Independent School Management Plus: Winter 2024 by williamclarence

s u l MANAGEMENT p Winter 2024

I N D E P E N D E N T

S C H O O L

The BUSINESS of INDEPENDENT EDUCATION

SCHOOLMANAGEMENTPLUS.COM

Deferring Fees?

Consumer credit rules could bite!

Scanning the Horizon

Leading EDI at Christ's Hospital Mutisunge Edwards

Future-proofing your school

Seismic Shift

International student recruitment is changing

In partnership with

Personalised School Admissions kampus24.com

BURSARS

HEADS

G OV E R N O R S

PA R T N E R I N G W I T H

ADMISSIONS

DEVELOPMENT

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Incorporating

Conference & Common Room William Clarence Education Green Park House, 15 Stratton Street, Mayfair, London W1J 8LQ Tel: +44 (0)207 412 8988

EDITOR

Irena Barker editor@schoolmanagementplus.com

DESIGN & PRINT

Fellows Media Ltd The Gallery, Southam Lane, Cheltenham GL52 3PB 01242 259241 hello@fellowsmedia.com

ADVERTISING

Izzie Renwick izzie.renwick@fellowsmedia.com 01242 259241

PUBLISHER

William Clarence Education Ltd William Clarence Education is a leading UK education consultancy working with independent schools throughout the UK, and British international schools overseas. williamclarence.com schoolmanagementplus.com

DISTRIBUTION

Print and digital copies of Independent School Management Plus are distributed to headteachers, principals, bursars, marketing, development and admissions leads in every independent school in the UK, plus British international schools overseas. The magazine is published four times a year.

© William Clarence Education No part of this magazine may be reproduced without the permission of the publisher. The information contained in Independent School Management Plus has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, disappointment, negligence or damage caused by reliance on the information contained within this publication is hereby excluded to the fullest extent permitted by law.

Foreword

2024

seems set to be another tumultuous year for the country as a whole and the independent school sector in par ticular. The cost-of-living crisis continues, interest rates appear likely to remain high for even longer than expected and, if the general election returns Labour to power, few in the know doubt that VAT will be imposed on school fees with little delay. As a sector, we need to be ready. We need to stare the future squarely in the face, acknowledge the reality of what we see heading towards us and ‘be prepared’. Education remains a top priority for legions of parents and, as we know, many make enormous sacriﬁces to enable their children to attend our schools. But, in the end, if the sums just don’t add up, the sad truth is that we will see students withdrawn and school budgets start to creak even more ominously. Our sector is not insulated from the grim economic realities of the moment and everyone working in it, or with it, needs to understand that independent schools are businesses. Customers must be secured and budgets balanced or – to quote Mr Micawber – “result misery”. Difﬁcult choices have to be made and priorities established; some sacred cows may need to be gently led away. As the team from RSAcademics tell us in their ar ticle, Building Resilience (p6), it is only by understanding and focusing on what matters that the long-term health of any business can be secured. Echoing the same theme, David Walker in Horizon Scanning (p22) and David Milner in A Seismic Shift (p28) urge our schools to saddle up and respond to market forces. They cannot be escaped. Independent education is one of the great traditions of our country. It has survived adverse conditions before and will do so once more. But rarely has insightful and decisive leadership been more vital – or the need to keep a weather eye on the horizon more critical.

independent schools are businesses.

Our School Management Plus online platform offers a wealth of information. Keep up to date and get involved: • latest news, regular features and opinion • monthly newsletter and jobs to your inbox • contribute your own ideas and opinion • join our webinars and round-table discussions. We are the leading opinion platform for the successful running of a modern independent school. We are always keen to hear about the issues that matter to you most, so get in touch to have your school’s voice heard. editor@schoolmanagementplus.com

NA W W W.S C H O O LM A

G EM EN T PL U S. C O

EDITORIAL ADVISORY BOARD

CO N T EN T S

Dr Helen Wright Educational consultant, former Head of St Mary’s Calne and President of the Girls’ Schools Association

Tory Gillingham AMCIS CEO, former Marketing Director at Pocklington School and Marketing and Development Director at St Peter’s School, York

A Seismic Shift

Heather Styche-Patel leads the Consultancy Services Practice and Commercial Leadership Appointments at RSAcademics. Ian Hunt School board member in the UK and Middle East, leader of international educational projects and a contributor to the national press Richard Harman CEO of AGBIS. Previously Headmaster of Aldenham and subsequently Uppingham. Past Chairman of the BSA and HMC Louise Bennett CEO of IDPE (the Institute of Development Professionals in Education) Robin Fletcher CEO of the BSA and the BSA Group Nick Gallop Headmaster, Brighton College International School, Bangkok; regular contributor to the TES and editor of Politics Review Donna Stevens CEO of the Girls’ School Association Mark Taylor Bursar, King’s School Canterbury; previously Chairman, ISBA

In Conversation With Mutisunge Edwards

BURSARS

DEVELOPMENT

Building Resilience Future-prooﬁng your business.

Deferring Fee Payments? The consumer credit regime could bite!

HEADS & GOVERNORS 13

A Journey of Self-Discovery Why every Head deserves a Coach.

In Conversation With Mutisunge Edwards, EDI Lead, Christ’s Hospital.

Horizon Scanning Discerning the future of boarding.

MARKETING A Seismic Shift International student recruitment today.

From Small Acorns to Oak Trees

From Small Acorns to Oak Trees How to build a development ofﬁce.

PARTNERS 38

GSA Equality for women and girls: Girls’ schools continue to be the driving force.

BSA The future of boarding.

AGBIS Change is in the air.

AMCIS Getting it right: Admissions and Marketing appointments.

IDPE Can you afford not to invest in development?

Talking Point Empowering tomorrow’s women: The vital role of all-girls’ schools.

plus Winter 2024

D E N T

I N D E P E N

S C H O O L

MA NAGE ME The BUSINESS

of INDEPENDE

NT EDUCATION

Deferring Fees? rules Consumer credit could bite!

SCHOOLMA

NAGEMENT

PLUS.COM

Scanning the Horizon

Leading EDI at l Christ's Hospita

ON THE COVER

your school Future-proofing

Mutisunge Edwards

Seismic Shift

International student recruitment is changing In partnership with

Admissions Personalised School m kampus24.co

BURSARS

HEADS

G OV E R N O R

PA R T N E R I N

ADMISSIONS

DEVELOPME

Building Resilience Page 6

G WITH

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BURSARS

BUILDING RESILIENCE

FUTURE-PROOFING YOUR BUSINESS Looking ahead to continuing economic turbulence and a likely change of government, independent schools across the country are reviewing their business models and considering how they can build in greater financial resilience. Louise Peddie and David Alder explain why they believe that improved efficiency and clear market positioning are essential to long-term survival.

t RSAcademics, we have supported schools in strategic planning and optimising operations for over 20 years. Most recently, our work has focused on how schools might respond to the economic and political ‘headwinds’ to ensure longterm, sustainable financial resilience. Our experience suggests that two particular areas of focus could collectively or individually help senior leaders navigate the challenges ahead: • maximising impact by increasing efficiencies • clarity of position in the market.

Key questions To assess how well your school is building financial resilience, consider the following questions: • How efficient is your organisation? Are departmental and communications plans aligned with your overall strategy? To what degree do you make decisions based on data or anecdotal evidence? How well do you use data and intelligence? • How well do you understand what parents, pupils, staff and alumni value about the school? How effective are you in communicating this to your key audiences? Answering these questions is critical to developing financial sustainability.

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MAXIMISING IMPACT BY INCREASING EFFICIENCIES

Independent schools face many challenges in today’s competitive and uncer tain environment. They must deliver high-quality education and pastoral care while ensuring financial sustainability. To achieve this, they need to be data-driven to optimise the impact of resources. We discuss this below in the context of decision-making and organisational agility, looking specifically at marketing and admissions.

Using data to inform decision-making and communication

An essential factor in enabling operational effectiveness is organisational agility, i.e. the ability of the school to adapt quickly and efficiently to changing circumstances. Achieving this requires a clear and shared vision that guides strategic decisionmaking and identifies priorities. However, this alone is not enough. Often, a well-crafted five-year strategic plan can languish on a shelf, lacking operational plans to deliver it and an internal communications strategy to realise its implementation. The latter helps ensure departmental activities are aligned, and processes optimised. Furthermore, a school needs a consistent and strategic approach to data. Identifying key performance indicators (KPIs) for each strategic area helps track progress and success in achieving the strategy. There are many sources of data and different methods that can be used to collect it, including academic results, pupil feedback, stakeholder surveys and financial measures. Monitoring KPIs helps to identify where there might be issues so that an action plan can be crafted setting out what needs to be done to address them, who will do it and when. However, having access to data is only one part of the equation; having a culture that supports and values data-driven decision-making is vital. This means a school should encourage and enable staff to use data to inform their practices and improve their

BURSARS

data-driven decisionmaking is vital performance. It also means that a school should challenge and question its own assumptions and practices and be open to change and innovation. Doing so leads to better outcomes and greater satisfaction for all stakeholders.

Aligning resources with strategic priorities

Having identified the strategic priorities, staffing structures and levels need to be aligned with these goals. This may require planning for growth in some areas while seeking to reduce costs in others. For example, a school may need to invest in new facilities to enhance its teaching and learning while finding ways to streamline its administrative processes or outsource some of its non-core functions. Gathering sufficient evidence to provide a detailed picture of resourcing can be achieved using various tools and methods, e.g. benchmarking and workload analysis. By analysing the data, a school can identify potential efficiencies, gaps, overlaps or opportunities for improvement, such as deploying staff in different ways or departmental reorganisations. However, organisational change is not a one-off exercise. It is an ongoing process that requires regular monitoring and evaluation to assess the impact of the changes made, identify any issues or challenges, and make any necessary adjustments.

Marketing and admissions: attracting and retaining pupils

Often, one of the more costly areas of non-staff expenditure, the impact of marketing activities can sometimes be challenging to measure. What impact is social media activity having? Are the key messages reaching the target audiences? Do the activities represent a good return on investment? Likewise, schools are keen to ensure that their admissions strategy maximises conversion of enquiries to enrolments, yet often they lack sufficient data to enact meaningful change. Ensuring that marketing and admissions strategies are aligned and optimally configured for current and future recruitment cycles is vital. Yet, it is not uncommon to find a degree of siloed working among teams. It is important

to understand to what degree marketing activities support the school’s admissions needs to both generate more enquiries and support the conversion of enquiries to enrolments. Likewise, how well-briefed are staff involved in open events on the school’s key messages and recent or planned developments? Impressions take time and effort to build, yet they can easily be accidentally undermined. If a school is to build resilience into its business model, it is crucial to start with a clear and compelling position that differentiates the school in question from its competitors and appeals to its target market. The supporting marketing and admissions strategy then needs to be dynamic and responsive to the changing needs and preferences of that market, as well as to the changing environment and context. Every school needs to have a clear market position.

CLARITY OF POSITION

In the face of increasing and changing demands from stakeholders, schools are well-advised to take the time to understand what parents, prospective parents, staff, pupils and alumni truly value and ensure there is a shared understanding of the school’s vision, aims and position. Doing so builds a sense of value among stakeholders and generates increased satisfaction, loyalty and support. Schools are increasingly seeking to explore stakeholders’ views around which aspects of school life they consider critical and which they view as less impactful and could, therefore, be downscaled as schools negotiate a difficult financial landscape. Be wary of relying on longstanding – perhaps entrenched – beliefs about what stakeholders F

Winter 2024 | schoolmanagementplus.com | 7

BURSARS want or need. Instead, gather evidence to support changes to inform your strategy.

Current parents

Understanding what current parents believe are a school’s real strengths is invaluable. Establishing a ‘we invited feedback, we listened and we acted’ communication loop helps parents feel more invested in a school’s work and its successes. While regular research activities are helpful to ‘fine-tune’ day-today life at school, dedicated projects can be more strategically targeted. Results shown on a simple chart comparing the importance of different school features versus their current performance rating can be an excellent

Be wary of relying on long-standing – perhaps entrenched – beliefs starting point for identifying a school’s future areas of focus. Direct questioning about household finances and school intentions is very important in times of managing financial pressures as it provides an evidence base for difficult decisions about fee changes and budget setting.

