Independent School Management Plus - Summer 2024 by williamclarence

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Foreword

As expected, it’s all change at Number 10 – and as the heat and noise of the election campaign dies down and we look at how the political landscape has shifted, it is clear that the arrival of a Labour government is going to affect independent schools more than any political change has for nearly 30 years.

Labour has made no secret of its plans to tax education; their policy of adding VAT to parents’ fees and ending business rates relief for schools run by charitable trusts has been set for many years now. But as Sir Keir Starmer moves into Britain’s most famous address, there remains a lot of uncertainty out there. VAT is likely to be imposed on parents’ fees in some form, but we still don’t know what that will look like, how many pupils it might affect and when legislation will be implemented.

The poetry of campaigning will give way to the prose of governing...

The poetry of campaigning will give way to the prose of governing and, during this transition, there will be time and room to really examine the unintended consequences of any policy and to discuss how to work with schools to ensure as few young people as possible have their education disrupted. ISC – and the associations within it – will continue to advocate for you during this time, liaising with the new government as it finds its feet to give you, your parents and your staff the answers you need and deserve.

Change can be uncomfortable, even painful, but it also provides us with a unique opportunity: a chance to showcase the work we do and the value our schools provide. Because, amid the uncertainty elsewhere, what is certain is that you and your schools will continue to do what they do best: ensuring a wonderful education for the children in your care while providing real benefits to your local community and beyond.

Politicians will come and go; the work and value of your schools will last much, much longer.

Julie Robinson Chief Executive, Independent Schools Council

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EDITORIAL ADVISORY BOARD

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

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)

David Walker Director, BSA

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

HEADS & GOVERNORS

BURSARS

ADAPTING AND DEVELOPING THRIVING BEYOND A POLITICAL SHOCK

TOM BEARDMORE-GRAY

Tom graduated from Oxford University with a degree in Modern History. After a 25 year business career, Tom joined The Girls’ Day School Trust in 2010 where he became Chief Financial Officer. In 2018, he took up his current role as Chief Executive of Prep Schools Trust.Tom was appointed Warden of Bradfield in August 2022. He is also a Director of AGBIS. Tom was previously Vice President of the University of Reading, Chairman of Governors at Lambrook Prep School and a Trustee of the Pre-Senior Baccalaureate (PSB) and the Institute of Business Ethics.

Tom Beardmore-Gray identifies some of the significant challenges that governors of independent schools currently face in the light of the shifting political environment and recommends that these should be approached with a spirit of joy and optimism.

The independent schools sector is entering uncharted waters. The likelihood that the election will result in the introduction of VAT on school fees together with the removal of some long-cherished charitable reliefs is causing most governing bodies significant concern. Discussions around the Board table are inevitably of a different nature compared to the habitual rhythm of the academic year. These discussions are in many cases going to the heart of the nature of enterprises and whether these enterprises are optimal, or even in some cases sustainable, in their current form.

...structural changes to school leadership systems...

Accelerating developments

The current political backdrop is accelerating developments which have been surprisingly slow to take hold in the sector. I liken it to the impact that the COVID pandemic had on society’s use of technology. The technology had been available for a long time before the pandemic. It took a big societal shock to change society’s habits. The same is true with the independent schools sector. The prospect of a political shock is causing governors to consider structural changes to school leadership systems and governance, which the sector has previously preferred

to defer or ignore. Whilst independent schools have treasured their independence from other educational institutions both locally and nationally, the same schools are now examining carefully which aspects of that independence are of value for the future and which are not.

Irreversible path

The sector is now on an irreversible path towards governance structures which deliver more professional and systematic governance.

Whilst this statement might be met with a collective groan by those who dread the prospect of schools behaving like corporations, it is important to consider why we are on this path. In the last analysis it is because, in today’s world, it is better for parents and pupils. The expectations of these stakeholders are, in most cases rightly, higher than they were a generation ago. School leaders are needing to call upon the right type of support on multiple complex issues on a daily basis. It is hardly surprising that this type of support has not been readily available to the average-size UK independent school of 300 pupils with limited resources. It is especially important for our pupils, because we want teachers and school leaders to be spending their time guiding and inspiring the pupils. These teachers and leaders came into teaching because they wanted to spend their time doing those things for which they will ultimately be remembered by their pupils.

Mission and values

In the midst of challenging times it is normally useful for those charged with the governance of institutions to examine carefully their mission and values. These should act as a guide in determining how an institution may need to adapt or develop in order, not only to survive a shock, but to thrive beyond that shock.

So, if the mission of the institution is to provide the best possible education for pupils, now might be a good time to examine whether the current leadership and governance structure facilitates that in the modern world. Or, if one of the institution’s values is high performance, now might be an opportunity to examine whether a school is set up to deliver on that value in every respect. It is generally important to have at least one governing body meeting each year which is set aside for the proper discussion of these issues. It is seldom possible to do them justice amongst the maelstrom of more routine school business.

A range of voices

Finally, I believe that governing bodies should have a range of voices involved in discussions that go to the very heart of the future direction of the institution. Strategic discussions can often be dominated by those familiar with discussing strategy in a more corporate context. Their expertise is clearly vital in ensuring that discussions are objective and data driven, rather than anecdotal, and that the school is responding quickly enough to broader societal trends. It is equally important to hear the voices of those who may have known and loved the institution for a long period of time or those who have a deep understanding of the practicalities of running good schools.

Joy and optimism

Schools are joyful places, full of opportunity and promise for pupils. Those charged with the governance of schools should approach any current dilemmas with that spirit of joy and optimism in mind. ●

...causing most governing bodies significant concern...

PUPIL WELLBEING A CALL TO ACTION

Heather Styche-Patel considers some of the key findings from RSAcademics’ recent school stakeholder research into student wellbeing and urges schools to recognise – and respond to – its growing importance amongst both parents and students.

