estate managers who juggle reactive repairs with proactive planning.
In the UK, two of the most pressing risks are flooding and overheating. Climate models predict that by 2050, extreme overheating in schools will increase fivefold, leading to up to five lost days of learning annually. Additionally, heavier rainfall, expected to increase by 59% in the next five years, amplifies an already high risk of flooding. Education providers must prioritise resilience to ensure they can continue to provide high-quality teaching, regardless of challenges.
Forward-thinking schools are already incorporating innovative features to boost climate resilience. In London, for example, a pilot programme Climate Resilient Schools has started to focus on upgrading vulnerable estates. These projects include installing sustainable urban drainage systems such as rain planters, which capture rainwater from roofs while enhancing biodiversity. Thames Water has also partnered with local schools to address vulnerabilities in estates, addressing water leaks, installing rainwater capture systems and integrating sustainability into the curriculum to engage students and teachers.
To begin building resilience, schools must first assess their current
vulnerabilities. Estate managers play a key role in evaluating growing risks, such as proximity to flood zones, the condition of ageing infrastructure and susceptibility to overheating. Regular assessments are vital, as climate-related risks are evolving rapidly. For example, certain classrooms with a large number of windows may overheat in the summer, but equally be too cold in the winter, which requires targeted upgrades before this has significant effects on learning.
These seemingly small upgrades can have a huge difference on the resilience of a school estate. For example, a large number of schools still have old single-glazed windows, which can create vulnerabilities. By upgrading to modern windows, education providers not only protect themselves against the weather, but reduce heat loss, improve sound insulation and eliminate condensation, contributing to a healthier and more comfortable learning environment year-round.
A comprehensive approach includes addressing the short-, medium- and longterm vulnerabilities and ensuring that schools and estate managers are equipped with the knowledge to adapt to immediate and future challenges.
While large-scale implementation of climate-resilient technologies is still in its early stages, pilot programmes offer valuable lessons. These initiatives demonstrate the importance of addressing high-impact changes, such as flooding and embedding sustainability into the curriculum, giving schools examples of how scalable solutions can be adopted and tailored to their specific needs.
Minimising the effect of schools on the environment with renewable energy and sustainable building materials are critical components of futureproofing estates. Incorporating solar panels, rainwater harvesting or using alternative construction methods, such as offsite construction, not only reduces the carbon footprint of the estate but also ensures energy resilience during potential disruptions. If schools aren’t using renewable energy or thinking about long-
term energy use as climate targets gets closer, they are not futureproofing. These technologies and materials are essential for aligning with the UK’s net zero goals and securing the long-term health and sustainability of education facilities. However, climate resilience isn’t just about infrastructure, it’s also about fostering a culture of sustainability. It’s important that schools are doing their bit to encourage behaviour changes that reduce energy use with simple changes such as turning off lights and heating during weekends and holidays. Government-backed initiatives like the Net Zero Accelerator Programme emphasise accountability and engagement at all levels.
By involving pupils in activities such as maintaining rain planters or participating in reducing energy, schools can empower the next generation to prioritise sustainability as part of their daily lives. Programmes like meat-free Mondays and sustainable building projects further instil sustainable values in pupils and staff.
In an era of extreme weather, climate resilient schools are a necessity. By addressing vulnerabilities, integrating sustainable technologies and considering alternative construction methods, the education estate can create a robust environment for pupils to thrive. With the right education and partnerships, the education sector can lead the way for the next generation.
Jonathan Hill and Anastasia Vasiljeva advise on navigating visa options for international families
Choosing to send a child to a UK independent school requires careful consideration, not least with regards to navigation of the UK immigration system, and the restrictions in place for certain visa routes relating to living arrangements and accompanying parents.
For a child to study in the UK, the UK immigration system offers a variety of visa routes with the most appropriate dictated by the circumstances of the child and his or her family:
Child student visa –The primary route for international students aged between four and 17 studying at a UK independent school.
Student visa – Sponsored route available to students aged 16-plus to study in the UK.