Prospective parents

Prospective parents, both those who ultimately choose the school and those who reject it, should also be a focus. What are their real motivations for making an admissions enquiry? Understanding the tangible benefits that parents seek when choosing a school remains essential, but it should be enriched by using questions to explore what parents are trying to achieve for their child or their family as a whole. Ultimately, gaining a sensitive understanding of what led to the final choice of a school should lead to an alignment of marketing and admissions processes and a return on investment.

Current pupils

Also critical is the view of current pupils. The new ISI Inspection Framework demands a broader view of pupil wellbeing. Inspectors are as concerned with the experience of unhappy pupils in each school as much as they are with that of the many broadly content pupils. Anonymous surveys help to involve as many pupils as possible, encourage honest feedback, help spot emerging concerns and identify what is working 8 | schoolmanagementplus.com | Winter 2024

well. The insights gained should provide schools with powerful indicators as to which areas of school life are important to the student community and should therefore be treated as strategic priorities.

Staff

Staff can provide dual perspectives: the school as an employer and an educator. They have a unique perspective of the school’s challenges and opportunities, and practical ideas about how these might be met. Patchy communication is often an area of concern highlighted by staff, and a professional survey provides a way for all staff to have an equal voice and for leaders to understand better the variations in experience across the staff community.

Alumni

Lastly, let’s consider the alumni, the biggest stakeholder body for any school and a highly invested group of potential advocates and supporters. Research to understand their preferences and opinions can inform strategic decisions, increase engagement, help build a strong career network and identify likely supporters. Schools should actively leverage this resource to build the goodwill which will positively impact the satisfaction levels of current families and provide support with long-term benefits. Each of these research activities is important and possibly a little daunting when considered together. So, a three-step approach to planning research is recommended: • review any prior research to assess the insights already gained • identify any gaps in knowledge • map out a programme of research across the stakeholder groups to plug these gaps. As you develop the programme, do not forget to schedule time to analyse the findings. As importantly, agree on how to communicate the findings to stakeholders and what you are doing in response. ●

LOUISE PEDDIE is Head of Research (louisepeddie@rsacademics.com) and David Alder (davidalder@rsacademics.com) is Head of Strategy and Marketing Consultancy Services at RSAcademics. RSAcademics provides specialist strategy consultancy and stakeholder research services to schools. If you would like to discuss any aspect of this article, please get in touch.

Winter 2024 | schoolmanagementplus.com | 9

BURSARS

DEFERRING FEE PAYMENTS?

THE CONSUMER CREDIT REGIME COULD BITE! Kevin Sullivan explains how allowing parents extra time to pay fees may entangle a school in the provisions of the Consumer Credit Act. Caution is required!

very parent wants the best for their children and those that believe they can afford it often choose to put their children into independent education. But what happens when parents who could initially fund school fees subsequently ﬁnd them difﬁcult to pay for a whole variety of reasons? The school concerned will no doubt want to be as helpful as possible and try to accommodate the parents as much they can and thereby do the best thing for the child involved, especially if that child is already enrolled, and certainly, perhaps, if the child has been at the school for some time.

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However, senior managers need to be very careful when agreeing any ﬁnancial arrangement with parents. I use the word ‘accommodate’ on purpose. Schools will need to act lawfully when giving parents any ﬁnancial accommodation.

Consumer protection

Parents are consumers. If they receive any financial accommodation from any person or institution, including a school, they will be protected by the UK’s consumer credit regime. Consumer credit is regulated under various enactments including the Consumer Credit Act 1974, the Financial Services and Markets Act 2000 and other secondary legislation. The consumer credit regime imposes very strict requirements on credit providers, including detailed requirements as to the form of the credit agreement and, perhaps most importantly, the need for authorisation from the Financial Conduct Authority (FCA) if regulated credit agreements are entered into. Consumer credit is not just an obvious cash loan to a consumer but incudes any other form of financial accommodation too. The law over the years has defined what this is; and it includes a contractual right to defer the payment of a debt or sum of money.

So, what is the situation if the school wants to agree to defer the payment of school fees to help parents? In other words, gives them credit. First of all, there is nothing wrong with instalment arrangements. A school is perfectly entitled to agree from the outset monthly or other periodical payment arrangements with parents for school fees. A future instalment will not constitute the deferment of any amount due and payable. The school’s contract with the parents should be clear on the instalment arrangements and when the payment of each instalment is due.

Missed payments

Where the school could get into difﬁculty is when parents cannot pay the relevant amount on its due date, whether an instalment or otherwise. If the school contractually agrees with the parents to defer that payment (which can include the variation of an existing contract) then this may constitute a regulated credit agreement under the Consumer Credit Act 1974. If the parents do miss a payment and pay later then this will not necessarily mean that a regulated credit agreement has been entered into, however. A party

Parents are consumers …

BURSARS

that allows extra time for a payment owed has been held by the courts not to be entering into a credit agreement provided there is no formal contractual right to defer payment. A school is therefore unlikely to be held to have extended credit where there is merely an outstanding obligation on the parents to make payment that the school has agreed not to pursue. This situation cannot last forever, of course, because the school will need to do something at some point if the fees owed remain unpaid. As observed above, if the school does not want to sue the parents for payment, then granting more time to pay will generally be ﬁne. But difﬁculties can arise if the school receives anything in return for not agreeing to pursue a late payment (e.g. the parents paying interest on the amount owed or legal costs) as this will amount to the provision of credit.

Regulated credit agreements

So how can a school avoid entering into a regulated credit agreement? A regulated credit agreement under the Consumer Credit Act 1974 is any credit agreement that is not an ‘exempt credit agreement’. If the school can enter into an exempt credit agreement with a parent, this will mean that the school will not need to comply with the detailed requirements of the Act (although some provisions will still apply such as unfair

relationships, see below), nor will it require the school to be authorised by the FCA. However, exempt credit agreements are few and far between and are quite technical.

Schools will need to act lawfully …

One particular exemption that might be relevant to school fees is the high-net worth exemption which provides (at the date of this article) that: • the parents with whom the agreement is made must have had a net income of £150,000 or more in the previous ﬁnancial year or had net assets of £500,000 or more (excluding their primary residence) throughout that year, and • either the credit is secured on land or the credit provided exceeds £60,260. Another exemption that might work for resolving short-term funding challenges for parents is a payment plan which runs over no more than 12 months and the number of payments – which cannot be more than 12 – are either secured on land or provided without interest or other charges. Such exempt credit agreements will need to be drafted correctly to comply with the Consumer Credit Act 1974. Even though they will be exempt, and the detailed requirements of the Act will

not apply (e.g. documenting prescribed information correctly and the ongoing provision of statements to the parents), schools should note that parents will still have the beneﬁt of the ‘unfair relationships’ section of the Act. This gives courts wide powers to remedy any unfairness.

Be careful!

If a school cannot use one of these exemptions, or indeed another exemption under the Act, then any agreement with parents to defer payment runs the risk of unenforceability. Legal advice should therefore be sought at an early stage before schools agree any variation to the extant arrangements with parents for the payment of fees. So be careful! Although trying to accommodate parents and their children by deferring payments will often be their ﬁrst instinct, it may be better for schools to insist that the parents enter into a credit agreement with an authorised third-party credit provider to enable them to fund the fees rather than risking becoming entangled with the UK’s consumer credit regime. ●

KEVIN SULLIVAN is a partner at Warners Solicitors in Tonbridge, Kent. www.warners-solicitors.co.uk Winter 2024 | schoolmanagementplus.com | 11

ADVERTORIAL

MEALTIMES MATTER:

A LOOK AT THE LANDSCAPE OF SCHOOL DINING CHOICES Rupert Weber, Head of Education at apetito looks at the choices that schools face when it comes to ensuring excellence in their mealtime provision.

“I

n-house? Or contracted out? It’s one of the biggest dilemmas facing schools when it comes to their meals provision. There is no ‘right’ or ‘wrong’ but there are many factors that need to be considered around which is the right service for each schools’ individual needs. “There is another innovative school meals solution that is proving to be an attractive choice for many schools. Namely that of a ‘hybrid’ offer where pre-prepared meals are cooked on site and served to children. It’s a service that can be delivered easily by a small number of staff, yet guarantees quality, consistency, safety, and cost of meals – all elements which are increasingly in the spotlight with continuing labour shortages and the highest inﬂationary pressures witnessed in decades. “In-house may feel like the preferred option with the label of ‘fresh’ appealing to teachers, parents, and children alike. But in many cases ‘fresh’ doesn’t mean better – our pre-prepared meals are created by our in-house chefs and dietitians to taste delicious and meet nutritional standards. They can then be easily reheated with no loss of quality or ﬂavour. “There are also inherent challenges and

12 | schoolmanagementplus.com | Winter 2024 12 | schoolmanagementplus.com | Winter 2024

often a signiﬁcant cost and labour demand in delivering a quality fresh-cook service every day during term time, and the complexities of delivering meals to meet a plethora of dietary requirements across pupils is no mean feat. “A contract caterer can appear to be an attractive option, minimising work for the school’s bursar and management teams and seemingly, taking away the unpredictable labour concerns. But alongside this, comes a loss of overall control which has been known (in some instances), to come back to bite. Contract caterers also tend to be more expensive, and one has to consider the exposure to rising food and labour costs on a labour reliant model. “Increasingly, we have found that the middle ground is being considered, and services such as our hybrid option is an attractive one for schools. We know how important it is for schools to have a quality mealtime offer, serving nourishing food that helps children thrive and grow. By serving high quality pre-prepared meals, it can hugely reduce the reliance on labour whilst also saving time, space and providing valuable information around nutritional values. “We know consistency of cost is a big plus for schools right now and with our hybrid model, cost and service can be controlled directly by the school’s own team. “Let’s give you an example: Our Lady’s Preparatory School had

been using an in-house catering provision to feed its 250 children. Whilst the food provided was filling, it didn’t always deliver optimal nutritional value to the children or cater for a wide variety of meal choice. “Headmaster Michael Stone was determined to find a catering provision which served nutritionally beneficial meals to the children. “And now, with apetito, Our Lady’s now has access to more than 200 different dishes and have streamlined their kitchen operation, helping to increase the catering efficiency whilst delivering value, choice, quality and variety. “Less time is now required for food preparation, as high-quality meals are cooked in a conveniently short period of time, requiring less manpower to produce the same number of meals. The added benefit of seeing cost savings and efficiencies, whilst also providing a higher quality of exceptionally nutritious meals enjoyed by pupils has made positive impact to the school. “We’re proud that our service is able to make a real difference to schools – helping them to deliver high quality, efficient catering without compromising on quality.” Discover more about apetito’s school meals service: apetito. link/ISMP ●

HEADS & GOVERNORS

A JOURNEY OF SELF-DISCOVERY WHY EVERY HEAD DESERVES A COACH

Dr Helen Wright explains why she believes it is essential for Heads to have coaching support if they are to realise not only their own potential but also that of their colleagues and their school.

ne of the best decisions I made when I was Head of a leading independent school in the UK was to get a coach. I had no idea at the

time that it would be so impactful and in fact the thought had not previously crossed my mind that I might even use a coach. I was actually a little surprised

(sceptical, even) when a coach who I knew through a group of friends approached me and said that she had been observing me and was now fairly convinced that I would radically benefit from coaching. She then put a proposal together, and I went through all the steps that I recognise now in others, from ‘how could this possibly help me (because I am doing well enough)?’ to ‘isn’t this a bit of an indulgence?’ to ‘shouldn’t I be spending this money on others in the school’, to ‘well, I’ll give it a go, and can always stop if needed’.

Unexpected depth

This coach was one wise lady, however, and to this day, I don’t think I have thanked her enough. My doubts were blown out of the water once I embarked on coaching, because I went on a journey of selfdiscovery and stretch. Coaching brought me an unexpected depth in my thinking and perception of myself, introducing me to parts of myself which had always been there but which now I could articulate, use and enjoy. A year’s worth of coaching cost my school about the same (or less) than two conferences and was immeasurably more personally impactful. My experience of coaching led me to train to ILM 7 (Master’s level) as a coach and supervisor of other coaches, as an integral part of my portfolio of postHeadship roles. One of my core passions F Winter 2024 | schoolmanagementplus.com | 13

HEADS & GOVERNORS

is to help school leaders appreciate the value of coaching for themselves... starting with understanding what it actually is!

