23 minute read
Samantha Kaye of Wellesley discusses that while millions of women work for themselves, they are not alone. Help is always available
SAMANTHA KAYE from Wellesley discusses some of the key areas self-employed women often battle with while being your own boss has undeniable benefits, this way of working can also come with particular challenges – but you don’t need to face them on your own
SELF-EMPLOYED WOMEN: You work for yourself but you’re not alone
More and more women are self employed nowadays, whether that’s running a business, freelancing or contracting out. Females currently make up approximately a third of the five million people who work for themselves,1 with the number of freelance working mothers soaring by 79% since 2008.2
It’s a seismic shift in a world where the self-employed sector has historically been dominated by men.
ENTREPRENEURIAL SPIRIT
Being your own boss can give you a real sense of freedom, both professionally and personally. You can set your own rates and hours, specialise in a vocation that suits you, and focus on clients who you’ve chosen to work with. Yet being a self-employed woman can also present certain challenges. More often than not, females find themselves juggling clients and workload as well as further challenges. For example, you’re battling the gender income and pension gaps, childcare costs and other unpaid responsibilities.
Here’s how you can thrive in three key areas that selfemployed women often battle with:
1INCOME A changeable workfl ow means it’s far trickier to budget or plan ahead when revenue changes month by month. You might also be spending so much time dealing with clients and overheads that your own fi nances are last in the priority pecking order.
Start by creating a plan for regular spending needs, such as your mortgage and living costs, and set up a direct debit to ‘pay yourself’ each month based on an average of what you earn. Next, concentrate on longer-term needs – for example, planning for retirement, or the potential for a period of maternity leave or childcare costs, if you decide to have children.
Calculate what to put aside for these life events – perhaps your pension gets a twice-yearly boost after a specifi c client pays you. True, it can be a balancing act to tick all the boxes, but it’s crucial to have a plan in place nevertheless. 2 TAX Th ink beyond the amount that you take as income – it’s just as important to consider the most tax-effi cient way of doing it. On the whole, paying into a pension from your company will be the best way of maximising your income while minimising your exposure to tax.
Th e drawback is that you can’t access money in a pension until the age of 55 (57 from 2028). Th e advantage, however, will be that you’ll have control over how much income you withdraw, and therefore how much income tax you’ll be subject to.
3CONFIDENCE Self-employed men earn 43% more on average than their female counterparts.3 Th is may indicate an ‘entitlement gap’, where freelance females set lower rates for their work. Ladies – it’s important that we advocate for ourselves, by valuing our services accordingly and tightening up those negotiation skills!
Women often feel they have to do everything themselves. However, outsourcing fi nancial planning – just as you would with any other business need – can mean you have one less thing to organise. After all, you’re not in this alone!
Sources: 1 Coronavirus and self-employment in the UK, O ce for National Statistics, April 2020 2 e opportunities and challenges of being a self employed mother, IPSE, August 2020 3 Men earn 43 per cent more than women in self employment, IPSE research reveals, IPSE, March 2020.
Samantha Kaye Chartered Adviser, Wellesley E: samantha.kaye@sjpp.co.uk www.wellesleywa.co.uk
Th e value of an investment with St. James’s Place will be directly linked to the performance of the funds selected and may fall as well as rise. You may get back less than the amount invested. Th e levels and bases of taxation, and reliefs from taxation, can change at any time and are generally dependent on individual circumstances. St. James’s Place guarantees the suitability of advice off ered by Wellesley when recommending any of the services and products available from companies in the Group. More details of the Guarantee are set out on the Group’s website www.sjp.co.uk/products Wellesley is a trading name of Wellesley Investment Management Ltd. Th e Partner Practice is an Appointed Representative of and represents only St. James’s Place Wealth Management plc (which is authorised and regulated by the Financial Conduct Authority) for the purpose of advising solely on the Group’s wealth management products and services, more details of which are set out on the Group’s website www.sjp.co.uk/about-st-james-place/our-business/ our-products-andservices. Th e ‘St. James’s Place partnership’ and the titles ‘Partner’ and ‘Partner Practice’ are marketing terms used to describe St. James’s Place representatives. Wellesley Investment Management Ltd: Registered Offi ce: 44 Th e Pantiles, Tunbridge Wells, Kent, England, TN2 5TN. Registered in England & Wales, Company No. 06530147.