The COVID-19 pandemic has had profound and enduring effects on the mental health and wellbeing of children and young adults. Numerous studies, including a significant report from the Department of Education published in 20231, highlight the surge in pupil absences and the growing number of pupils requiring additional support. Feedback from parents and pupils involved in our independent school stakeholder research consistently echoes these findings, revealing heightened concerns about pupil wellbeing, mental health and a perceived decline in pupil behaviour. Furthermore, there is a clear shift in parental expectations, with a growing demand for schools to take a more active role in supporting their children’s mental health and wellbeing.

half of parents rate pupil wellbeing as critically important, rising to over 90% when including those who rate it as very important. This concern spans parents of both boys and girls and surpasses traditional priorities such as academic success, literacy skills, employability skills and social education. The only exception is among parents of children in public exam years, who place academic results on par with wellbeing.

clear shift in parental expectations

The priority of wellbeing in independent schools

When parents are surveyed about the critical priorities for schools as they plan for the future, pupil wellbeing and mental health consistently top the list. Nearly

Parents, much like the schools themselves, understand that pupils’ overall engagement, motivation and happiness are foundational to their success in all areas of school life. Schools that provide well-designed, well-resourced and supportive pastoral care programmes receive high praise from parents. Comments from parents often reflect a deep appreciation for a school’s commitment to pastoral care.

Parents gauge the quality of pastoral care through interactions with key staff members, such as pastoral leads, tutors and Heads of Houses in boarding schools. These interactions serve as vital sources

of information and reassurance regarding their child’s wellbeing and progress, and the school’s efforts in supporting mental health.

High marks for pastoral care

Overall, parents rate the pastoral care provided by schools very highly. In our research, over half of all parents describe their child’s school’s concern for their wellbeing as ‘very good’, making it one of the highest-rated aspects of school life. In top-performing prep schools, up to three-quarters of parents rate pastoral care as ‘very good’. Even in schools where pastoral care is less well-rated, parents are more likely to describe it as ‘good’

WELLBEING: a priority for parents

Comments from parents often reflect a deep appreciation for a school’s commitment to pastoral care:

“Pastoral care appears to be of a high standard, and if our daughter had any issues, we would be confident the school would support and help.”

“The school cares and is effective about children’s wellbeing. Concerns are treated seriously, professionally and in a timely fashion.”

rather than ‘very good,’ showing a general satisfaction with the care provided.

However, there is a notable difference in satisfaction between parents of boys and girls. Parents of girls, whether in single-sex or co-educational schools, are less likely to rate the provision for pupil wellbeing as highly as parents of boys.

Similarly, the vast majority of parents report that their child is happy at school. In fact, from our extensive databank, there are very few instances where more than 5% of parents indicate that their child is unhappy in school. However, where this is the case, these parents are even more likely than others to prioritise pupil wellbeing and mental health as being critically important in the future. In a similar vein, parents who are less happy with the whole school experience are also more likely to rate pupil wellbeing as a critical area to focus on in future. This is particularly true of senior schools. It is also evident that in senior schools, parents whose children have special educational needs (SEN) are likely to place a higher level of importance on wellbeing and mental health.

Friendships play

a

crucial role in pupil happiness.

Pupil perspectives on wellbeing

Feedback from pupils themselves generally aligns with parental perceptions. In Years 5 and 6, around 90% of pupils agree that their school supports their wellbeing and happiness. This percentage slightly decreases in senior schools, but still, at least 80% of pupils in all year groups agree. Interestingly, pupils are somewhat less convinced than their parents about their overall happiness at school. Typically, 70% to 80% of pupils report being very or quite happy at school, with an additional 10% to 20% feeling neutral.

The transition from prep to senior school marks a decline in pupil happiness, with Years 10 and 11 being the least happy year groups. Friendships play a crucial role in pupil happiness. Pupils frequently cite ‘their friends’ as the best part of school life, and schools that actively foster

friendships and social skills contribute significantly to pupil happiness and success. This also helps to build a strong sense of mutual respect and community in school. However, persistent, low-level poor behaviour, almost always from a minority of pupils, can quickly undermine this sense of belonging and community. Therefore, ensuring poor behaviour is swiftly and consistently managed is particularly important.

Balancing academic pressures and co-curricular activities

A major concern for pupils is managing academic pressures alongside co-curricular and personal development activities. Our research indicates that pupils struggle with this balance. By Year 6, nearly half of pupils feel unable to manage their workload alongside other activities without experiencing stress. This issue persists F

schools that actively foster friendships and social skills contribute significantly to pupil happiness and success …

through to Sixth Form, with boys generally finding it easier to manage than girls. Pupils with SEN are particularly likely to struggle with this balance.

Schools should pay particular attention to scheduling. Are homework deadlines, coursework submission, in-school tests and significant co-curricular schedules considered alongside each other or in silos? Pupils feel the pressure perhaps more than schools are aware. Of course, some of the pressure from juggling nonlearning-related activities that pupils face sits outside the school day, but this is when a genuine and ongoing conversation with pupils can help.

Listening to pupil feedback

Today’s pupils are more confident and vocal about their concerns than previous generations, yet the effectiveness of schools in listening to and acting upon pupil feedback varies. Around threequarters of pupils in Years 5 to 7 believe their school listens to their opinions, but this perception declines up to Year 11, where only half of the pupils feel heard. Slight improvements are noted again in the Sixth Form.

When we explore this in our research, pupils identify several key factors that they feel positively support their wellbeing in school:

• Assur ance of always having someone to talk to, with one-to-one interactions if preferred.

• Teachers who are approachable and willing to provide support as needed.

• Teachers who genuinely care, offering encouragement and boosting pupils’ confidence and self-esteem.

• Oppor tunities for pupils to give

HEATHER STYCHE-PATEL is CEO of RSAcademics.

feedback and be listened to, with explanations for any actions taken or not taken.

Aside from the key factors referenced, there are often practical aspects such as food quality and the school’s physical environment on which pupils comment. Good nutrition and a good night’s sleep for boarders remain important building blocks of strong child and young adult wellbeing.