What is coaching?

Coaching does of course come in various shapes and guises, from the more instructional and focused form familiar to athletes, to a broader ‘coaching culture’ approach of dialling up questions, while dialling down telling. Every coach you come across will have their own particular focus and approach. What really interests me as a coach, for instance, is the individual school leader themselves (and as an extension of this, the team in which they function). I gain enormous satisfaction from helping these leaders (whose role is so vast, and on whom the pressures are often so weighty) to break through the unknown, unseen barriers that are holding them back in ways they have yet to ﬁnd out. Recognising the value of external support to understand what you don’t know about yourself will underpin your coaching journey because this is a question none of us can answer by ourselves. An insightful and challenging coach will support you in illuminating these ‘Johari windows’ of yours, and in bringing structure to your next steps.

What should you expect from coaching?

In very practical terms, 1-1 leadership coaching at an executive or senior level will typically involve an initial conﬁdential, no-obligation, getting to know you, ‘chemistry’ conversation. In this you would explore with your coach where you are in your thinking about yourself, your leadership, your school, your career … whatever, in fact, that is on your mind. This will enable your coach to suggest the next steps and will help you, yourself, to evaluate whether this is a coach with whom you can work effectively. A coaching proposal is likely to include a number of elements: your coach might, for instance, suggest a psychometric test that will explore some of your work 14 | schoolmanagementplus.com | Winter 2024

behaviours and how you position yourself with staff. They might also ask you for some background information, including any appraisals or 360 assessments you have undertaken, so that they can understand more about you. Or – depending on the coach – they might ask for nothing at all and take you as you turn up! A typical coaching pattern is an hour-long session every 4-6 weeks, so approximately 10 sessions in the academic year. Your coach should work around you and your schedule; however, each coaching programme will be highly individualised and extremely responsive to the speciﬁc needs of the school and the leader, including needs which emerge as the programme unfolds. While the goals for the programme will be established at the outset, they will of course be reviewed regularly, and revised as appropriate.

Is coaching worth it?

At the risk of seeming biased, I will state emphatically, from experience, that coaching is one of the most valuable investments that you can make in your own development, and that your school can make in you. Coaching supports the ﬂourishing of schools by helping leaders to ﬁnd the meaning within them that drives them and will help them (i.e. you) shape – powerfully – their current and future practice. Don’t delay... as a school leader, you utterly deserve a coach! ●

Would I benefit from coaching? Questions to ask yourself: • What frustrates me about myself (and my organisation)? What might I like to change? • What are my ambitions for myself and for my organisation? What would be amazing? Do I yet know how to get to this ‘amazing’? • Does what I do in my role – and how I act – really serve me as well as it could? What would I really like to do better, both in building further on my strengths and mitigating my weaknesses? • What do I not know that I don’t know about how to improve as a leader in my context, and beyond? • Would a coach help me to ﬁnd answers to these questions and understand myself and my role better? Taking time as a leader to understand what you would hope to gain from coaching is the ﬁrst step to take in your own journey into coaching, so do so mindfully.

…break through unknown, unseen barriers… DR HELEN WRIGHT is a former GSA President and ViceChair of ISC. Having now coached dozens of senior leaders, and with over 2,000 hours of logged coaching, she has built a UK and international reputation as a warm, incisive, challenging coach. She can be contacted via LinkedIn or on helen@drhelenwright.com

Dig Deep Into

History

Experience a learning visit like no other at the Roman Baths Inspire your students to get hands on with history in our state-of-the-art Investigation Zone where they can become mini archaeologists.

Contact our team to help plan your next school trip Museum_SchoolBookings@bathnes.gov.uk

Winter 2024 | schoolmanagementplus.com | 15

ADVERTORIAL

DESIGNING A NEW EDUCATIONAL BUILDING Knowing where to start can sometimes be diﬃcult. There is a wealth of guidance and information available which can lead to information overload and too many design options can make a situation over complicated.

f you are about to embark on this design and build journey, you don’t have to do it on your own. Modulek work with Independent Schools to simplify and smooth the design and build process, from start to finish. From the moment a new building has been identified as a need, we work with you to guide you through the feasibility and design stages that will successfully result in a building that is not only fit for today but will also serve the needs of the next generation of pupils. It all starts by meeting your team in your setting. Interpreting your vision for the future involves experiencing your present and appreciating your past. We refer to this as our 360-degree approach. Collecting environmental information on your site and combining this with your educational values enables us to design a building from a blank canvas that truly reflects your heritage and symbolises your future. The building design process is what sets us apart from others in the market. Unlike many other MMC manufacturers and suppliers, we see the design as one of the most important elements of your construction project. All buildings are functional, but at Modulek we believe that the aesthetic appearance of your building is what truly makes it unique to your setting. Our directors are renowned for understanding your vision from the initial concept stage. As a company it is our primary objective that our educational clients only receive from us concept design imagery that reflects not only estate 16 | schoolmanagementplus.com | Winter 2024

heritage but incorporates the future and aligns with estate aspirations, all within budget. Our in-house architectural designers are highly qualiﬁed and experts in their ﬁeld. Experienced in conceptualising vision they also blend with existing or modern architectural design, which ensures that your building is welcomed into your setting. We offer this free design facility to all our educational clients. It is a feature that previous and existing clients have fed back to us that has saved them thousands of pounds from their project budget. With our in-house facility there is no requirement to appoint an architect. The savings from this aspect of the project have enabled our clients to divert this

allocation of fees to other areas of the site. Car parking areas or landscaping; areas we have been told would have to have been carried out separately, after the project had been completed. Our company philosophy is simple and is shared across the whole team: ‘To provide the highest level of bespoke architectural design; that our buildings exceed all expectations, and we deliver within budget’. ‘The design of a building is very important, it showcases identity, heritage, and aspirations. In my role, I focus on crafting buildings that not only reﬂect these values but also excel in functionality, sustainability, and overall performance. I’m committed to creating spaces that blend with their surroundings, meet user needs, and make a positive impact on the community and the environment’. Sepideh Shahlazadeh Modulek Architectural Designer. If you have a project that is in concept stage and you would like to arrange a meeting please contact us on 01202 813121 or email sales@modulek.co.uk ●

HEADS & GOVERNORS

- IN CONVERSATION WITH -

MUTISUNGE EDWARDS EDI LEAD, CHRIST’S HOSPITAL

Zoe MacDougall talks to Mutisunge Edwards and explores the role of EDI Lead at an independent school steeped in tradition yet with a highly – and increasingly – diverse student body.

Mutisunge EDWARDS Mutisunge worked for many years in Nairobi and the UK in EYFS settings, during which time she found herself drawn more and more to questions about equity, diversity and inclusion (EDI). On one occasion, Mutisunge was working as a consultant for a Christian school where “murals featured a White Jesus, or a White Noah, and I asked myself, why?” Mutisunge felt committed to answering such questions honestly, and making change happen. She was alerted to the job advert for EDI Lead at Christ’s Hospital by her husband, who is himself an Old Blue, having attended the school. Initially, Mutisunge was apprehensive about heading up EDI in a school steeped in tradition; would it really welcome change? However, on meeting the staff, Mutisunge says,“We had beautiful, honest conversations.The whole-school buy-in was incredible.” Her interviewday tour was given by Grecians (Sixth Formers) who had just been given the role of EDI monitors,“and they were saying, this is what we want to change. And I said, how much of that can you actually do? And they said, we’re just waiting for someone to take this job, so that we can do it together.” From that day onwards, Mutisunge was hooked! She’s now in her second year in the post.

hrist’s Hospital, as its brand strap-line says, is truly a school like no other. Founded in 1552, its aim was to provide an education for ‘fatherless and other poor men’s children’. Its home was Grey Friars, and money for the school was raised by the City of London. Today, housed in stately buildings near Horsham, it continues to offer a boarding-school education, primarily for children who have experienced hardship. And here’s the difference that makes the school unique: a total of 678 children are on means-tested bursaries and 90 children pay no fees at all. A fur ther 14% of

children are on free school meals. Students are drawn from over 30 nationalities. The current student body is 41% African/British-Caribbean, 38% White, 12% East Asian and 6% South Asian. The school’s roots are embedded in social responsibility and its mission is to ‘challenge inequality by providing a nur turing, transformative education for young people from all backgrounds”. Little wonder, then, that Christ’s Hospital is committed to investing in EDI. And in fact, the school was a Finalist in the Diversity, Equality, Inclusion and Justice category of the Independent Schools of the Year Awards 2023. F Winter 2024 | schoolmanagementplus.com | 17

HEADS & GOVERNORS teaching staff and governors; and we have honest conversations. The perceived block in my job is that I’m going to be telling someone what to fix. But as EDI Lead, I’m not there to tell teachers what’s wrong. I’m there to find resources, invite relevant speakers. I can highlight conferences. Teachers don’t have the time to be looking for this stuff, but I can say here it is, at this time, on this day: click on the link – do you want to go?”

Students’ voices

When Mutisunge has visitors to the school, she always takes them to see the school’s marching band. As they watch the spectacle, “They are crying. They say, when you talked about Global Heritage Majority students, I didn’t understand what you meant.” There is a sharp juxtaposition between the traditions of the ceremony and setting of the band parade, and the individuals taking part. These aren’t children who fit a bygone stereotype of boarding school pupils.

A non-teaching role

Heading up a school’s commitment to equity, diversity and inclusion is about asking questions about current practices, evaluating what has happened to date from a sharply focused, contemporary perspective, and recommending appropriate change. Unusually, the role of EDI Lead at Christ’s Hospital comes without any teaching responsibilities. Mutisunge acknowledges that “Other EDI Leads in schools are full-time teachers”. She pauses, then asks, emphatically: “How?” and describes what she does, and why she wouldn’t have time to do it if 18 | schoolmanagementplus.com | Winter 2024

she had a full timetable of classes. In the school’s structure, Mutisunge works alongside the Designated Safeguarding Lead, the mental health team, the chaplaincy and the Learning for Life (PSHE) team; her line manager is the Deputy Head with responsibility for pupils.

Unconscious bias

Mutisunge works extensively with all departments to explore unconscious bias. “There’s a curriculum adviser in each department who I work with, someone who’s dedicated to looking at how we can decolonise.” Mutisunge’s approach with her teaching colleagues is to say, “I’m not an English teacher, or a History teacher. You are. You know what’s missing. You’re passionate about your subject; let’s discuss it and find the holes together. It’s not about calling each other out. It’s about calling each other in.” Crucially, everyone at the school is up for it: “there is buy-in from the Head, and from the Heads of Department to the support staff. There is whole-school buy-in. We have an Inclusion Working Group that has students, members of support and

Mutisunge’s role also encompasses working with the students. “I’ve got five EDI Monitors; they’re all Grecians and they are my source of information, my ear to the ground, for the whole school. Then I’ve also got an EDI House Rep in each house. So then the students can have informed conversations, in their houses.” In another original move, Christ’s Hospital champions their student-led EDI groups: the African-Caribbean Society, the LGBTQ+ Group and the Christian Union have been long standing. Also operating successfully are the Anti-Sexism Group, the East Asian Society, the International Students’ Society, the Jewish Students’ Association, the Mixed Heritage Society, the Muslim Students’ Association, the South Asian Society, the Neurodivergent Society and the Young Carers’ Society. About these groups, Mutisunge says, “The school creates an environment where the students feel they have a voice, and they will be heard.” There is, perhaps, a potential pitfall here, in that a student may want to set up a group which is challenging or offensive to others in the school community. Mutisunge has this covered. She asks all students with new proposals to explain their intention, and the likely impact of their plan, which she hopes will tease out any underlying misrepresentation or hostility. Furthermore, each new group proposal has to be mentored by a member of staff, another tool to ensure that there are appropriate safeguards, as well as supportive measures. In the instance of a student proposing a group which Mutisunge feels to be inappropriate, she calls in the

HEADS & GOVERNORS safeguarding and therapy teams. There has to be a balance between compassion for, and the safety of, everyone in the school community.