Visitor visa – A visa route allowing a student temporary stay in the UK for study on a course of up to six months.
Dependant visa – A visa route allowing a child (under 18) to join his or her immediate family in the UK.
When considering the UK as a destination for study for a child, the most common approach taken by families is to secure a child student visa for their child while both parents remain overseas. This choice fits well with the child student route should the child be entered into a boarding school arrangement offering the experience of being a full-time boarder
“Choosing to send a child to a UK independent school requires careful consideration.”
during term time and with the option of spending school holidays with family. However, where the family circumstances change, or where either parent decides to relocate to the UK the situation can become more complex.
Where a child is applying for a child student visa it is possible for one parent to accompany the child using the ‘parent of a child student visa’ route. The parent in these circumstances is, for visa purposes, considered the dependant of the child student. For some families, this visa option can offer a precious opportunity to remain together during the early years. While this visa option offers a solution for families with younger children, there are several specific limitations attached which should be considered:
• The child must be attending an independent school with a child student sponsor licence to secure a child student visa,
• This option is only available where a child is aged under 12 years. Families with multiple children studying at an independent school in the UK can benefit from this option allowing older siblings to continue living with their parents until their youngest sibling turns 12 years old,
• There are no employment rights for
the parent holding a parent of a child student visa. The parent must have sufficient funds to maintain themselves and their child without working or accessing public funds,
• The parent may need to demonstrate that he or she genuinely plans to leave the UK when the child reaches the age of 12, and
• Only one parent can reside in the UK under this provision with the second parent only permitted to visit the UK on a temporary basis as a visitor.
Under the child student route, when a child reaches 16 years old the UK immigration rules recognise his or her capacity for greater independence, allowing the child to reside independently during his or her studies (although of course independent schools would not expect the child to live alone) which would allow flexibility for the child to live with the parents. Importantly, consideration should be given to the family circumstances and whether parents can secure a visa status in their own right which would allow their child to become a dependent upon their visa status.
Jonathan Hill is a senior immigration manager and Anastasia Vasiljeva an associate at global immigration advisor Fragomen
Bolton School’s Junior Girls’ School
Helen Holt has been appointed as head of Bolton School’s Junior Girls’ School, also called Hesketh House. For a number of years Holt has been the deputy head.
Holt has worked in education for more than 30 years after studying at Homerton College, Cambridge for a B.Ed degree with music as a main study.
The Junior Girls’ School she now leads is part of Bolton School’s primary division, which comprises a nursery, preschool class, infant school, boys’ junior school and girls’ junior school, and of the wider Bolton School Foundation, which includes girls’ and boys’ senior schools and educates pupils up to 18 years of age.
Holt said: “In my previous role as deputy, I worked to combine a strong sense of tradition in teaching and learning with educational research and innovation, educating girls with the skills they need for school, life and work today: communication, collaboration and critical thinking.
“I am particularly proud of our work to develop character through our Hesketh Habits in every aspect of school life, to create a rich and stimulating education for our pupils.
“Our character education initiative provides pupils with a holistic learning experience, preparing them for the challenges of rapidly evolving technology and future work. This is creating a positive impact on pupils’ personal and academic growth.
“I look forward to continuing to develop a creative approach to teaching and learning where, alongside the teaching of subject knowledge, we promote curiosity, creativity and problem solving as the building blocks of our curriculum.
“It’s exciting to lead our forward-thinking school at such a pivotal point in the ever-evolving educational landscape. We
are in the pilot stages of developing a creative learning digital portfolio for every pupil in school, which is already being enthusiastically embraced by pupils and parents alike.”
Heathfield School in Ascot, Berkshire, has appointed Jonathan Williams as deputy head (academic).
Heathfield School is an independent secondary boarding and day school for girls aged 11 to 18.
Williams has worked for the past five years as deputy head (academic) at St Andrew’s School, Turi, an international school in Kenya. Before that, he taught religious studies, sociology, philosophy and history, and worked in leadership roles such as head of house, head of department and head of faculty in schools across Hertfordshire and Oxfordshire, including a number of years at St Helen and St Katharine in Abingdon.