Conclusion: a collaborative approach to wellbeing

The COVID-19 pandemic has underscored the critical importance of mental health and wellbeing in educational settings. For schools, this means embracing a holistic approach that integrates robust

pastoral care, effective communication with pupils and parents, and a balanced academic and co-curricular programme. By doing so, schools can foster an environment where pupils not only achieve academic success but also thrive emotionally and socially, ensuring they are well-prepared for future challenges.

Furthermore, parents and pupils alike are prioritising wellbeing, and this is the most critical aspect of the independent school experience that parents consider to be a key driver of value. ●

1Department of Education, State of the Nation 2022: children and young people’s wellbeing, February 2023

ACTIVE LISTENING AND FEEDBACK: pupil voice from rsacademics

RSAcademics’ Pupil Voice online survey service, a product of our expert team’s extensive knowledge and experience, has been developed in close consultation with schools to align with the ISI Inspection Framework. The insights it provides will enhance your existing pupil engagement activities, and our anonymous online survey platform is designed to empower quieter, marginalised or less engaged pupils to express their views, ensuring a comprehensive understanding of pupil experience.

You can run up to three surveys per year with key metrics to assess your current provision, identify emerging areas of concern and track progress over time. We provide survey questions covering pastoral care and wellbeing, learning and studies, school resources/food, clubs and trips, PHSE, Diversity and Inclusion, boarding arrangements and preparation for the future. You can also add two of your own questions to each survey. Results are provided as soon as the survey closes via your interactive dashboard.

Using our specifically designed platform makes managing pupil surveys as easy as possible for busy staff who can plan the survey programme and select the modules to include. Throughout the process, our experts are on hand to answer queries and provide advice. Find out more by visiting our website or booking a call with one of our team members.

PARTNERSHIPS MAKE A DIFF ERENCE

WORKING TOGETHER BEYOND FIXED BOUNDARIES

Oliver Blond highlights the benefits of cross-sector working and encourages schools from the independent and maintained sectors to build mutually beneficial partnerships and thereby advance the cause of education as a whole.

The power of partnerships

Our educational landscape can be viewed in terms of its differences (of sector, scale or structure), or it can be seen in terms of what unites all schools – an educational vision to do the best not only for your own pupils, but to advance education more widely, and for all pupils.

In a world in which there is so much to be concerned about, let’s not forget that schools are a success story. Not in every case and not in the same way, but in general terms, schools take on the most profound roles in their community and do an incredible job, again and again, across all phases and sectors.

SCHOOL PARTNERSHIPS ALLIANCE

To achieve maximum impact through school partnerships, we work to:

• raise the profile and status of, and access to, partnership working

• better understand and evaluate the impact of partnership working

• equip par tnership leads with a common language and framework that will help schools at every stage of partnership engagement and development.

The fundamental connection between schools, their communities and their purpose presents an opportunity to work together beyond fixed boundaries to find connections and commonality, and to share resources for the benefit of all. This is not a mere aspiration but a growing reality. In many different ways, all across the country, cross-sector partnerships continue to develop, thrive and make a difference.

The importance of partnership

There is no blueprint for an effective partnership structure; each reflects its particular context, meeting the needs of its constituent schools and community. At the School Partnerships Alliance, we work with our members to develop partnerships that make a difference to all the schools within a partnership and to their local communities.

In its most recent census and annual report, the ISC notes that 1,068 of its schools (76%) are involved in partnerships with state schools, collectively running over 9,000 partnership activities. This is positive news, but these numbers may be difficult to understand because they represent partnerships at every level, from those that share resources, to those developing profound system-changing projects involving several schools and thousands of children.

All these different activities are labelled ‘partnerships’, and because this is a catch-all term, those wanting to downplay the important and growing connection between state and independent sector can focus on the more nascent examples over those that are

making a hugely beneficial and lasting impact.

In response to this, it is important to celebrate the leading schools in this field, and share details about those partnerships across the country that have, of their own dedication and initiative, developed innovative and exciting ways of meeting educational need that are profound, collegiate and deeply collaborative.

Only by learning from those who have found a way to make a real difference can we encourage more schools, state and independent, to see the huge benefits on a local and national level of working in collaboration and in bringing a different approach to bear on some of the most persistent national educational challenges.

A collaborative framework

A school partnership can be defined as an ongoing collaborative relationship between schools, aligning their interests around a common vision and combining their complementary resources and competencies, to deliver benefit to each of the partners. The best partnerships and most developed partnerships are also:

• mutual

• strategic

• sustainable

• impactful

• focussed on need.

It’s important to recognise that all parties in a school partnership will have different concerns, resources and challenges, and building strong and trusting relationships is at the heart of all good partnership work.

Case studies

Wherever possible we want partnerships to reach the disadvantaged, those with the greatest learning deficit. At our inaugural School Partnerships Alliance conference we heard from a former student of Knole Academy who attended the Kent Academies Network (KAN), a four-year university access programme for students who face barriers to higher education. KAN aims to remove these barriers by improving student confidence, knowledge and agency. We heard how KAN had offered students the opportunity to experience learning beyond the prescribed curriculum, attend residential courses and visit universities. KAN gave this student ‘a wider and more holistic education’ and she had gone on to study at Goldsmith’s university.

East Kent Schools Together (EKST) is a partnership with mutual benefit and wellbeing at its heart. In EKST ‘each school contributes and draws from the partnership on an equal footing for the benefit of all’. The programme for students enables them to work side by side, developing their soft

The experience that my students were getting from it might have been different from the experience that their students were getting from it. But it was bounded in that same kind of clear vision and understanding that we are a community and that we will be living together, and therefore we need to ensure that the young people are living and working together.

skills, and includes art collaborations, drama days and online wellbeing activities. Another strength of EKST is its inclusion of a range of state and independent schools and a fully integrated university partner. Staff from across the partnership benefit from professional development sessions and teacher-meets.

There are many further examples of highly successful partnerships across the country – far too many to mention here, which is why the School Partnerships Alliance is currently producing reports that look at the collective impact of a number of partnerships on specific cohorts, such as disadvantaged pupils.

PARTNERSHIP BENEFITS

All partnerships differ, so the benefits will depend on the aims and objectives, but it’s helpful to think not only of the benefits of the partnership, but the benefits of partnering, which provides a different outlook.