Partnerships

Critical to Mutisunge’s role is her partnership work. She explains, “You have to partner with organisations that know what they’re doing. To assume that I, as EDI Lead, am going to be an expert in all protected characteristics – it just isn’t true. I will ﬁnd someone who we can all learn from.” She has a valid point, as the Equality Act 2010 outlines nine characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex and sexual orientation. That’s a wide brief for any single person to tackle alone! Prior to Mutisunge’s appointment, the school worked with Inclusion Labs to conduct a survey about race, ethnicity, religion, disability, gender, sexual orientation and identity. The results of that survey were instrumental in creating and deﬁning the role of EDI

Lead. Mutisunge has also worked with FLAIR, to conduct a survey on race. They in turn partnered with a second organisation, the African-Caribbean Education Network (ACEN), to deliver the recommended action points. Another partner is Educational Action Challenging Homophobia (EACH), which held workshops with staff, student leaders and seniors. She has also worked closely with the Church of England ‘s ofﬁce for racial justice on the intersection of race and faith. EDI House Reps this year have undertaken training with Bold Voices, an organisation tackling misogyny. In the library, Mutisunge is also working with BookLove, a “Multicultural Bookshop and Travelling Book Carnival”, which is committed to tackling the stark lack of multicultural representation in libraries, galleries and high street bookshops.

Safe space

At Christ’s Hospital, Mutisunge’s work creates a safe space where staff and students can make mistakes and learn from them. She makes it clear that it’s

OK to say the wrong thing: “EDI isn’t about being perfect. It’s not about all of us doing the right thing. It’s about us acknowledging our mistakes and putting our hands up. And a mistake is all it is – until someone decides they’re going to get defensive about it. You can’t do that.” Being an EDI Lead is not always an easy role, and Mutisunge acknowledges the toll it has: “it’s heavy work”. Perhaps that’s because of the depth of her passion, and her heartfelt empathy for the suffering of others. Her role continually throws up things she wants to fix, even though she is thwarted by her own recognition that some things just aren’t fixable. But that doesn’t dampen her fired-up determination to make the world a better place. ●

ZOE MACDOUGALL is an educational commentator with extensive teaching experience in the independent and maintained sectors.

Winter 2024 | schoolmanagementplus.com | 19

PRODUCT REVIEW

READING PLUS PRODUCT REVIEW

By Independent School Management Plus.

uch has been said about the importance of a school having a “real world” library: the feel and smell of the books, the cosy seating, the friendly librarian with their endless book suggestions for keen readers. Indeed, it can be a haven away from the stress of school life and a doorway into another world. But as education technology advances, libraries are fast becoming just one tool in the toolbox for instilling a love of reading and improving students’ reading skills. One impressive research-backed tool is Reading Plus, an adaptive online platform designed to improve students’ fluency, stamina, vocabulary, and comprehension from the moment they have grasped the basics, right up to Key Stage 4. The idea is that if young people become efficient readers, they will have more working memory available and will be more likely to remember what they’ve read. Whether the school uses the platform for one child or whole classes, Reading Plus offers each child a completely personalised experience. Students work privately on PCs, iPads or other devices so there is no stigma attached to working at a lower level to others. Learners logging in for the first time complete a baseline assessment and are then assigned to one of 14 levels. Each level offers 80 short fiction and non-fiction texts, which take 10 to 15 minutes to read,

20 | schoolmanagementplus.com | Winter 2024 17 | schoolmanagementplus.com | Winter 2024

with 10 comprehension questions at the end. The algorithm then does the hard work, selecting the most appropriate texts to read next. And the feedback for learners, parents and teachers is impressive: children can click a button to find out how many words they’ve read, for example, and build a motivating “Reading Profile’” of their progress. The opportunity to choose profile avatars adds to the fun. Teachers can have instant insights into how each student is doing via the platform, reviewing data on students’ reading fluency, words per minute, accuracy and comprehension without any extra marking. But how exactly does Reading Plus actually work? One element, the “guided

window”, which speeds up over time, trains learners to read faster by cutting out background noise – rather like a reader using their ﬁnger or a ruler under a realworld text. The sellers of the technology – Reading Solutions UK - says it actively trains the eye muscles to move efﬁciently to scan words and text. Once they’ve built up speed and stamina, the system will remove this feature, allowing them to read freely. The number and type of texts is also extremely varied, allowing reluctant readers a lot of choice, with no long texts to slog through. The company says that big improvements can be seen in three 30-minute sessions per week. They’re clearly proud of the results they’ve had in British schools, including some major academy chains in deprived areas. ●

designed to improve students’ ﬂuency

There’s a new name for the best-kept secret in edtech solutions – introducing Dreambox Reading Plus Since 2014, Reading Solutions UK (RSUK) has been a trusted provider of the online reading development programme Reading Plus, empowering UK educators to bridge the gap between phonics and reading comprehension to develop curious and confident readers. Reading Plus is an adaptive, online reading development programme designed to accelerate reading progress, close the gap, and encourage reluctant readers. Throughout the last academic year, over 1,300 Reading Plus schools achieved, on average: 18 months of comprehension gains. Abc

The Reading Plus Journey 2003

The web-based version of Reading Plus was launched based on extensive research since the 1930s.

2014

RSUK launched Reading Plus in the UK to develop fluency, vocabulary, and comprehension.

2021 DreamBox Learning – a leading pioneer of edtech solutions, acquires Reading Plus.

2024 A refreshed logo is revealed. RSUK continues to provide a unique programme with industry-leading free support.

An increase of 38 words per minute.

Scan to discover Reading Plus

Book a ten-minute online call today to see how Reading Plus will impact your school’s and students’ outcomes: readingsolutionsuk.co.uk

0191 389 6078

info@readingsolutionsuk.com

Winter 2024 | schoolmanagementplus.com | 21

HEADS & GOVERNORS

HORIZON SCANNING DISCERNING THE FUTURE OF BOARDING

David Walker looks ahead and identiﬁes some of the challenges which boarding schools need to recognise and address when future-prooﬁng their boarding provision.

Photo credit: Gordonstoun School

ike steering a cruise liner, it can take time for a boarding school to change direction. Often this institutional iner tia can serve schools well, enabling them to avoid jumping on the latest fad and allowing them to continue delivering the highest-quality education, as they have done for decades or even centuries. But, like a cruise liner, schools must ensure that they have the best provision both in accommodation and in the personnel who work for them. To do this effectively requires long-term

planning, the results of which will outlast the current incumbents of the school. Such thinking is often difﬁcult to achieve in a busy 24/7 boarding school. I’m often asked by schools what they could do to improve their boarding provision. This conversation usually develops by way of discussing the colours of bedroom walls, posters in corridors and the careful positioning of toasters! The answer to the question is, I believe, very simple: be brilliant at training and suppor ting your boarding staff.

HEADS & GOVERNORS

Recruitment

Another question which I am being asked more frequently is how to go about recruiting high-quality boarding staff in the first place. For those of us who know the joys of working in boarding, it is easy to see the benefits. For those looking in, it is harder to appreciate why working on weekends and during evenings has any appeal at all. When I was beginning my teaching career, some colleagues who ran boarding houses exuded an aura of almost super-human ability. As I struggled to plan and teach a few lessons, they managed, with apparent ease, to run a top spor ts team, teach, organise regular trips, and still have time for a healthy social life. Times have changed, of course, and the demands on house staff due to compliance, mental health awareness and parental expectation makes this balancing act much harder. Nonetheless, there can remain an unspoken expectation of total commitment during term time and an ability to manage all manner of plate-spinning. I recently wrote a shor t piece on LinkedIn with the intention of stimulating the sector to consider how we can future-proof our staff recruitment. The ar ticle began with the sentence, “It may sound counterintuitive, but could we solve the recruitment crisis in teaching by helping people get out of the profession?” I went on to say that ‘recruitment’ and ‘retention’ are terms often bundled together : two sides of the same coin, working in unison to help staff our schools. But what if recruitment is stifled by people seeing a career in the education sector as a cul-de-sac with no ability to move on?

Transferable skills

It strikes me that we are getting better at opening our minds to the range of experiences that might make someone suitable to work in schools, and par ticularly in boarding. I come across people working successfully in boarding with a background in, for example, nursing, social care, and even the prison service. Going in the other direction feels much harder. Yet, the experiences gained as a boarding practitioner, or in boarding management, offer transferable skills the envy of many professions. Emotional intelligence, problem solving, budget management, regulatory compliance, teamwork skills…I could go on and on. So why isn’t the boarding profession more popular for those looking to move their careers forward in, or beyond, schools? Maybe, if the sector could highlight the oppor tunities for professional development and open doors to a range of careers, then it will be more attractive to those at the star t of their professional life? Should we perhaps replace ‘recruitment and retention’ with ‘recruitment, development and oppor tunity’?

The LinkedIn post gained some good traction and a follow-up poll saw three quar ters of respondents agree they felt a career in boarding sets people up with the skills to work in other areas. If schools can communicate this effectively during the recruitment process, it may have an impact in attracting a greater number of suitable candidates to the profession, but it will take time.

open doors to a range of careers Job appeal

What else can be done? Responsibility needs to be accepted for making jobs appealing to those entering the jobs market. If our youngest members of the profession – often on gap years or in ‘graduate assistant’ roles – are given unreasonable workloads and responsibility without the right suppor t, then the conveyor belt will dry up. And fast. Often a role in boarding comes with on-site accommodation. This can provide an opportunity to live in wonderful places which might otherwise be inaccessible. I have been paid to live in stunning locations during my career, and even had payment of my electricity and gas bills thrown in for good measure. Coming out of boarding has made me realise all the extras that I’ve taken for granted over the years. Shower leaking? That’ll be an expensive plumber rather than a call to the works department. More could certainly be done to showcase the excellent accommodation perks on offer in our boarding schools. But most people do not get into a boarding role for the accommodation or, for that matter, the holidays. Making a meaningful difference to the lives of young people is the primary motivation for many. This hasn’t changed and, mirroring some of the wonderful ‘Get into teaching’ adver ts, perhaps it is time that as a sector we shouted more about “Get into boarding!” Living arrangements for staff must be considered and reviewed carefully by schools looking to the future of boarding. Many still adopt the traditional house structure, whereby boarding accommodation is attached to house staff accommodation. Typically, there is a house parent in their own house and a more junior assistant in a flat. However, there are increasing calls for a more flexible approach to staffing boarding houses. Even two experienced members of staff covering overnights may find the going tough after a few weeks of term, and schools need to be mindful of this. F Winter 2024 | schoolmanagementplus.com | 23

HEADS & GOVERNORS

But it is not just stafﬁng that needs future-prooﬁng. The population of our boarding houses is changing, and schools need to adapt to this too.

Mental health

It is common knowledge that there is a mental health crisis amongst the young. This crisis – and that is the right word – has been exacerbated by the recent pandemic, but has been on the way for years. Fingers will be pointed as to the causes and the lack of an effective central response. Finger pointing, however cathar tic, does not help a boarding practitioner faced with a young person in despair. We are seeing an increase in depression, anxiety, self-harm and eating disorders amongst students. Alongside this, we’re noticing greater numbers of diagnosed conditions such as ASD and ADHD. Boarding schools can, and do, implement plenty of tried and tested measures to suppor t students but schools will need to continuously review and question their boarding provision to be able to cope in the future. Do students with ADHD have the capacity to cope with large, busy and crowded dorms at the end of a long day? Is it fair to have a self-harming student share with just one other in a two-bed dorm? How do you manage a variety of dorm sizes in a world where parents are increasingly likely to complain about a lack of fairness? None of these questions have easy answers, but the greater the ﬂexibility around dorm size, the easier solutions will be found.

Sleeping arrangements

It’s impor tant to consider the optimal sleeping arrangements for young people, given that within each school different age groups will have varying needs. Over the years we have seen a trend towards smaller rooms shared by fewer students. In fairness, given the size of some boarding dormitories in the 20th century, this was always likely to be a onedirectional move. Newly opened houses now offer more individual bedrooms. In many places this also includes en-suite bathrooms and, in a few luxurious cases, individual kitchenettes. Some will raise an eyebrow at this and espouse the beneﬁts of shared dorms, but wonderful compromises are possible. For example, during one recent boarding school visit, I saw an arrangement where Sixth Formers were able to enjoy their own space separated from their neighbour by a sliding par tition and shared bathroom. It felt like the best of both worlds and the students I spoke to loved it. Of course, it wouldn’t work for every school, but it cer tainly worked there.