In last month’s issue, we covered neurodivergence, prompted by Richard Branson’s belief that his dyslexia and ADHD are his superpowers. Neurodivergence is a catch-all for many conditions, and this month we look at autism. BY MAARTEN HOFFMANN
Covering autism
Being autistic does not mean you have an illness or disease. It means your brain works in a different way from other people and is something you’re born with. Signs of autism might be noticed when you’re very young, or indeed not until you’re older. If you’re autistic, you’re autistic your whole life.
Autism is not a medical condition with treatments or a ‘cure’. However, some people need support to help them with certain things. Autism covers a spectrum meaning that everybody with autism is diff erent, depending on how far along the scale you are. Some autistic people need little or no support, whilst others may need help from a parent or carer every day.
So autism is a wide-ranging, incredibly varied condition that can have little to no eff ect on one’s life or it can inhibit every element, every day. But what about the early diagnosis in children? What help is available? For those with severe cases, are there specialist schools available?
Sadly, the answers to all of these questions is grim, as we highlight on the following pages which off er fi rst-hand accounts of living with children with autism. Matters are really not helped when government and local authorities actively, and sometimes blatantly, become economical with the information, assistance and support they are obliged to off er, on occasion to the point of giving false information regarding an individual, while absolving themselves of much of their responsibilities. Th is of course, makes the situation impossible and leaves us with a generation of autistic kids
Autism is not a who are likely to achieve a tiny percentage of their potential.medical condition Last year I met a lady called Claire with treatments or a Krost who started an organisation called Waking up to Autism. During cure. However, some people need support the hour, I went from shock to disbelief, from horror to outright fury whilst listening to her story. I will leave Claire to help them with certain things to tell her story along with another parent and a grandparent. Th is is followed by a piece from Victoria Tofts, a highly experienced SEN specialist who has her own view on the shambolic system. Continued over >
AUTISM
Claire Krost
Founder of Waking Up To Autism. Mother to Olivia (12) and Adam (10) – both diagnosed as autistic
“Establishing Waking Up To Autism back in 2020 came from a very heart-led place. Having been through the assessment process for both of my children and for them to both be diagnosed as autistic, I had experienced first-hand the difficulty faced by parents or carers to gain the right knowledge and support in order to be able to care for and support their children. “Waking Up To Autism was set up to initially fill this gap and it soon became apparent just how much our services were needed. It was great to be able to bring parents together who had felt very alone and isolated to be able to share this journey. “During my own growth and development, I have been shocked to see just how the current system is not designed to embrace neurodivergent children. I still remember the day I learnt that teachers are not legally required to have training in Special Educational Needs (SEN) and it answered a lot of questions as to why our current mainstream education provisions can struggle to support our children and ensure that they are able to reach their full potential.
“We also have a staggering number of neurodivergent children who are unable to attend school due to unmet needs. The current system’s failure to ensure that SEN training is a legal requirement is not only detrimental to our children but is also failing our wonderful teachers by not preparing them appropriately for the very important job they have to do.
❛ ❛ Neurodiversity is key to keeping Britain safe. At GCHQ, some of our most talented and creative people have a neurodiverse profile – including dyslexia, autism, dyscalculia and dyspraxia and we want to employ more
GCHQ’s director Jo Cavan
“Over the last two years, I have also seen many incredible educators leaving the profession as they simply do not feel armed to do the job, and it has become a role that is almost impossible to do without gambling with their own mental health and wellbeing. “And so in 2021, I created a CPD Accredited course for Embracing Neurodivergent Students in the Mainstream Classroom which has been met with incredible reviews from the education staff who have attended. My mantra is ‘Knowledge is Power’ and arming schools properly with the right knowledge and support can hugely impact a child’s experience for learning. It can also create a culture throughout the school of being inclusive of neurodiversity and seeing the huge benefits that this brings to every single student and member of staff.