Williams said: “I am very excited to join Heathfield with its well-deserved reputation as a community in which girls can find their place, flourish and pursue their passions, empowering them to make their mark and contribute to the wider world.
“I am also delighted to be working with and leading an academic staff body with outstanding credentials, who are utterly committed to the success and wellbeing of every single student.
“As I lead the academic life of Heathfield School I aim to balance an eye for detail with a view of the big picture, understanding the mandate and elements needed for success. As a people person I take great joy investing in and interacting with students, staff and the wider community – and will do my best to ensure we enjoy ourselves along the way.
“Line managing approximately 20 academic leaders means that an important aspect of my remit is to support and coach
staff who have more direct involvement in particular areas of the school’s academic life. As a senior leader, ensuring we have excellent practitioners in front of students is crucial, alongside fostering the optimal culture and facilitating quality teaching and learning with effective processes.
“Having taken the time to observe and understand the school, I have already seen plenty of best practice in action. My first priority is to continue to promote and use this as the standard for all teaching and learning. I believe that ensuring consistency, the highest-quality lessons and interactions with teachers, not only leads to great outcomes for our students, but also greater enjoyment.
“As a father of three young daughters my spare time is at a premium, but whenever possible I nurture my passions in
music and sport, and rugby in particular, even when Wales, the country of my birth, are not playing at their best.
Headmistress Sarah Rollings, commented: “I am confident [Williams will] be a fantastic addition to our community, and I’m looking forward to working closely with him as we bring our shared vision for Heathfield to life – providing an exceptional education that inspires and engages students through a dynamic, relevant curriculum, and nurtures a love for lifelong learning.”
Rendcomb College in Gloucestershire has appointed Andy Murphy to be its next headmaster from September next year, So Glos has reported.
Rendcomb College is a co-educational independent day and boarding school for children aged three to 18.
Murphy will take over from outgoing headmaster Rob Jones, who has been head since 2015. He joins from Stamford School in Lincolnshire, where he has worked since 2014, most recently as senior deputy head.
Murphy studied biology at the University of Edinburgh, before taking a master’s in science at the University of Oxford, where he also attained his PGCE teaching qualification. He worked in marketing for Guinness and then Heineken, before moving into education 18 years ago, at Felsted School in Essex, and at Stowe School in Buckinghamshire and Stamford.
Murphy said: “I genuinely enjoyed the rigorous interview process, and it was an honour to meet so many students, staff, parents and governors throughout. I walked away feeling very confident that this is a great school and the perfect size to get to know everyone in the school community.
“The Cotswolds is an idyllic place to live and I cannot wait to fully immerse myself and my family into life here.”
Rendcomb College’s chairman of governors Nicholas Ford said: “[Murphy] brings with him a wealth of experience in the independent schools’ sector and has all the skills necessary to lead the college into its next chapter, building on the great work of his predecessor Rob Jones.”
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After two years in the role, Ian Allsop asks King’s Hawford’s head Tom Butt what he’s learned so far
Tom Butt succeeded Jennie Phillips as the head of King’s Hawford in rural Worcestershire in November 2022. The school, part of the King’s Foundation family, is a prep school for pupils aged two to 11.
Butt was educated at the Judd School in Kent before reading exercise and sport sciences at the University of Exeter, where he also studied for his PGCE. Before King’s Hawford, he was deputy head at Bredon School near Tewkesbury. Prior to that he was director of sport at Dover College and held posts in Chile and Switzerland.
He is a keen sportsman with a particular passion for rugby – captaining Kent at age group level – and mountain biking. Passionate about the outdoors, he’s a smallholder in his own right, enjoys travel and country pursuits, and is upon his appointment specifically cited as very much looking forward to being the new custodian of Hawford’s animals.