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Bringing cultures together

One last scan of the boarding horizon would indicate that as we bounce back from the pandemic, the international market will grow. Demand from the wider global community, par ticularly in the older age groups, is likely to continue to rise. Boarding has the potential to be a force for good in bringing cultures together in a safe and supportive space. It will be the schools that embrace this oppor tunity to educate and nur ture a diverse group of young people in an outward-facing way that will continue to thrive. The boarding cruise ship is undoubtedly arriving at some choppy seas. But on the horizon, there is the promise that boarding schools will continue to evolve as dynamic hubs of intellectual growth, personal development, oppor tunity and global connectivity – for both students and staff alike. ●

DAVID WALKER is the Director at the BSA.

Experts in Equality, Diversity and Inclusion Talk to us about: • Workshops for young people • Bespoke consultancy support • Staff and governor training • The Equalities Award • Online resource hub 01480 470660 equaliteach.co.uk

Winter 2024 | schoolmanagementplus.com | 25

ADVERTORIAL

UNLEASHING THE MAGIC

cultural capital from a school trip. Often, they’re coming to London for the ﬁrst time, and we get feedback from young people that the outing itself really positively impacts their wellbeing. It’s not just the themes of the show, it’s also that idea of doing something new, having an interesting experience, that’s going to positively impact you away from the classroom.” Tickets for school groups are priced from £19.50 per student, with accompanying workshops also on offer to augment the experience. Students have the chance to learn songs and scenes from the show, and practice music and choreography with trained professionals. One of them is Dominique Reid, who works as a Disney teaching artist. “We try to make sure our work is accessible to everyone,” he says. “The workshops really help with soft communication skills and conﬁdence, not just in students but teachers as well. I wish I’d had the opportunity to do something like this when I was young.” Released last year there is also the opportunity for schools to produce a specially adapted version themselves Frozen Kids and Junior are designed for school pupils to perform, there are multiple ways for young minds to engage with the iconic story of Anna and Elsa. Reid describes that Disney’s education work acts like a “gift that keeps giving”, which seems an apt summary of a programme of work designed to instill both memories and skills that will last a lifetime. Let it go? More like let it grow. ●

WELLBEING RESOURCE

ince opening in 2021, Disney’s Frozen the Musical has been thrilling audiences at the Theatre Royal, Drury Lane. Adapted from the hit 2013 movie, which in turn was inspired by Hans Christian Andersen’s The Snow Queen, it tells a story of sibling princesses in the mythical kingdom of Arendelle. One reason the show has captured so many imaginations is that the themes it explores – notably self-acceptance, even in challenging times – are so resonant in the current climate. So it’s no surprise that the accompanying education resources which have been built around the show have proven to be so popular in the classroom. “The thing about Frozen is that it’s a story all of the pupils know, but it’s told in such a grown-up way, live on stage, with such amazing production values,” says Nancy Shakerley, Education Manager for Disney Theatrical Productions. “We spoke to our Teachers Advisory Board about the themes that would appeal to young people in an education setting, and the things that kept coming up were friendship, trust, family, loss and wellbeing. They all felt like very applicable themes to the PSHE curriculum.” Shakerley and the rest of the education team created a raft of resources to reﬂect this, including creative classroom activities that explore themes of trust, emotions, friendship, and uniqueness. Supporting presentations are also offered, as well as resources such as the Secret Kindness Mission Log, an Olaf thought jar, scenario cards and cut-out character puppets. She adds that the resumption of school visits has also provided a boost. “Students get a huge amount of

26 | schoolmanagementplus.com | Winter 2024

TEACHER NOTES

©Disney

KEY INFORMATION • Frozen, Theatre Royal Drury Lane, London WC2B 5JF • Education rate available on Valid on Wed – Fri 7pm and Thu 2pm • Early Booker Rates Stalls & Royal Circle £25 Grand Circle £19.50 • Standard Rates Stalls & Royal Circle £29.50 Grand Circle £22.50 • Free resources at www.frozeneducation.co.uk • Workshops available To book Disneytickets.co.uk or call 020 7845 0949

Winter 2024 | schoolmanagementplus.com | 27

MARKETING

A SEISMIC SHIFT

INTERNATIONAL STUDENT RECRUITMENT TODAY The current, adverse economic climate and the particular risk of VAT being imposed on fees by an incoming Labour government, amongst other factors, has given an added urgency to the task of recruiting international students. David Milner urges schools not to charge into this challenging terrain without clear objectives and a robust strategy.

A DAVID MILNER is Director of Marketing and International Relations for Sedbergh School (sedberghschool. org) and Chair of AMCIS, the association for admissions, marketing & communications in independent schools. amcis.co.uk

t conferences worldwide, a recurrent theme echoes through the halls – speakers underscoring the paramount importance of recruiting international pupils. This refrain has taken on a new urgency, particularly in the context of the desperate search for families capable of shouldering the weighty burden of ‘full’ fees. The ideal scenario envisioned is a robust UK boarding market seamlessly blended with a healthy percentage of international students, injecting a vibrant tapestry of cultural diversity into the educational offering. However, the realities on the ground paint a different picture.

Uncertainty

The UK, once a stalwart in the realm of education, is grappling with unprecedented levels of uncertainty. Coupled with looming threats to the educational system that would inevitably impact school fees, institutions are being forced to unleash their creative faculties in an attempt to weather the storm. The burning question that looms large

28 | schoolmanagementplus.com | Winter 2024

in the minds of educators and administrators alike is whether some schools have, perhaps, procrastinated too long in responding to these challenges. Veteran admissions and marketing professionals, those well-versed in the fine dance of student recruitment, often emphasise the time-intensive nature of building a diverse student body. It’s a complex orchestration that cannot be rushed. The notion that one can simply flip a switch and watch as pupils flood in is a gross oversimplification of the intricate process that underlies successful international recruitment efforts. Patience, persistence and a carefully calibrated strategy are the hallmarks of those who navigate this challenging terrain.

An air of desperation

A recent excursion to Hong Kong provided a vivid snapshot of the heightened state of affairs. The sheer number of UK boarding schools present at various events was staggering, surpassing 80 institutions. However, instead of exuding conﬁdence and assurance, an air of desperation permeated

MARKETING

Beginning your international strategy Embarking on the exhilarating journey of international recruitment demands a meticulous approach, considering myriad factors that can either elevate or hinder your success. From forging strategic alliances to navigating the nuances of diverse markets, each step in the process holds paramount signiﬁcance.

Strategy

Agents and partners

Your international journey begins with crafting a clear international recruitment strategy, outlining concrete objectives for your school. Understand why you are targetting international pupils. Identify the markets aligning with your offerings, ensuring your school resonates with the overseas audience you are targetting. Don’t blindly follow trends; tailor your strategy to what truly suits your school.

Agents serve as the key player in your global network. Having scoured agent recruitment fairs, it’s evident that establishing these connections takes time. Leverage platforms like Metropolis Education, StudyTravel and British Boarding Schools Network which can unite you with over a thousand top agents globally. Register, ﬁlter by criteria and initiate crucial networking by inviting UK-based agents for a ﬁrst-hand experience of your school’s environment.

Budgets

Overseas recruitment trips

Dispelling the myth that extensive travel budgets are a prerequisite, innovation can trump physical presence. While in-person visits yield higher conversions, UK-based agents prove effective. Host them, organise familiarisation trips and immerse them in your school. Face-to-face interactions leave lasting impressions, irrespective of the budget size.

Post-COVID, travel costs have soared, necessitating strategic planning for overseas ventures. Maximise your time; every moment should contribute to your mission. It’s not a vacation, it’s an opportunity to connect with agents, parents and explore partnerships. Cross-market your offerings; if you focus on one aspect – maybe your senior school – make sure other opportunities don’t fade into obscurity.

Choosing representatives

Processes

Selecting the right ambassadors for your overseas trips is as crucial as the destinations themselves. Cultural nuances play a signiﬁcant role; tailor your representation accordingly. Salesmanship is intrinsic to this process, and investing in training, even for your senior leadership team, can be a game-changer. Everyone representing the school is a part of the sales process.

Creativity is the new currency in selfpromotion. Bid farewell to mundane PowerPoint slides and information overload. Embrace 360° tours, QR codes and artiﬁcial intelligence. Platforms like Kampus24 offer personalised microsites, simplifying follow-ups and providing a visually appealing platform for data capture.

We must all evolve with the times to stand out in the crowded landscape of international recruitment.

Winter 2024 | schoolmanagementplus.com | 29

MARKETING the atmosphere. The image of new school representatives resorting to aggressive tactics, pulling parents away from other stands, harkened back to the ‘old’ days – a bygone era where such actions were more commonplace. Not only does this reflect poorly on individual schools, but it also casts a shadow on the broader perception of the entire UK education sector.

Timing and strategy

The competitive landscape of international student recruitment demands an understanding of timing and strategy. It is a realm where every action is scrutinised, and the repercussions extend far beyond the immediate confines of a school’s booth at an overseas event. The question of whether some schools have left it too late to embark on a concerted effort to bolster their international student body is not merely a matter of academic debate; it has profound implications for the future standing of these institutions in the global educational arena. The urgency to attract international students is underscored by the recognition that these students bring not only economic benefits but also a richness of perspectives that enhances the overall educational experience. In an ideal scenario, schools would have

…vibrant tapestry of cultural diversity…

had the foresight to cultivate a diverse student body gradually. However, the tumultuous landscape of the present, characterised by economic uncertainties and systemic threats, has forced a paradigm shift.

Finesse

Schools are now compelled to think outside the conventional recruitment playbook, exploring unconventional avenues and embracing innovative strategies. The challenge lies not only in attracting students but in doing so authentically, without resorting to desperate measures that compromise the integrity of the recruitment process. The process behind international student recruitment demands finesse, and schools that approach it with a sense of urgency risk alienating the very audience they seek to attract. The landscape of international student recruitment for UK boarding schools is undergoing a seismic shift.The urgency to diversify student bodies and offset economic challenges has prompted a departure from conventional strategies. However, this shift should be approached with caution and a keen understanding of the fine dynamics at play. While the desire to attract international pupils is understandable, the manner in which schools navigate this terrain will determine not only their individual success but also the collective perception of the UK education sector on the global stage. Finally, embrace the power of networking; it’s all about building connections. Create your personal brand on LinkedIn, gently paving the way for opportunities for your school. The key lies in fostering meaningful relationships with agents and families and letting your online presence become a subtle way of promoting what you do and the outstanding opportunities at your school. ●

Winter 2024 | schoolmanagementplus.com | 31

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ADVERTORIAL

SPATEX 2024

AN UNMISSABLE LESSON IN SAVING MONEY Energy saving and reducing bills top the agenda at SPATEX 2024 – the UK’s only dedicated water leisure exhibition at the Coventry Building Society Arena, Tuesday 6th to Thursday 8th February. Free to attend, it’s an opportunity to view the top performing water leisure equipment and see the latest innovations. Save £££££

Even in these hard economic times, a school swimming pool is regarded as a vital ingredient in a school’s sports offering. Detractors claim pools can be costly and time consuming to run but that doesn’t have to be the case. A visit to SPATEX 2024 will reap dividends in showing you the latest energy saving innovations and ways to slash bills. Attracting hundreds of visitors from all professions and disciplines on each of its three days, it’s the go-to show for every educational establishment that has, or is considering installing, a wet leisure facility. It offers an eye-catching showcase, covering swimming pools, spas, hot tubs, play equipment, enclosures, lighting, hydrotherapy, heating and ventilation and chemicals, to name but a few. With over

hundred exhibitors, all the world’s leading big-name manufacturers and suppliers are in attendance, along with smaller niche companies. Many offer exclusive show discounts and offers.