BENEFITS OF PARTNERSHIPS

Improved pupil wellbeing through engagement and mental health support

Improved academic attainment through additional academic provision

Improved co-curricular opportunity in arts and sport

BENEFITS OF PARTNERING

Relationship building Connecting with other schools, building relationships

Community impact Amplifying impact of schools in the community

Complementarity

Bringing together essential complementary resources

Diversity Creating more inclusive solutions, and breaking down social barriers

Innovation Combining diverse thinking and approaches

Shared learning

Collective learning and capability-building

Synergy and economies of scale

Aligning resources or activities.

The partnership journey

While schools may develop from a simple connection to an integrated, long-term, formal partnership, quite often all four types of partnership outlined below will co-exist. All add value to their schools and communities, but an understanding of how the best partnerships develop towards greater mutuality, reach and impact over time can be helpful for strategic planning. The following categorisation is not restrictive or exclusive, but was created using evidence from over 40 current examples of partnership practice to provide clarity on the different partnership aims, structures and outcomes. A full account can be found in the School Partnerships Alliance Impact Guide. (https://schoolpartnershipsalliance.org.uk/wp-content/ uploads/2023/01/SPA_GUIDE-2023.pdf)

Partnerships in context

Having recently passed through the general election campaign, it is worth reflecting on the historical context of school partnerships. While many partnerships are much older, the first central funding for cross-sector partnerships came from New Labour, launched in 1997. Successive governments of all types supported these ‘independent state school partnerships’, investing around £15m across a 14-year period.

While the initial impetus for partnerships may have been about sharing teachers and facilities, many of these collaborations were able to show compelling benefits and therefore have continued long after government funding was spent. In the ensuing years, the number of partnerships have continued to grow, to become more equitable, and to rely not on central government funding but on local commitment, dedication and resourcing.

Collective responsibility

By working together across schools we can contribute to solving some of the key educational challenges young people face today. Together, we can reach

more pupils who face difficult obstacles or who lack the necessary resources to realise the ambitions they have for themselves.

TOP TIP

Make sure the school partnerships project is fully resourced and sustainable; transport is often the key ingredient. Get to know the schools and the personalities within, staff and pupils, and be creative about what you do. Have a very clear goal in mind.

In ter ms of national challenges, there is a clear opportunity for state and independent sectors to collaborate to bring greater opportunity and support to careexperienced children, to develop strategies to attract and retain the best teachers, to increase opportunities that support academic aspirations and co-curricular opportunity, and to support access to higher education and careers.

The educational challenges that we face nationally are the responsibility of every educational establishment, and only by utilising the strengths of each school can we hope to bring about lasting change for young people.

The School Partnerships Alliance

The School Partnerships Alliance is a membership organisation and our role is to connect schools, celebrate partnership work, share good practice, undertake research and offer professional development for those working in partnerships.

By coming together, we can learn from each other and become even stronger. We invite all schools to join the School Partnerships Alliance. If you want to find out more, or want to join while membership is still free, please visit schoolpartnershipsalliance.org.uk or email info@schoolpartnershipsalliance.org.uk ●

OLIVER BLOND is the Chief Executive of the School Partnerships Alliance, a charity which supports cross-sector partnerships. He has been a Head in both the state and independent sectors for over 17 years.

TYPE 1 CONNECTION

A school shares its available resources and facilities for the benefit of its partner.

TYPE 3 ALLIANCE

A collaborative partnership, broader in ambition and scope. Combining diverse resources in an ongoing, multischool par tnership.

TYPE 2 COLLABORATION

Two or three schools collectively address a shared need or opportunity by combining resources.

TYPE 4 INTEGRATION

Longer-term, formal partnerships (some involving non-school stakeholders) to improve the potential for all children to thrive at school and beyond.

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MINIMISING THE GRIEF DEALING WITH STAFF GRIEVANCES

As

the number of grievances raised by

staff continues to increase, Louise Brenlund advises on the optimum approach school employers should take.

In 2023, a HR survey confirmed that 37% of employers reported an increase in grievances in the past 12 months. The top three reasons for grievances being bullying or harassment, relationships with managers and relationships with colleagues.

Some have referred to this as the unprecedented ‘rise of the grievance’. This is borne out by our own experience as we are seeing an upward trend in grievances being raised in the workplace and the issues being raised becoming more complicated or used as a distraction or delaying tactic during disciplinary or poor performance management processes. This poses yet another challenge that independent schools must face.

New stresses

It has been suggested that this trend is linked with various catalysts including the COVID pandemic and the cost-ofliving crisis. The resulting stresses often erupt in the workplace, causing conflict and disputes. The recent teachers’ strikes provide evidence of this within the education sector.

Whilst independent schools have greater freedoms than those in the maintained sector, industrial action has still had an impact: for example, as I write, we are seeing strikes by staff at James Allen’s Girls School. Further, Labour’s 20 per cent VAT on private school fees – if introduced – is likely to lead to independent schools having to make further budget cuts, affecting both staff and pupils and causing more unrest.

appropriate person as set out in your Grievance Policy.

Managers should:

• treat all concer ns, problems or complaints seriously

• meet the staff member promptly and privately

• discuss the issues and ask their opinion on how they wish the situation to be resolved

• encourage direct resolution with any other individual(s) concerned, if possible

‘Rise of the grievance’

Most independent schools will therefore at some stage need to deal with a gr ievance lodged by a staff member. This can be any complaint, concern or problem about any aspect of work or in relation to a colleague.

Dealing informally

Always encourage your staff to attempt to settle their grievances informally through discussion with their direct line manager or, if the grievance is about them, the line manager above that or another

• be clear that if the matter is not resolved informally, the complainant may submit a formal grievance (and consequently any information may be shared with the subject of the grievance as part of the investigation).