“But supporting parents/carers and education settings is only part of the solution. Helping our children to reach their academic potential is key but we also have to bridge the huge gap we currently have when it comes to moving from the education setting out into the workplace. “With 80% of neurodivergent adults unemployed or under-employed, it just shows the level of work needed to ensure that employers are inclusive and embracing neurodivergent candidates and employees into their work sectors. Looking at recruitment processes as well as support and inclusion on a day-to-day basis will open up opportunities for neurodivergent candidates to access roles that really tap into their unique strengths and abilities.
“The truth is that it is not only the neurodivergent candidates that are missing out but the business sector as a whole. The untapped potential in this incredible group of people is staggering and I strongly believe that if it were to be properly embraced, supported and nurtured the results would be immense – for everyone.
“On top of this, we cannot shy away from the mental health statistics that we see amongst neurodivergent adults which are greatly increased by the lack of employment options available, resulting in self-esteem, confidence and fulfilment issues. Autistic adults are nine times more likely to commit suicide, and this is yet another statistic that we aim to change with the work that we are doing.
“In 2023, Waking Up To Autism is passionate about launching a Mentorship Programme whereby we work with businesses to train them on what it means to be neurodivergent – to help bust the myths that society has portrayed over the years and to reduce the fear of the unknown when it comes to working with autistic people.
“We will mentor workplaces on how they can fully embrace neurodiversity within their workforce and ensure that they are able to provide an environment that is accessible and supportive. Businesses will also, as part of the Mentorship programme, have the opportunity to sponsor an education setting in their area. This will allow staff to receive the much-needed training they require to help the next generation of employees access the education they deserve. We will also create meaningful work experience placements for Year 10/11/Sixth Form neurodivergent students to help them transition successfully from the education setting into the workplace.
“We have the chance to make radical changes which comes with the excitement that these changes will pave the way for an incredible new workforce and inclusivity of the future.
“One saying I heard which I carry with me is: ‘I wouldn’t change my children for the world but I sure as hell would change the world for my children.’ ”
Claire Hutcheson
Mother to Patrick (12) diagnosed as autistic. School Business Manager in a Mainstream Primary School, West Sussex
“In 2010 I became a Mum and although I knew life would change, I wasn’t prepared for the challenges that lay ahead. From a young age, we knew Patrick was unique but it wasn’t until he started school that we saw a huge diff erence between him and his peers.
“As a parent, choosing a school for your child feels like one of the biggest decisions you are ever going to make. Unfortunately for us, it’s a decision we’ve had to keep reviewing as we have repeatedly found a huge lack of understanding and awareness of autism and its presentations. Patrick has frequently been labelled naughty, with parenting blamed for his misunderstood behaviour.
“Like all children, Patrick didn’t come with an instruction manual and this didn’t change after his diagnosis. It wasn’t until 2020 that Waking Up To Autism was established and although we already had a diagnosis, it was a relief to fi nally feel understood and supported. For years we had read up on autism. However, we never really found the answers. It wasn’t until I attended a Waking Up To Autism training course that I could actually say I understood autism and what it meant for our son and our family.
“Th is really made me think. As well as being a Mum to an autistic son I am also a School Business Manager. I see fi rst-hand the challenges facing schools in supporting children, especially those with SEN. If I as a parent couldn’t understand my son without support and training, how can we expect our educational settings and work environments to understand autistic people? What small changes they can make, to make a huge diff erence.
“Every school worker, without exception, wants to educate and support all children in their schools but often lack of funding leads to extremely diffi cult choices. How do you choose between essential resources and essential staff training?
“For autistic children to have the same opportunities as neurotypical children, they need to be able to access an education that gives them the right to be themselves and realise their own ambitions. To enable this, we must embrace and understand autism and not apologise or be ashamed of it. I am grateful for my son and all he has taught me; I know he has the ability to make a huge contribution to society if only he can be given the opportunity.”