Bank of knowledge

SPATEX is also a place to learn new skills. Offering, as it does, a double seminar programme on all three days, it assembles the greatest brains in the business, with experts from esteemed industry bodies such as the ISPE (the Institute of Swimming Pool Engineers), PWTAG (Pool Water Treatment Advisory Group) and STA (Swimming Teachers’ Association). Energy saving and the latest health and safety guidance will feature prominently All seminars are free and certiﬁcates of attendance and CPD points are available

for the technical workshops in Arena 1. Here’s a taste: Tuesday 6th Feb 13.15-13.45 Swim School Journey – Lessons Learnt on the Road to Net Zero DeCarbonisation. Swim Centre Wales’s unique journey to achieve net zero sustainability. Gain insights into the challenges, successes, and green practices. Wednesday 7th Feb 12.45 – 13.15 Technology in Swimming Pools RLSS – an extra layer of safety - Technology in swimming pools has been around for over twenty years but has developed more quickly in recent years. We are now lucky to have some impressive detection systems available in the UK.

Tap into free expertise

The Show gives free access to the best water leisure experts. If you have any queries about your own school pool, or a future project, these are the people to consult for free and impartial advice. If you need pointing in the right direction, please come to the SPATEX Help Desk at the front of the hall and we will be happy to help.

SPATEX 2024 Tuesday 6th to Thursday 8th February. The Coventry Building Society Arena, Coventry CV6 6GE with 2,000 free car parking spaces. For more info: helen@ spatex.co.uk Tel: +44 (0) 1264 358558. ●

Winter 2024 | schoolmanagementplus.com | 33 Winter 2024 | schoolmanagementplus.com | 33

ADVERTORIAL

THE IT AUTHORITY FOR INDEPENDENT SCHOOLS We help prestigious Independent Schools deliver consistently outstanding IT, by leveraging our proven expertise and passion for Education.

Adam Brigham and Dean Turner founded MSP LAB with an unwavering vision: To enable today’s students to become tomorrow’s leaders. From technical engineering backgrounds and with vast experience working within schools themselves, Adam and Dean recognise the need for an IT Partner that understands the unique challenges of Independent Schools. Together, they have built a team and a framework by which Independents can deliver rapid, impactful and lasting change in the provision of their IT Services. Schools beneﬁt from MSP LAB’s foundational pillars of robust and secure IT infrastructure, from which they can execute a forward-thinking Digital Strategy, leading to better student outcomes. For too long, IT providers within the education sector have focussed on products and services without properly getting to know the school they are working with. Rejecting this old-fashioned approach, MSP LAB meet with all key stakeholders, work hard to understand what works best for each school, deﬁnes where improvements are required, and develops a strategic vision for the school’s IT – inside and outside of the classroom. Unique in their approach, MSP LAB begins every engagement by taking the time to truly understand your school and its culture.

IT Governance and Assessments

MSP LAB provides an independent review of existing IT Systems by performing a comprehensive Technical Assessment and gathering School-wide Stakeholder Feedback.

They advise on Digital Safeguarding solutions to meet your school’s compliance requirements and enhance Student Wellbeing. Throughout their engagements, they promote industry best practices that de-risk, stabilise and future-proof your IT.

Virtual IT Director and Bursar IT Counsel Services

MSP LAB understands that to build a resilient, safe and forward-thinking IT provision, a school requires: • Robust IT Governance backed up with Processes and Documentation. • A service desk built on ITIL principles, with frequent MI reporting, prioritising the needs of the classroom experience above all else. • A robust Cyber Security posture providing Governors and stakeholders with absolute clarity on the school’s ability to protect itself and recover from potential cyber incidents. • A clearly deﬁned IT Budget supporting an IT Roadmap, driven by a mature Digital Strategy. • An appetite to put IT ‘on the map’ and have your school known for delivering exceptional IT facilities to students and staff. Bursars and School Leaders often ask MSP LAB for retained counsel to help ‘stay on track’ with IT and to deliver year-on-year enhancements. In response, MSP LAB has built its Virtual IT Director and Bursar IT Counsel Services to deliver the IT oversight, insight and direction an Independent School needs.

Digital Strategies and Strategic Projects

Leveraging their experience working within

We love to talk. Meet with us and discover why we are trusted by Independent Schools nationwide. experience@msplab.cloud | 0333 880 6740 | www.msplab.cloud 34 | schoolmanagementplus.com | Winter 2024

Independent Schools across the UK, MSP LAB consultants help you reduce your time to value by designing Technology Roadmaps, chairing your IT steering groups and deploying accomplished Infrastructure Solutions resulting in concrete IT foundations. From Cloud servers to fast and secure WiFi, MSP LAB can ensure maximum return on your IT investments.

Cyber Security

MSP LAB has developed a free ‘Cyber Top 10’ Framework, which allows you to quickly understand your Cyber Security posture against the ten most common attack vectors threatening Independent Schools. The results are displayed in a stakeholder-friendly ‘Red, Amber, Green’ report, providing clarity to Governors with straightforward steps to remediate vulnerable areas. MSP LAB offers ‘Managed Firewalls’ designed for speciﬁcally for Independent Schools and 24x7 Managed Security solutions alongside Cyber Incident Response packages. ●

What schools are saying “An obvious choice - their knowledge and expertise are second to none.” - Godolphin and Latymer “Flexible, honest and with integrity throughout. It’s a true partnership.” - Rugby School Group “They feel like part of our family, which is important to us.” - Gordonstoun “Exceptionally impressed and would not hesitate to recommend them to other schools.” - St Albans School

DEVELOPMENT

FROM SMALL ACORNS TO OAK TREES HOW TO BUILD A DEVELOPMENT OFFICE

DO NO RS’ IMPACT REP

ORT 202 2-2 023

St Dunstan’s College’s newly established Development Department has won a series of awards for its fundraising achievements. Isabelle Blake-James explains how success has been achieved in such a short space of time. Alumni engagement: the ﬁrst building block E

ST DUNSTAN’S COLLEG HELP

US SHAPE YOUNG LIVES

t Dunstan’s College was founded through the benevolence of parishioners from St Dunstan’s in the City of London in the then green fields of Catford in the late 19th century. However, it is only very recently that we began reconnecting with our philanthropic roots through the creation of a development office. The task was ambitious, with little to no active alumni engagement for decades and no culture of fundraising or giving back to the school. There had been no investment in fundraising staff, no strategy for alumni engagement and no development programme. The task we faced as an incoming development team was akin to being given a blank piece of paper which, whilst daunting, was also a huge opportunity. Three years into the project, having raised nearly £1.5 million and reconnected with nearly 2,000 alumni across the world, we have won multiple national awards for our work at the College and, more specifically, in our Development Office.

Without engagement with past pupils, little philanthropic headway can be achieved. Toucan Tech was chosen as the College’s first alumni platform in 2019 and branding and managing that platform was the basic first task that was carried out, without any specific fundraising in mind. We cheered when we reached our first 100 registered alumni on the platform and sent out a thank you present to our 500th lucky registered alumnus. Drumming up engagement and building connections and friendships was a slow

process, and one that continues today, but without a solid network of alumni champions it is impossible to consider a meaningful development strategy. In many ways, COVID helped us, as people suddenly had more time on their hands and wanted to reconnect with long-lost friends and acquaintances. Engagement was encouraged through our monthly online newsletters and by supporting the Head in putting the name of the school out in the press. Each connection acquired is used to help put more people onto our radar. Our calendar

a collegiate approach…

Winter 2024 | schoolmanagementplus.com | 35

DEVELOPMENT of alumni events needed a complete refresh. One size certainly does not ﬁt all when it comes to alumni relations and segmenting communication to different age groups was key.

Forge links with your PTA

We also had to tackle the question of current parents and how to best engage with them. The College’s PTA was initially not aligned to the concept of fundraising and our vision for the development office. This took time and many conversations to achieve, but it was crucial to forge these links in the early days as it has taken nearly four years to gain the PTA’s trust and finally engage them in the planning of our first ever black tie fundraising ball – held in spring 2024 – for current parents. As a result of multiple initiatives, including our recent telephone campaign, we have seen a growing number of parents becoming donors and engaging with us and donating towards our Bursary Fund. So much so that we were able to host our first Donor Parent Drinks Evening recently.

Early activity

Our Development Ofﬁce opened in 2020 just before COVID and the country’s ﬁrst lockdown. Around the same time, I came across the Institute of Development

for Professionals in Education, which was transformational: a world of philanthropically-minded individuals was suddenly available and happy to share best practice. The potential ahead of us suddenly became real. No time was wasted in establishing a three-pronged approach: (i) setting up a Development Board made up of High Net Worth (HNW) individuals ready to support our endeavours; (ii) launching a new bursary campaign ‘Help Us Shape Young Lives’; and (iii) using our newly established database to run our ﬁrst legacy campaign as a longterm strategy. Realising that progress would not happen without a fully dedicated person at the helm, the Head appointed me as the ﬁrst Director of Development in March 2022. I instantly capitalised on the raw goodwill of the existing Development Board by securing three full bursaries for Sixth Formers. I also increased the number of board members in September 2022 to 20, asking each member to donate £1,000 per annum towards a new bursary called the Development Board Bursary, enabling one Lewisham state educated pupil to join the College every year. The response to our early activities was overwhelming and the total income for the 2022-23 academic year alone was

Join Isabelle, Nick Hewlett, Head, and Hannah Fox, CFO, from St Dunstan’s College for their session at the HMC and IDPE School Bursaries and Partnerships Conference on Wednesday 31st January at BMA House

36 | schoolmanagementplus.com | Winter 2024

DEVELOPMENT over £700k, encompassing legacy giving and bursary donations. For the ﬁrst time in the history of the College, bursaries were offered on a needs-blind basis for

statistics and KPIs often speak louder than any words and a certain ease of reporting both to the CFO and to Governors based on the data you hold is a key aspect of the role of any director of development; one needs to enjoy ﬁgures and Excel spreadsheets! Data is absolutely king whether it is keeping details up to date on the alumni platform, preparing for a telephone campaign or a Giving Day, or screening potential donors. Data needs to speak! I am a converted Pivot Table user.

Data is absolutely king... our September 2023 entry at 11+, with donors’ funding being combined with the College’s funding. This earned my department the Independent Schools of the Year award for development in 2023. According to the IDPE Schools’ Fundraising and Engagement Benchmark Report 2022, we were suddenly operating as a 7–10-year-old development ofﬁce (despite being under 3 years of age).

Engaging with the school leadership

All of the above would not have been possible without the unwavering support of Nick Hewlett, our Head, as well as a close working relationship with the Chief Financial Officer (CFO) of the College. The key to fundraising success is for a collegiate approach between the Head and the CFO. The Head must recognise the importance of his role as the conduit of all things relating to the College’s fundraising (particularly with regard to Major Donors who expect to have direct access to the Head) and needs to be fully onboard with first-time projects. Indeed, often a donor will only consider contributing financially when their philanthropic aspiration/area of preference is a complete match with the overall vision of the school articulated by the Head. There is nobody better than the Head to convey a clear vision of where a school will be in 10 years’ time and I am very fortunate to have the full support of Nick. The other key person in the equation is the CFO. The long-term financial vision is the sine qua non to the writing of a successful fundraising story and the CFO will be the person agreeing to a departmental budget or hiring a larger team to deliver on the vision. Figures,

Think smart when it comes to your team

You do not need to have a large team at the outset but equally all that has been achieved at St Dunstan’s would not have been possible without support. The best strategy to adopt is segmenting the pot of money you have at your disposal to recruit different individuals on a part-time basis; they will all be passionate about their deﬁned area of activity and will probably end up giving you more as a result. More heads thinking in speciﬁc areas will bring success quicker.

Major donors

Fundraising is a slow burner simply because ﬁrst and foremost you need to gain the trust of your donors as well as use your sixth sense to understand what will make them give. You are a matchmaker in many ways and the mysterious concept of ‘the ask’ will only become crystal clear

when the engagement with a particular donor is aligned to the vision of the school and is combined with a propensity to give. Most major donors connect their passion with their philanthropy. Giving is an amalgamation of financial and emotional thinking and each major donor is quite unique. Some of our major donors at St Dunstan’s think about philanthropy at a macro level and not a micro level: these donors are interested in engineering changes in society as a whole, not just changing one life through a bursary, although they will of course agree that this is a necessity as well. These particular major donors are turning towards supporting the College’s outreach programme and what their school is doing in the local community. All are extremely successful in their own field and they all think big. They are fed on KPIs and their success lies in asking difficult but meaningful questions. Interestingly, my role has evolved for that very reason and now encompasses all alumni relations and fundraising plus the outreach programme of St Dunstan’s.