Following a formal process

If informal discussion is unsuccessful, the member of staff may set out their formal grievance, ideally in writing. If in doubt, it is safer for the school to treat any such matter as a formal grievance unless the staff member makes it clear that this is not their intention. Managers should approach the formal grievance with an open mind and in a non-discriminatory way. F

Be cautious of resignation letters, the contents of which can often form part of a formal grievance and should be handled accordingly.

Managers should:

• consider if an investigation is necessary and, if so, who is appropriate to conduct that investigation; ideally this should be someone unconnected with the complaint

• ensure , where possible, the investigating officer and grievance chair are two separate people, with another more senior person being available to chair any appeal

• ar range a formal grievance meeting, once all evidence is obtained, and invite the member of staff who has raised the grievance to attend

• be clear that the staff member has a right to be accompanied at the meeting by a trade union representative or workplace colleague

• ensure that the member of staff is given the opportunity to fully explain their grievance

• ask the member of staff ’s view on the outcome of the process and any expectations they may have and then attempt to find an appropriate resolution for all parties

• ensure that accur ate notes are made and kept of the meeting

• make allowances for the stresses associated with such a situation as staff may feel the need to ‘let off some steam’.

distraction or delaying tactic…

The outcome

Following the formal process, the chair should consider all the evidence available and decide on an outcome. Sometimes it may be necessary to undertake further investigations and/or request other documents before a decision can be reached. Most school policies provide for an outcome to be provided within five working days of the hearing. If this is the case but further investigations are required, you will need to be clear on what this may involve and on proposed timelines; any decisions should be made without unreasonable delay.

The outcome should confirm:

• the chair’s conclusions based on the evidence available

• whether the gr ievance is upheld in part, in full or not at all

• any resulting recommendations and/ or actions

• the r ight to appeal the decision.

If there are recommendations and/or actions, it is vital to ensure that these are fully considered and appropriate actions taken.

Appeals

If the decision is appealed, it will then be necessary to appoint an appeal chair, invite the staff member making the grievance to an appeal hearing and follow the above process in relation to any points of appeal only.

GRIEVANCE

POLICIES AND ACAS

It is important that every school has a clear Grievance Policy/set of policies in place

Senior staff must be fully trained to recognise grievances and know how to deal with them swiftly and reasonably and in accordance with both your procedures/policy and the ACAS Code of Practice on Disciplinaries and Grievances.

An unreasonable failure to follow the ‘ACAS Code’ can lead to an employment tribunal awarding an uplift of up to 25% to any compensation awarded to the staff member.

An appeal is not usually an entire rehearing but this may be appropriate in some cases. Any appeal should be held in accordance with your Grievance Policy and without unreasonable delay. Once the appeal is decided, the outcome should be set out in writing and it should be confirmed that there is no further internal right of appeal.

Impact on your school

Grievances can become a considerable distraction to your school, taking up valuable time of staff, governors and trustees. The process can be administratively burdensome and, if mishandled, they can become allconsuming and potentially very expensive. It is important that grievances are taken seriously and investigated fully to avoid a breakdown in the employment relationship and successful claims. ●

LOUISE BRENLUND is a Partner and Head of Employment at Warners Solicitors. If your staff require training and/or support with grievances or grievance appeals, the employment team at Warners regularly provides group training and support to grievance chairs or panels in the education sector. Please contact Louise on 01732 375325 or l.brenlund@warners.law for an initial free-of-charge investigatory discussion.

• Be clear on your identity

• Reward and deploy your staff accordingly

• Know your parents

• Get the right fee strategy in place

• Model your staff and non-staff finances

• Create new income streams OR

Baines Cutler Solutions are the benchmarking specialists for the UK independent schools sector.

We bring data and culture together to inform the right strategy for every school. Whatever your challenge, we’ve got the solution.

SUSTAINABLE SCHOOL MEALS

PAVING THE WAY TO NET ZERO

Rupert Weber explores the role of school catering in supporting schools’ sustainability journeys.

We are all increasingly finding that sustainability, climate change and net zero are at the forefront of news and our public conversations.

For schools, protecting the environment and tackling climate change is swiftly climbing up the agenda as it’s a topic that is of increasing importance to younger generations. The Children’s People and Nature Survey found that nearly eight in ten 8–15-year-olds (78%) agreed that looking after the environment was important to them, and more than eight in ten (81%) said they wanted to do more to look after the environment [1].

The Department of Education has been rolling out a programme to support schools in developing climate plans, which schools have been targeted to set in place by 2025 [2].

As schools strive to meet this target and achieve net zero, one significant area to target is mealtimes. From sourcing ingredients to managing food waste, how a school approaches its catering facilities can play a crucial role in reducing its emissions and achieving its sustainability goals.

Sustainable sourcing

One of the most impactful changes a school can make to reduce its carbon footprint in the kitchen is to examine the sourcing of its food.

The food that we eat can have a significant impact on the planet. Mindful food sourcing practices play a key role in both creating nutritious meals that support the health and wellbeing of pupils and in achieving wider sustainability goals.

Partnering with trusted suppliers who share similar values is paramount and enables kitchen staff to understand the journey of each ingredient served –from farm to fork. This provides reassurance around the quality and providence of ingredients or meals being purchased.

Understanding the origin of ingredients also allows better assessment of the environmental impact of food production, including factors such as carbon footprint and agricultural practices. If you’re wanting to make more informed choices about where you source your food from, it’s worth researching the suppliers you work with.

Many companies will often share their sustainability credentials, news and updates so you can check and make sure the suppliers you work with are aligned to your net zero ambitions.

An easy way to see if suppliers have good sustainability and sourcing credentials is to check if they have sustainable food accreditations such as Red Tractor, Fairtrade, or Marine Stewardship Council.

By sourcing sustainably and working closely with suppliers, environmental impacts can be reduced, supporting net zero ambitions and long-term planet health.

SMALL CHANGES: A BIG DIFFERENCE

The journey to net zero can feel daunting but it doesn’t have to be. Below are a few ideas for schools to get started on their sustainability journey.

• For schools looking to reduce the amount of plastic packaging waste, why not choose a day to challenge the whole school – teachers and kitchen staff included – to enjoy a waste-free lunch day and see what difference it makes to your schools’ waste volume. It’s a perfect learning opportunity to teach pupils and staff alike about the impact just making small changes can have.