Lisa Denscombe
Grandmother to Mason (9), diagnosed autistic
“When I became a grandmother for the fi rst time to my grandson Mason, my life changed dramatically. Mason was always diff erent from other children and he was diagnosed with autism and learning diffi culties at the age of six.
“It was not just understanding his having autism, but caring for, and loving him in a very diff erent way that was relative to his special world. Learning how to do this gave me far more understanding and patience than I had ever known and it enhanced my role as a grandmother.
“To support my daughter and grandson, I learned everything about autism and how it aff ected life for those with it. I began as a novice but after fi nding out about Waking Up To Autism (WUTA) I can now speak out and explain to others what autism actually is.
“My main frustration throughout my learning is the fact that so many people have no idea what it is, and when you try and explain they do not take any of the actual facts on board. WUTA has given us knowledge and awareness to navigate through autism and we now see that Mason will be able to thrive.
“WUTA has given me the strength and encouragement for living a life that includes autism. Without judgement, they support not only my daughter and Mason but me too. Th ere is a total understanding that being diff erent is usual. WUTA is our breath of fresh air. Dealing with life now for Mason is less diffi cult than before and there is hope for his future, not uncertainty.
“WUTA has given my daughter a sense of sanity to show that she is not alone and stands with many families that are in the same position. She has been given power through knowledge as to how to fi ght her son’s corner with strength, encouragement, love and emotional support that sometimes is not always given within our own family, due to lack of understanding.
I can honestly say that autism is an enhancement to life, not a hindrance and we should all take a leaf out of Mason’s Life Book and look at the world in his way.”
By Victoria Tofts, BA (Hons) Primary Education; MA Professional Studies in Education; PGDip Teaching Children with Autism
Inclusive Exclusion?
One of the emerging concerns around SEN, especially in mainstream schools at the moment is whether, what we have labelled ‘inclusion’ since the Warnock report in 1978, really is inclusive. Or, as I suspect, are we still just integrating?
In my many roles within SEN over the last 15 years, it has been easy to scapegoat the local authority as the root of all problems involving children with SEN, whether it be funding, Education, Health and Care Plans (EHCP) applications or placements. It can be incredibly frustrating as a parent or professional to feel as though you are fighting against a system.
This is what it can often feel like in order to secure the right funding, provision or placement. I have been recently frustrated at the lack of places in special schools. However, having worked in both mainstream and special schools, there are many children attending special schools who really should be able to access mainstream education.
I have come to realise that most of these issues could be resolved with effective and appropriate ‘true’ inclusion. A recent publication entitled ‘The Inclusion Illusion’ by Rob Webster, explores this through case studies, how our teaching in mainstream schools is not real inclusion but rather the integration of children with SEN into mainstream schools. This can include time out of the classroom, additional paid for interventions and professionals to come into school to advise on the best ways to include individual children in our schools.
If you are a parent of a child with SEN in a mainstream school, this will be very familiar to you but I would argue that the very fact that we are doing something completely different for some children such as different work set, time out of the classroom and adjusted expectations, means we are not truly enabling them to fulfil their potential alongside their peers. Surely a one-for-all approach can work much more effectively for children with SEN and, as such, benefit all the other children in the classroom. As we know, all of us benefit from experiencing neurodiversity within our daily lives. Too many children are placed in special schools, and this
Until teachers are does not enable society to develop their understanding or those with neurodifully prepared and trained to deliver versity to display their skill set. In order for this approach to work, teacher training needs to be overhauled. the best to all of Teachers are just not prepared to teach the majority of children with neurodiour children in versity. Although I began my training mainstream schools, in 2003, I received one lecture on neurodiversity and it was heavily weighted the system will keep failing children towards teaching children with dyslexia, which is a very specific type of learning disability and, as a rule, does with SEN and neurodiversity not in itself affect any other parts of a person’s learning or development. More recently, I was interviewed by some teachers taking part in a ‘one year and done’ teacher training course who were, frankly, shocked and amazed at some of my answers. I was giving them a very basic overview and I was shocked in return to find out how little they knew and how little they were being taught about neurodiversity and how to adapt your teaching to enable all children to achieve their full potential. Until teachers are fully prepared and trained to deliver the best to all of our children in mainstream schools, the system will keep failing children with SEN and neurodiversity. This is where more funding needs to be allocated rather than on catching up later on in the process or paying for more and more special school places.