Think big

As of today, we have facilitated an extra seven full bursaries for local disadvantaged children and are now planning to build an endowment fund. Think big, always, even if you may be planting the acorns from which oak trees will be born that you will never see into maturity. ●

ISABELLE BLAKE-JAMES is Director of Development and Alumni Relations at St Dunstan’s College.

Winter 2024 | schoolmanagementplus.com | 37

PARTNERS

EQUALITY FOR WOMEN AND GIRLS

GIRLS’ SCHOOLS CONTINUE TO BE THE DRIVING FORCE

Donna Stevens reveals critical insights from the recent research report from the GSA demonstrating the importance of girls’ schools in creating a more equal world for women.

he GSA annually leads the UK’s biggest study in single-sex girls’ schools. In this study, we surveyed over 9,000 girls and over 500 teachers

Donna says “It’s no surprise to me that our girls are alive to the world and its inequities for women and girls, or that our schools act as a powerful counterpoint and example to the world of how a fair and just experience for girls can be lived. Girls’ Schools Association and its Heads have always been at the forefront of understanding girls’ experiences, honouring who they are as they are, and empowering them to challenge the status quo so that they can raise the bar for every girl in the world. Educational leadership in schools prepares girls for an unequal world and creates citizens with agency and chutzpah to change it for the better. Our mission is to fuel future generations with an education that understands and is built for young women, and through our research we listen carefully and closely to girls and deliver on our promise to give them voice and priority in education, and in the world beyond.”

38 | schoolmanagementplus.com | Winter 2024

to examine power and status in politics, business and in the home, plus pupils’ experience in schools. The data overwhelming conﬁrms that girls’ schools and girls in girls’ schools have an acute understanding of what the experience of an equal world should be.

Key ﬁndings

• 80% of all pupils said they had been taught about equality for women and girls at school. • 82% of pupils said they had adults they could talk to about these issues. • Pupils’ perception of equality for women and girls decreases by age. Between Year 5 and Year 13 there was a reduction of 19.8% in perceptions towards equality. • 76.2% of teachers agreed or strongly

agreed with the statement, “I actively challenge gendered language for women and girls and behaviour among pupils”. • 39.6% of pupils agreed or strongly agreed that their gender inﬂuences what people think about them. • Pupils felt, on average, that activities outside of school (2.65 out of 5) were 12.5% more affected by their gender, than those inside of school (2.15 out of 5). The GSA’s research group is a uniﬁed partnership across the independent and state sectors that steers analytical data collection across the whole educational sector, to present a nationwide understanding of girls’ educational experiences. Read the full report and others commissioned: gsa.uk.com/ research ●

DONNA STEVENS is the Chief Executive of the GSA.

ADVERTORIAL

THE MODULAR INDUSTRY:

oncerns have recently emerged regarding the safety of certain school buildings in the UK that were constructed using reinforced autoclaved aerated concrete (RAAC). This has created an urgent situation that demands immediate action to ensure the health and safety of both students and staff. The Department for Education (DfE) has issued guidance stating that any area or space containing confirmed RAAC should not be accessible without appropriate safety measures in place. Consequently, some schools will need to be closed, and urgent plans must be established to address these circumstances. it is imperative that swift action is taken to assist those affected by this issue. In today’s rapidly evolving landscape, the ability to adapt and respond quickly to demanding needs is paramount. Traditional construction methods often fail to meet the high demands and turnaround time due to their inherent limitations and slower construction speed. Nevertheless, modular buildings offer a transformative solution that unlocks countless opportunities across numerous industry sectors. Time is crucial when it comes to urgent matters such as school closures and modular construction offers a significant advantage by greatly reducing construction timelines. By building modules off-site at the same time as preparing the site, projects can be completed much faster than traditional construction methods. So, for schools that are forced to make the decision to close their gates due to poor and dangerous conditions, a modular building could be the ideal solution to accommodate students and staff in a contemporary and secure setting, enabling their efficient return. Furthermore, constructing modular buildings tends to be less disruptive

A POWERFUL SOLUTION TO PREVENT SCHOOL CLOSURES

compared to on-site construction. Noise and other disturbances are kept to a minimum, which supports an uninterrupted learning environment during the construction process. Not only does modular construction save time, but it also provides cost-effective solutions. The controlled environment of modular factories reduces material wastage and the need for rework. With fewer delays and expenses caused by bad weather, modular construction projects are more likely to stay within budget. Moreover, modular buildings are designed to be easily expanded or reconﬁgured, allowing educational institutions to adapt to changing needs and ﬂuctuations in enrolment. This adaptability leads to long-term cost savings by avoiding major renovations or additional construction in response to changing circumstances.

Modular construction: a safer alternative

Modular construction stands out in various aspects when it comes to guaranteeing safety, especially when it comes to the safety of students. In contrast to conventional construction methods, modular buildings are manufactured in controlled factory settings, following stringent quality control procedures. Consequently, safety precautions, including structural integrity and ﬁre resistance, are thoroughly evaluated and incorporated during the manufacturing phase. Additionally, since modular structures are intended for transportation and on-site installation, they necessitate stronger and more resilient building components to endure the stresses of transportation. This heightened emphasis on durability provides extra conﬁdence in the structural reliability of modular buildings.

A modern, modular design from Wernick Buildings

Whether you are a nursery or a university, a modular building can be designed and equipped with all the essentials your educational space requires. From well-lit classrooms to heating and air-conditioning you can rest assured that a modular build can meet your specific requirements. Specialised facilities, such as classrooms designed for students with special educational needs can be provided and delivered either as a standalone school or as an addition to your existing building. A variety of contemporary teaching resources and amenities, enabling you to optimise the potential of your space can also be provided. Modular building companies will generally offer a comprehensive service which includes all groundwork and landscaping. The construction of car parks, multi-purpose sports areas, and playgrounds can also be offered. With a growing need and urgent demand for flexible and affordable learning spaces, educational institutions can leverage a modular building to expand their capacity quickly. Modular classrooms, libraries, and other learning spaces can be seamlessly integrated into existing campuses, accommodating an ever-increasing student population without disruption. These structures can be easily reconfigured or relocated as educational needs evolve, ensuring a sustainable investment for the future of your school. Ben Wernick – Managing Director Wernick Buildings. ●

Winter 2024 | schoolmanagementplus.com | 39

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PARTNERS

THE FUTURE OF BOARDING David Walker urges boarding schools to look to the future by adapting to change and keeping a close watch on emerging trends and patterns.

oarding schools are home to thriving global communities. They offer immersive learning environments, an education rich in opportunity and a platform for personal growth. There is much to celebrate and be proud of within the boarding sector, but it is important that leaders and boarding staff recognise the need for continual development, remain open to new perspectives and plan ahead for challenges on the horizon.

Evolving landscape

Like any successful organisation, boarding schools must remain future proof by adapting to change, consistently reviewing procedures and keeping an eye on emerging trends and patterns.The educational landscape is always evolving and there will be challenges to overcome. One signiﬁcant challenge is responding to the increasing demand for a more holistic approach to student wellbeing. As mental health awareness grows, boarding schools will need to invest in robust support systems to address the emotional and psychological needs of students. Balancing the integration of new technologies whilst also maintaining a sense of

community and personal connection poses another challenge for boarding communities. Advances in technology open up a world of exciting learning opportunities but, if not managed properly, it also carries safeguarding risks and has the potential to diminish interactions with one-another so crucial for social development. Socioeconomic diversity and inclusivity will also become a more pressing concern as boarding schools strive to create a place of belonging accessible to students from all backgrounds.

Opportunity for growth

With challenge comes opportunity, and it is this opportunity for growth and futureprooﬁng which will form the focus of BSA’s 2024 Annual Boarding Conference on 4 and 5 June.The two-day conference, hosted jointly by the BSA and sister association, TIOB (The Institute of Boarding), invites deputy Heads, Heads of boarding

and boarding house staff to come together in celebration of the sector. Guest speakers will lead sessions designed to arm delegates with practical ideas and innovative solutions which can be implemented in schools in response to technological advancements, student wellbeing issues and the increasing emphasis on holistic development.The event will also work to recognise diversity and inclusivity in boarding, embracing a global perspective and fostering cross-cultural understanding. Whilst also tackling challenges of the future, the Annual Boarding Conference is also a great opportunity to celebrate the sector and the people who work so hard within it, often putting the needs of others ahead of their own.The conference will include a series of conversations led by delegates on a range of topical issues to ensure that sharing experience and knowledge remains central throughout. The BSA and TIOB Annual Boarding Conference will take place at Hilton London Heathrow Airport,Terminal 5 on 4 and 5 June. Places are available to book via the BSA website: boarding.org.uk/event/annualboarding-conference/ *Special offer* BSA and TIOB are also running a special offer whereby delegates who book their place before 31 January 2024 will be in with a chance of winning a luxury wellbeing hamper. ●

DAVID WALKER is Director at the BSA.

PARTNERS

CHANGE IS IN THE AIR Richard Harman looks ahead to the AGBIS Annual Conference, which will consider the future shape of the independent sector.

s we head towards 2024, there is a palpable sense of change in the air for our sector. After a long period of (relative) stability and a benign interest rate environment, a combination of economic, societal and political pressures is driving schools towards re-thinking their strategies. Many are re-considering ﬁrmly held assumptions and looking at possible economies of scale. This means not only are individual schools reshaping themselves, but also new patterns and groupings are emerging, with more schools coming together in groups or foundations and others looking for different kinds of wider associations. In turn, this is raising some questions about the future shape of governance and executive leadership in our schools, and the working relationship between the two. ‘Nimble, agile and strategic’ are three key words we hear repeated time and again as the vital elements of school leadership for the future. With that in mind, the theme of the 2024 AGBIS Annual Conference, held at the QEII Centre in Westminster on 18th March, will be ‘New Constellations’. After introductions and welcome from the Chair of AGBIS, Mark Taylor, and

myself, delegates will hear from a stellar line-up of keynote speakers, including Sir Anthony Seldon (Head of Epsom College, former Vice Chancellor of Buckingham University and a proliﬁc political historian), Priya Lakhani (Founder and CEO of Century Tech, who will be focusing on AI in education), the Rt Hon Lord Knight of Weymouth (Lord Jim Knight, former Labour Education Minister and current Chair of COBIS) and Vanessa Ward (Chief Executive and Chief Inspector of the ISI). An expert panel will also be on hand to address the issues of the day, including Julie Robinson (CEO, ISC) Barney Northover (Partner at VWV and AGBIS Board member) Sue Woodroofe (Chair of HMC and Head of The Grammar School at Leeds) and Russell Speirs, (Founder and Chair of RSAcademics Ltd). In addition, a range of stimulating breakout sessions will allow plenty of space for discussion and debate with other delegates throughout the day on issues of common interest. Regular breaks will afford the opportunity for refreshments and networking with others, whilst visiting exhibitors’ stands. The event will conclude

RICHARD HARMAN is Chief Executive of AGBIS.

with an early evening drinks reception, hosted by AGBIS and supported by headline Conference sponsor Class Technology, at which the AGBIS Annual Awards for 2024 will be presented. The three award categories will be: School of the Year, Clerk of the Year, and Lifetime Achievement Award (for an individual who has contributed signiﬁcantly to the sector as a whole over their career). It is not too late to submit nominations for this year’s Awards – for details of how to do so, please go to: www.agbis.org. uk/agbis-awards.html All in all, with a general election in the ofﬁng this year and the forces of change gathering momentum in the sector, this is an unmissable event. To register as a delegate, please contact enquiries@ agbis.org.uk or go to: www.agbis.org. uk/training-development/ems-eventcalendar/agbis-annual-conference2024-in-person-conference.html The whole AGBIS team and I look forward to seeing you there and to sharing thoughts on the future shape of our sector. ●

ADVERTORIAL

DELIVER MORE IN 2024 ARE YOU READY TO 7X YOUR WORLD? As we continue in our next normal, Tracy Shand writes about how to 7X your world with meaning to serve, share and care.

ow are your resolutions from 1 January 20203? Are they completed or a distant memory? As you reﬂect on the year that you have had, are you where you wanted to be? Moving forwards, one word or situation can change everything. So to do more in 2024, let is look at one word that can help you move forwards. Investments + Meaning = Investmeants. Welcome to a new word for 2024. But, is it new? How have you invested with thoughts and actions to the people around you?