As this was his first head post, looking back, how prepared does he think he was for the reality of the role? He admits: “I don’t think anyone is fully prepared when they start a new role, and anyone who says they are is probably not telling the truth. I had an idea of what to expect but the first assembly was probably the most daunting moment, ensuring I pitched it right to all the children, and not just the oldest, with whom I had had most prior experience of working with. When one enters a new role, particularly in leadership, I think it’s incumbent on us to try to get fully under the skin of the
“I felt very quickly that I was able to trust the colleagues around me to be transparent and honest about what the school needed.”
organisation before we give any forthright opinions and certainly before making any changes. I felt very quickly that I was able to trust the colleagues around me to be transparent and honest about what the school needed.”
When asked what has gone well on a day-to-day basis, and what lessons have been learnt, he says that lessons are ongoing for everyone. “It is important to realise that each of us is no doubt very good at some things, and probably competent at many more, but no one can do everything. In a busy school we have
to be able to rely on each other and the team that we work with, and I hope it is the case that I have allowed colleagues to do their jobs and grow their own strengths alongside my specific role. This will no doubt continue to evolve.”
While the nature of the role means there have been many specific oneoff challenges, he considers the most challenging situations are always those around the welfare of individual children or family emergencies that are obviously unplanned. “We can never take the place of families, but we do need to be able to
“New children joining the school realise within the first week that it is cool to do everything, and quickly get swept up in the rhythm of school life.”
offer appropriate support if children or families suffer loss or are going through tough times. We get to know our children and their families extremely well and feel rightly invested in the wellbeing of our school community.”
When considering the position he states that the strongest feeling he had was that the school would not have to change too much to adapt to his arrival, and he would not have to change too much to adapt to the school. “It was a good fit, which can never be underestimated. The DNA of King’s Hawford is its balance of challenge and nurture, which is rooted in our approach to learning outside of the classroom, an emphasis on a hugely rich co-curricular programme, and great ambition in academic work, all underpinned by children embracing every opportunity that comes their way. Each of these fits with my own educational background, and what I place importance on as a parent for my own children.”
Each independent school can claim to have something ‘unique’ about it. What does he recognise as King’s Hawford’s particular strength? “The
‘have a go’ culture that the children have created. It is our job to facilitate as many opportunities as possible for them, and theirs to embrace it, which they do in spades. New children joining the school realise within the first week that it is cool to do everything, and quickly get swept up in the rhythm of school life.
Paramount to being a successful head are the relationships with other stakeholders. Butt breaks down how he manages each one.
“With pupils it is about trying to be as approachable as possible and for them to see me in as many different situations as possible, not just sitting behind my desk answering emails (which would be very easy to do).
“Staff need to be treated with honesty and transparency, and by working in a collaborative way when making tweaks or introducing change. Listening more than talking (again, I hope), and encouraging colleagues to make their wellbeing a priority.”
He counsels that with parents, you need to treat them as adults, and be respectfully direct when communicating. “If we say we will do something, follow through and do it. Listen and admit when we’ve got things wrong.”
With governors he highlights having regular committee meetings, termly visits and trying to ensure they hear different voices when they come into school – not just his.
And with the bursar – or director of finance in King’s Hawford’s case –they engage as part of the foundation leadership team. “We meet weekly and work very collaboratively to sensibly manage budgets and spend.”
Reflecting on the nature of what
leadership means to him now, and whether it has changed since he took the role, he says: “For me, the notion of leadership is much the same as it was when I started. An acknowledgement that no one person can do everything and if I try and get into the detail of everyone else’s roles I won’t see the bigger picture. Trust your colleagues to deliver in their roles, and if it’s not working look at the structure first, then the personnel after. Long-serving members of staff are hugely valuable to a school and often care deeply about what it stands for; get the right structure in place to get the best from them. Always try to model the behaviour that you want a school’s culture to reflect.”
Finally, how many queries have the school had about the thorny VAT on fees issue since it was confirmed? And how does it respond? “We have not had many queries to be honest, and this will likely be because we took the decision to be upfront with parents about the plans over the next couple of years.” A statement confirming an intention not to raise fees in the current academic year is the first thing you see on the school’s website. “This provides a degree of certainty for parents, and they can hopefully plan accordingly, while also acknowledging the great sacrifices many parents make to send their children to our school.”