• Expand your range of meat-free menu options. This can be as simple as serving a vegetarian or vegan option every other day. Or you could go a step further and offer themed menus around cuisines that use more lowcarbon ingredients. Not only will this help broaden your pupils’ culinary horizons but it will help the planet in the process.

• Pupils often like to grab their food and take it outside, especially during the hotter months, so if you are serving food in disposable packaging, try and make sure that it is recyclable or compostable. Also ensure that there are recycling bins across the school to limit the amount of waste going into landfills.

• It’s easy to tell pupils that eating a lower-carbon menu is best for the planet but it’s better to educate them as to why this is. When teaching pupils about food nutrition, why not also talk to them about food sustainability as well? The World Wildlife Foundation has some excellent curriculum resources for pupils to teach them about what can be done to consume food in a more sustainable way [4].

Reduce the carbon of school menus

It is well known that making changes to the foods we eat can have a real impact on the planet. Over the past few years there have been rising numbers of people who are consciously adopting a flexitarian or plant-based diet to lessen the impact that their meals have on the planet.

An interesting discovery, when looking at the carbon footprint of our own ingredient mix, was that whilst beef only represents 5% by weight of all the ingredients that we use at apetito, it accounts for a staggering 37% of our ingredients’ carbon footprint.

This is a stark difference when compared with chicken, which equally represents 5% by weight, yet only 7% of the footprint. Learning this only further highlights the significant impact that can be made by lowering red meat consumption in favour of lower emission alternatives.

understand the journey of each ingredient served…

Making small, but smart, changes to menu cycles, whilst not demonising any one ingredient – or red meat! – can have a real impact. Try to ensure that lunchtime menus include lots of white meats, fish and plant-based options. You’ll still be able to offer ample meal choice and variety for pupils but with the added benefit of reducing your school kitchen’s carbon footprint.

Making just a few small changes to your school’s lunch menus really can deliver a significant difference at a time when climate change is of increasing concern to us all.

Tackling kitchen waste

When looking to reduce your schools’ environmental impacts, one key area to focus on is limiting the amount of food waste that ends up in the bin.

Around one third of food produced globally is either lost or wasted, equating to around 1.3 billion tonnes of food waste per year [3]. The Intergovernmental Panel on Climate Change estimates that this contributes to between 8-10% of greenhouse gas emissions – demonstrating the sheer size of the challenge.

To understand the impact that food waste has on the environment, we must look at the entire lifecycle of food, right from the farm it is grown on, all the way through to the fork or bin that ends its journey. Waste can occur at any stage of this lifecycle, whether growing, processing, packing, transporting, or postsale. And at whichever point the food is wasted, any

resources that have already gone into it are also wasted – such as the greenhouse gases emitted, the water and energy used, and the unnecessary land use – all resulting in environmental and financial impacts.

Reducing food waste is critical not just to help reduce environmental impact but it can help schools to save money – at a time when budgets are being squeezed and every penny really counts.

There are many different approaches that can be taken to prevent food waste occurring, including developing a strategy to identify where you are currently seeing the most food waste in your school.

By measuring and monitoring this you can begin to understand trends and patterns which can help you make informed changes to your operations. Alongside measuring your own waste, it is also important to ensure that all staff understand the date labels found on food products:

Best Before – relates to the quality of the food product and is sometimes presented as ‘BBE’. Food after its best before date will be safe to eat but may not be at its best, and you may choose to use sensory cues (such as the sniff test) to decide if the food is okay to eat. However, the Best Before date is only accurate if the food has been stored according to the packaging instructions.

Use By – relates to food safety and is sometimes presented as ‘UB’. Food should not be used, sold, donated, or consumed past its Use By date.

Utilising your freezer to extend the lifespan of some products can also help in preventing food waste, giving you more time to use it whilst also locking in all the nutrients.

Packaging waste

When looking at how to reduce carbon emissions in the kitchen, schools should also consider their food packaging waste, and how this can be minimised.

References:

1 – Natural England (2021). Over 80% of young people eager to take action to help the environment. [online] GOV.UK. Available at: gov.uk/government/news/over-80-of-young-people-eager-totake-action-to-help-the-environment.

2 – Department for Education (2023). Sustainability leadership and climate action plans in education. [online] GOV.UK. Available at: gov.uk/guidance/sustainability-leadership-and-climate-actionplans-in-education.

3 – World Food Programme (2020). 5 facts about food waste and hunger | World Food Programme. [online] wfp.org. Available at: wfp.org/stories/5-facts-about-food-waste-and-hunger.

4 – World Wide Fund for Nature. (n.d.). Food growing resources and activities. [online] Available at: wwf.org.uk/get-involved/schools/ resources/food-resources

Reduce, reuse and recycle, known as the ‘three Rs’ of waste management, should be used to make more environmentally friendly decisions with your waste. Following these steps is a great way to reduce your environmental impact.

Looking to reduce your packaging waste is the best approach, as this saves any resources used in producing new materials and therefore eliminates negative environmental impacts. If reducing waste isn’t possible, then reusing should be considered at it maximises the value of the material and extends its life.

Recycling is the third and probably the most wellknown approach. However, it can sometimes be complicated to know what can and can’t be recycled. If you are not quite sure about what packaging can be recycled, then make sure to look out for the Recycle Now logo.

Educating your staff on the importance of the three Rs will encourage the correct disposal of material. Furthermore, looking to partner with suppliers offering more sustainable packaging options for products that can be easily reused or recycled can make a real difference to a school’s sustainability journey.

Appetite for sustainable change

By focusing on sustainable sourcing, effective waste management and reducing the carbon of menus, schools can make significant strides towards achieving net zero. Incorporating these changes in your school’s catering can not only reduce carbon emissions but also educate and inspire students to embrace sustainability and foster a greener future for the next generation. ●

WEBER is Head of Education at apetito, the UK’s first and only premium pre-prepared schools meals service. If you’d like more information please contact education@ apetito.co.uk. reducing your school kitchen’s carbon footprint.