DONNA OKELL, Founder and Director of UK for Good, tells us about B Corp and why it matters
UK FOR GOOD:
helping businesses to be a force for good
T he world is changing at pace, and the role of business is changing too. Businesses that are doing good, are those that are doing well. Following 35 years of leadership experience across a wide range of businesses, and in the charity sector, I set up UK for Good to help businesses do just that. My new-found passion developed as I became increasingly aware of the climate emergency and the serious social challenges facing the world.
As a mother of three children, I’m genuinely fearful for the world I may be leaving them. Th is led me to explore how I could use my experience and skills to shape a better world for future generations. I wondered, if not me, then who? And if not now, then when?
In 2021, I launched UK for Good to support businesses on their journey towards a better tomorrow. Today, people want to buy from, work for and invest in organisations they can trust. Recent research by B Lab, the non-profi t arm of B Corp, revealed that 72% of people believe that companies should have a legal responsibility to the planet and people, alongside maximising profi ts.
Doing the right thing is no longer an option, it’s a necessity. One way to demonstrate that your business genuinely cares about your people, communities, and the environment, is to become a B Corp. Th e B Corp principles inspire and underpin the work UK for Good does.
WHAT IS B CORP, WHY DOES IT MATTER, AND HOW CAN YOU BECOME ONE?
B Corp is still relatively new to the UK but, increasingly, organisations are waking up to this better way of doing business. B Corp Certifi ed businesses, or B Corps for short, are for-profi t businesses that are responsible, transparent, independently verifi ed, and legally accountable.
Th e B Corp Certifi cation is globally recognised and looks at every aspect of your business: your governance, employees, communities, the environment, and your customers. Th e application process is rigorous and intentionally diffi cult. To become B Corp Certifi ed you must score above the minimum 80-point threshold using a free-to-access online assessment, known as the B Impact Assessment.
As of December 2022, there are over 5,500 Certifi ed B Corp businesses across the globe, including a thousand in the UK. Th e UK is the fastest growing B Corp movement in the world, showing that businesses are beginning to recognise that they need to demonstrate their positive impact on their people, communities, and the planet as well as make profi t.
B Corp Certifi cation is not just another tick box exercise. It’s a way to celebrate the good work you are already doing and identify areas where you can improve your impact.
HOW UK FOR GOOD CAN HELP?
Whether you’re not sure where to start your better business journey, or are ready to pursue B Corp Certifi cation, help is available. Joining the UK for Good membership community of forward-thinking business leaders is a cost and time-eff ective way to progress your better business journey.
Monthly online meetings off er an opportunity to learn from better business experts, often leaders from the B Corp Movement, and learn from their experiences. Members explore in breakout rooms how they can develop their own businesses in ways that make a diff erence to their people, communities, and the planet.
For businesses who are ready to embark on their B Corp journey, we off er light-touch support through our online B Corp Accelerator Programme or tailored one-to-one B Corp Consultancy if that suits you best.
Creating a greener, cleaner, fairer future for all is not easy. It requires passionate leaders to make a real diff erence, and the world needs more of them. Th at’s why we recently launched our innovative, Leadership for Good Programme, designed for sustainability consultants, or in-house better business advocates, to help either their clients, or the business they work for, to understand how they can act as a force for good, and how to navigate the B Corp journey.
SO, WHAT’S NEXT?
With 2023 now here, I’m looking forward to further growing our own impact and supporting the growth of the B Corp Movement in the UK. We will continue to inspire, inform, and enable businesses to make more of a diff erence to people and the planet – wherever they are on their journey. We are committed to doing all that we can to help businesses shape a better world.
www.ukforgood.com