What meaning have they attached to this? Everyday in our lives we invest in the everyone economy. An economy that is full of thoughts, feeling, intentions, actions and behaviours. As a result of these, your lived experience happens both at work and home. For you to be more in 2024, it is time to start the 7X Investmeant Challenge for you and your community. 1. Think about a meaningful investment for you- personal or professional. For example. To improve my wellbeing.

2. Create an action a day to help you move forwards your way with these words. For you – with you – by you – to you – see you – to next you – free choice. An investmeant a day can help you build your future your way. 365 small investments. 365 small steps to step into your next. The journey begins. If you are looking for specialist investmeants to be more in 2024, watch this space. ●

CAREER WELLBEING FUTURE PERSONAL? WHICH WORD DO YOU NEED TO ADD ? Be more in 2024. Lets take an exeat together Dates Coming JANUARY 2024

Winter 2024 | schoolmanagementplus.com | 33 Winter 2024 | schoolmanagementplus.com | 43

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Boarding Boarding schools are unique, and we have learned that any experience that boosts pupils’ happiness and comfort in a secure environment is central to every school we have worked with.

Contact Joe Parfitt is our Education Consultancy Director, his contact details are below, or scan the QR code. M: 07837 759 198 T: 01276 673 891 E: joeparfitt@litmuspartnership.co.uk W: www.litmuspartnership.co.uk T: @litmussolutions

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Joe Parfitt

Litmus Independent Schools

PARTNERS

GETTING IT RIGHT ADMISSIONS AND MARKETING APPOINTMENTS

Tory Gillingham introduction to their new environment. Without an understanding of the school and their colleagues, how will your new marketing considers how school manager be effective? How can you be conﬁdent that your management teams can recently appointed admissions director will recruit the right pupils improve their chances of success when recruiting if all they have is a list of targets and little else? and supporting new members of the missionPositive working relationships A well-structured induction programme helps new employees critical marketing and admissions team.

ver wondered why you’re advertising your school’s admissions, marketing or communications vacancy for the second or third time?

New blood

The AMCIS vacancies service – providing a platform and niche target audience for school admissions, marketing and communications roles – is booming. While that’s great business for us, it isn’t necessarily good for the sector. I’ve said before in this column that new blood in the sector is a positive thing. However, repeat adverts for the same position are not. When schools come back to us because their advert hasn’t attracted the right calibre of applicant, they have often failed to specify a salary, despite advice to the contrary. Even a salary range is preferable to nothing. Without it, your advert will fail to signify serious intent. Some appointments are unsuccessful. Either the new member of staff makes a quick exit, or there is a mutual parting of the ways after a probationary period. But why?

Induction

Some ‘new to the sector’ appointments are highly experienced sales, customer service and marketing individuals. Others are relatively new to any kind of workplace. My gut sense, backed by anecdotal evidence, is that when these appointments go wrong, it’s partly because of an inadequate induction to the ‘heart’ of the school. No professional, no matter how impressive their career history, can be expected to hit the ground running without a thorough

understand their roles and responsibilities, the school culture, how they fit into the larger picture and enables schools to underline the support systems in place for their wellbeing. It also provides other staff – particularly teachers – with an opportunity to understand the nature of the admissions and marketing functions, and sows the seeds for positive working relationships. High turnover rates also hint at deeper issues. The demanding nature of some roles, coupled with high expectations, can lead to stress and burnout. This year’s Confidence Index* found that 60% of schools felt that persuading parents to consider an independent education is becoming harder. Sixty per cent of respondents in admissions and marketing roles disagreed that teaching staff understood the value of a strong marketing team, and there were significant additional concerns about budgets, CPD and recruitment into these specialised roles. A strategic approach that includes transparency in job advertisements together with high-quality induction and wellbeing support can make a significant difference to the retention of new, highly motivated and talented marketing and admissions staff. *The Confidence Index is an annual ‘barometer’ survey undertaken by MTM Consulting: mtmconsulting.co.uk ●

TORY GILLINGHAM is CEO of AMCIS, the association for admissions, marketing and communications in independent schools. www.amcis.co.uk

PARTNERS

CAN YOU AFFORD NOT TO INVEST IN DEVELOPMENT? Louise Bennett reviews the latest benchmarking report which shows schools’ development is thriving!

he IDPE and Gifted Philanthropy Schools’ Fundraising and Engagement Benchmarking Report 2023 demonstrates that despite the challenging economic climate, schools that have invested in development have been able to realise signiﬁcant philanthropic support and provide exceptional opportunities for young people in education.

Philanthropic income is growing

In the two-year period under review (2021–23), £269,712,214 was received in gifts and pledges (including legacies and known legacy commitments) by 119 schools. The average philanthropic income per annum, per school, increased beyond pre-pandemic levels to £1,133,245, (up from £757,718 in 2018–21).

All schools can fundraise

What is particularly reassuring is that the benchmarking report once more demonstrates that all schools can fundraise. If we look at different types of school, co-educational independent schools continue to generate the greatest amount of income, whilst boys-only schools – where development has been established the longest – continue to raise the most on average per school. Girls schools, where development is often less established, continue to raise similar levels of income to the 2022 report, where we saw income rise by an average of 13% pa from 2018. The 2023 report shows that 71% of the development ofﬁces who reported 46 | schoolmanagementplus.com | Winter 2024

all schools can fundraise an increase in expenditure raised more money than they had previously.

Build a culture of giving

Successful fundraising relies on effective community engagement, bringing your alumni, parents and other key stakeholders with you on your development journey. The 2023 report once more conﬁrms that the schools who are engaging more, raise more. An example of this is the campaign developed by the winners of the IDPE Fundraising Campaign of the Year Award (ﬁve years or less), Notting Hill and Ealing High School. With limited fundraising from parents previously,

the school decided to mark its 150th anniversary by introducing the ‘1% method’, inviting parents to agree to an additional 1% being automatically added to their monthly/termly school fees. This has not only created a way for busy parents of modest means to give to the school’s bursary programme, but it is also sustainable and inﬂationproof. Through effective stewardship, the school has already been able to identify mid-level donors to accelerate their fundraising objectives. It is these donors that ultimately will have the capacity to make a step-change to a development programme; as our benchmarking shows, the schools which generate the most income, focus on securing major gifts.

Don’t wait!

In spite of the headwinds facing the sector with potential VAT on fees and the cost-of-living crisis, the benchmarking report clearly shows that philanthropy in schools is growing year-on-year, and whilst fundraising does take time, all schools can generate income. Schools need to be reading IDPE’s latest benchmarking report and asking themselves, can they afford not to invest in development? ●

LOUISE BENNETT is Chief Executive of IDPE.

HMC and IDPE School Bursaries AND PARTNERSHIPS CONFERENCE At a time when the gap in educational attainment is widening between children from disadvantaged backgrounds and their peers, the need to level the playing ﬁeld is compelling. It is therefore unsurprising that fundraising for bursaries remains a key focus for the majority (82%) of independent schools. For Heads, bursars, governors, directors of development and directors of partnerships and community engagement, the HMC and IDPE School Bursaries and Partnerships Conference on Wednesday 31 January 2024 in BMA House, London, is designed to support you to establish and develop successful bursary and partnership programmes in your school. Find out more at idpe.org.uk.

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TALKING POINT

EMPOWERING TOMORROW’S WOMEN THE VITAL ROLE OF ALL-GIRLS’ SCHOOLS

Charlotte Avery explains why she has dedicated her professional career to nurturing conﬁdence and self-expression amongst her students in order to ensure that women’s voices are heard and ampliﬁed tomorrow.

s the Headmistress of St Mary’s School, Cambridge, I am delighted to share my perspective on a topic of paramount importance in today’s world: the signiﬁcance of empowering young women to have their voices heard and understood. In the nurturing environment of an all-girls’ school, we strive to cultivate a profound sense of self-worth and the skills necessary to navigate a rapidly changing world. All-girls’ schools provide a unique and empowering environment for young women to thrive. These institutions are sculpted to create spaces where girls can develop their voices and identities without the distractions or limitations often found in co-educational settings. It is important that we understand the potential and power which each girl possesses as well as providing a supportive community that encourages their growth.

The transformative power of oracy education One of the key elements in ensuring girls’ voices are heard and understood is oracy. Oracy, the ability to articulate thoughts and ideas effectively through active listening as well as mindful speaking, is an essential skill for both personal and professional success. At St Mary’s School, we recognise the vital role oracy plays in nurturing conﬁdence and self-expression.

...we empower our girls to speak up with proactive conﬁdence...

TALKING POINT Through structured lessons, we empower our students to learn to both talk and through talk, so that they can communicate with clarity, poise and conviction, ensuring their voices resonate effectively on issues that matter to them and their communities.

Combating the suppression of female voices

All-girls’ schools play a critical role in addressing the historical suppression of female voices. By cultivating an environment that celebrates diversity, inclusivity and the undeniable achievements of women, we empower our girls to speak up with proactive conﬁdence and without fear of judgement or discrimination. Exposure to this positive inﬂuential environment, in turn, equips young women to challenge stereotypes, break down barriers and contribute meaningfully to all facets of society.

Connecting to global issues

Such work at school prepares young women for life beyond education and to have fulfilled careers, since women who can articulate their concerns and advocate for change can and do have a profound impact on resolving conflicts, whether they are local or global in scale. In today’s interconnected world, it is hugely important that women do have the confidence, coupled with moral integrity, to speak on topical issues. Women’s voices play a pivotal role in resolving global and local conflicts since we bring a different perspective on conflict, driven by our distinctive life experiences. These perspectives are valuable in advocating for justice. Current global issues, such as the ongoing challenges in Gaza, demonstrate the significance of women’s voices in advocating for peace, justice and equality. Girls who are educated in environments like St Mary’s School are better prepared to engage with such complex global issues and contribute to meaningful solutions.

The impact of peace studies

In addition to fostering strong oracy skills and an understanding of the signiﬁcance of women’s voices in global matters, we have introduced students to Peace Studies. These specialised courses, currently for two year groups, provide our young women with a deep understanding of themselves and how they can connect empathetically with others. They also engage with the theories and practical strategies that are essential for resolving conﬂicts

...women’s voices play a pivotal role and promoting peace. By delving into the complexities of global and local conflicts, our students gain the knowledge and tools needed to become effective peacemakers. These studies encourage critical thinking, cultural sensitivity and a commitment to disagreeing well through respectful dialogue, preparing our girls to engage meaningfully in conflict resolution and to contribute to a less polarised, more peaceful and just world. St Mary’s students, for the first time, have participated in a joint Peace Studies course in collaboration with Fatima Jinnah Women’s University in Pakistan. Sixth Form students worked with first year university students thinking about the nature of peace, barriers to it, their peace role models and the future of peacemaking in our world. Promoting the understanding of differences and fostering an acceptance of diversity is crucial for the future of female leadership. Providing our students with the opportunity to connect and communicate with young women globally is crucial. This collaboration allows them to engage in discussions about real-life issues that impact us all. The exchange of perspectives and sharing cultural life experiences plays a vital role in empowering women in the realm of peace-building.

Building coalitions and networks

All-girls’ schools like St Mary’s foster a sense of community and encourage girls to build strong networks. These connections, both within and beyond the school, are vital for empowering young women. Our students learn how to collaborate, communicate and connect with others, creating a platform for collective action. Women are skilled at building coalitions that work towards common goals and these networks can be instrumental in nurturing the next generation of female leaders. To conclude, I would like to re-emphasise that all-girls’ schools like St Mary’s School, Cambridge, are not just educational institutions; they are hubs for nurturing the voices and aspirations of young women. By focusing on oracy skills, combating the suppression of female voices, and fostering an inclusive environment, we empower our students to become conﬁdent, articulate and effective leaders who will shape a brighter future. It is our mission to ensure that every girl’s voice is not only heard but is also understood and impactful. We want our girls to leave a mark on the world that is profound and lasting. Women’s voices have the potential to be formidable forces on a local or global scale. My mark on the world will be my dedication to ensure these voices are acknowledged and ampliﬁed. ●

CHARLOTTE AVERY is the Headmistress of St Mary’s School, Cambridge.

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