RUPERT

“ACATERING MADE EASY, EVERY STEP OF THE WAY…

In an era where schools face unprecedented challenges, apetito stands out by revolutionising school catering with a focus on ease, quality, and signiﬁcant cost savings. Rupert Weber, Head of Education at apetito, outlines how their innovative system is transforming the way schools serve meals with ease.

t apetito our mission is to make catering easy for all schools. With our premium pre-prepared school meals, we aim to revolutionise the way schools approach dining, making it easier than ever to nourish students while simplifying the schools’ meals process. Our system is designed to signiﬁcantly reduce operational challenges, allowing schools to focus on education rather than catering management.

Quality and Safety with Ease

“We do the heavy lifting for you, and we’re conﬁdent that our food speaks for itself as quality is the cornerstone of our school meals system. Our team of expert chefs, dietitians and nutritionists have developed a huge range of delicious and nutritious premium pre-prepared meals so that schools don’t need these specialist skills inhouse. Kitchen staff simply need to decant, cook and serve.

“Our system also delivers peace of mind for schools when catering for children. Food safety is also a huge beneﬁt with our system. Every single batch of meals we make are fully tested in our on-site laboratories for harmful pathogens, so schools can have total conﬁdence and reassurance in the safety of your school meals.

Simplifying School Catering

“The system couldn’t be simpler. Schools have a choice of over 150 meals, enabling bespoke menus to suit every school’s needs, catering for a diverse range of dietary needs and preferences. Schools can create their menus and place orders using our intuitive ordering platform, myapetito, which also allows schools to manage their allergen and nutritional requirements with ease. Our team of expert chefs produce the meals with clearly deﬁned portion guidance, making it easy for schools to order the exact amount of meals needed, removing food wastage.

Dedicated Support

“Understanding that change can be daunting, apetito provides each school with a dedicated Client Development Manager. These managers assist schools from the initial integration phase to daily operations, ensuring a seamless transition and addressing any challenges that arise. Helping schools to achieve outstanding quality food and get every child excited for lunchtime is paramount to our offering.

“Working hand in hand with the schools to create special events like parent tasting sessions help increase meal uptake and community involvement, which have been met with positive responses and in-turn seen signiﬁcant increases

in hot meal uptake. This personalised support underlines our commitment to partnership and service excellence.

Cost-Efﬁciency and Operational Beneﬁts

“Our system is designed not just for ease and quality but also for cost efficiency. Our tried and tested system serves up significant cost savings of up to 20%, that can’t be achieved in traditional kitchens. Our system typically requires 50% less staff, with no professional chef required. Also benefiting from significant reduction in utilities costs, kitchen space and waste. These efficiencies are vital in today’s educational environment where budget constraints are increasingly tight.

Transform Your Offering with Ease

To learn more about how apetito can help schools navigate their catering needs with ease and excellence, ensuring every child has access to delicious and nutritious meals every day, please visit apetito.link/ISMP or contact apetito on 01223 634845. ●

WHAT DO YOU WANT TO SAY IN JULY 2025?

Thrive or Survive?

Reﬂecting on your past academic year is a powerful exercise in personal development. It allows you to celebrate how far you have come personally and professionally. This shows where you have invested to make things happen for you and your community.

It is time to look at your portfolio to start strong in August 2024.

Invest in a pen and some paper. Let’s take some time together.

1. What is the headline of your journey this year?

From August to July sounds boring doesn’t it! Yes, get creative!

2. What experiences were of interest to you? Where did you raise your value? Work out where you were in your ﬂow and look at ways to increase this.

3. What risks is your portfolio facing?

Take some time to reﬂect on your inner and outer risks that can affect your growth.

4. What is your growth strategy?

Day by day you are growing your future with thoughts, feelings and actions. What do you need to learn or unlearn to step into your next?

As we take time to recover from the year that was, take a few days this summer to connect with the future you. Yes, the future youa worthy investment! ●

Personally InvestED – Be the change

Tracy Shand looks at personal investments for success

As our world returns to a new future, it is demanding bot just a new way of thinking from each of us, but a new way of being. Within your school culture there is a ﬁnancial ecosystem based on thoughts, feeling, behaviours and actions. This system is as individual as you and me. Together they create your culture and day to day life.

So, what if you could tap into this for your next steps?

It is time to show you how.

It is time to step away from the spreadsheet and lesson planning!

Click, close and go... and maybe grab a pen.

InvestED.

Not a typo, a new way of thinking to support you and your future.

You have always been invested in education – but what has been the balance? Are you building and supporting other portfolios at the expense of your own?

Whatever your anwer, it is time for change. Let’s take action.

1. Draw your investment matrix out.

With

2. Where do you need to invest to support the next version of you? Career, home, wellbeing... Pick one word.

3. Now, ﬁll in the box with investments you can make to move forwards. Always use a positive word to get you started. Put 3 in but keep those post it notes handy for any other ideas.

4. Reﬂect on what is possible to do. Even the word impossible changes your game with a space... im possible. Pick one from each box or column. How can you make this happen?

InvestED is meeting you where you are in education and investing in yourself to move forwards. Educating yourself about the investments you need is key for success in a world that keeps changing. Investing in reading, resting, creativity or something else belongs to you. An investment a day helps you build your future your way!

Let me know how you get on. It is time for you to get personally investED.

FLEXI BOARDING DELIVERING WHAT FAMILIES WANT

Ally Onions believes that it is important for schools to adapt their boarding provision to the needs of their students and parents by offering an attractive and integrated flexi boarding option which builds on, and complements, schools’ boarding philosophy.

Boarding is evolving. Gone are the days of long, cold dormitories, hospital-style beds, and few homely comforts.

According to the 2023 ISC census, 13% of independent school pupils are registered as boarders. Boarders are classified as having spent any nights at school. In prep schools, over half of junior boarders are flexi boarders.

The idea that children ‘are sent away’ to boarding school is one that doesn’t really ring true for the majority of today’s boarding population. Weekly and flexi boarding are seen as popular options to blend home and school. However, for some this is seen as the erosion of ‘real

boarding’ – not an argument I subscribe to. If boarding is to survive, it must appear relevant, modern and – crucially – deliver what families actually want.

So how do we preserve the idea of boarding and all the positive character aspects we attribute to it, but also introduce a more flexible approach?

Flexi boarding: boarding or a sleepover?

For the flexi boarder who comes in once or twice a term, there is a feeling of a jolly sleepover or babysitting at school to suit a one-off occasion.

Of all the variations on boarding, the truly ‘flexi’ or ad hoc boarding is the hardest model to maintain.

There may be a completely new community every night; this can lead to extensive housekeeping and bed changes (more on that later) and embedding routines and expectations will undoubtedly take longer to establish.

A distinction is useful here between ad hoc boarders and ‘regular’ flexi boarders. A regular boarder, albeit still flexi, may book in for every Monday for a term.

So, although they are not there every

night, there is still a regular commitment to boarding. If the majority of your flexi boarders are then regular, this can help stabilise some of the sleepover concerns.

In our boarding house, we have choristers, who as part of their chorister commitment have to board for a minimum of three nights a week, as well as boarding over Christmas and Easter. Alongside this we also run a regular flexi option. Families can pre-book a term in advance for the night(s) they would like. Advanced booking also brings a discount, with an increasingly attractive nightly rate the more nights you book. Any spaces that might be available outside of these two systems, may be filled by ‘ad hoc’ boarders. Prebooking is very popular, but this was not always the case.

pass’ produced that went home to every child in Years 4-8 for one night’s free boarding, no strings attached. This proved to work really well. It put boarding in front of every family in the prep end of the school, and the night being free certainly made it more attractive.

We had some families who tried one night and were satisfied it wasn’t something they wanted to pursue, or not on a regular basis. For others, the ‘no risk’ approach opened up the possibility of boarding and became a key driver in other boarding nights being booked. If, for the majority, a free night offered leads to more bookings then it is a worthwhile venture. All the staff, food etc are in place already.

Marketing boarding

St George’s is a town prep school, we can see the castle from many a school window, and the town is a quick stroll away. Predominately a day school, parents, unless looking for choristership, are not, on the whole, seeking boarding places. We feel our boarding offering is small, cosy and can add value to a student’s experience. But selling the extra cost of boarding can be a challenge when a lot of families live within easy distance of the school.

The experience of boarding, then, must be actively promoted. From pictures and articles in school newsletters to a dedicated X feed, making boarding visible is essential. Running drop-in mornings for parents – tea, coffee, a tour and questions, can generate interest. Essentially, as a school, we need to put boarding forward, rather than waiting for parents to come to us. The children themselves are also (one hopes!) a great advert for the boarding experience.

A few years ago, we had a ‘boarding

The next step for us was how do we encourage regular flexi boarding. For those looking to do the same, I would recommend a starting point of fully considering whether you and your parents are all looking at the same endpoint? We would ideally still look for boarders to be staying for more than one night, for the benefit of the routine for the students as individuals and, if appropriate, to help them prepare for senior school. However, parents may view it very differently. It may be convenient to board on a certain

night every week, and that is the extent of boarding for that particular family. Sliding scales for more nights will not look like a perk, as that is not what they want from boarding.

Having this understanding can help schools tailor their offering to what their parents want. I’m not suggesting schools should be beholden to the whims of parents, but understanding what drives parents’ decision-making is key to keeping boarding relevant.

Flexi boarding may be convenient to a busy working week. It may be that the child wants to experience boarding, because this will be the only chance they have to try it, or simply a chance for extended time with friends.

There is nothing wrong with any of these reasons for wanting to board. What is important is that what you offer is actually what your families want.

The last thing to say about marketing boarding is the best marketing is the students themselves. If they tell their friends it’s fun and they enjoy it, it creates a buzz and an excitement. Although as well as fun we must make sure there are routines and bedtimes are adhered to – no one wants the narrative to be ‘the children love boarding, but they are up all night chatting!’

Flexi boarding and other types of boarding: can they exist together?

A concern may be that adding flexi boarding options into an already established boarding culture may

making boarding visible is essential.

Flexi boarding allows a toe dip into boarding

negatively alter the dynamics, and those that drop in will cause disruption. These are valid concerns but can be addressed very early on by having clear expectations to which all boarders – flexi or otherwise – must adhere to. Some schools have separate houses for full and flexi boarders; if this is the case, flexi boarders can’t be allowed to feel lesser citizens or full time boarders disadvantaged.

We have also been really keen to emphasise that all the children who board are all referred to simply as ‘boarders’. They can join in the activities and have the chance to buy a boarding hoody (these have been very popular, and the sense of belonging and something ‘just for boarders’ cannot be underestimated!). By incorporating the flexi boarders into the community fully, it helps with a cohesive feel. If your boarding house is just flexi boarders, all these things still stand: the sense of community and clear expectations. Our flexi boarders have the same induction process as our weekly boarders and also join in with any house competitions or boarding award activities. Our termly ‘boarders speak’ is open to all children who board, reinforcing the message; your voice is just as valid.

Dorm admin

the perfect flexible option for busy family life, it may just be a chance to spend some more time with friends and practise some independence.

Unless absolutely necessary, children return to the same bed and dorm each time they board here at St George’s. This helps create a sense of continuity, and also streamlines the more mundane, but still important, tasks of laundry and ‘dorm admin’.

Dorm admin is undoubtedly increased

with flexi boarding. From booking beds, and not overbooking the same bed, to the endless dance of bed changes and laundry, there is definitely a ‘bit more to do’.

Our matrons have devised a system where each student has their own assigned bedding, ready for the nights they are in. This means we always know we have the right amount of bedding for any given night. It’s also a small detail, but it means those boarders, as well as a regular bed, have regular bedding as well.

Joy of flexi boarding

Boarding, whether it is flexible, full or weekly, can be transformational for young people. It most certainly doesn’t suit all children, or indeed all families. Flexi boarding allows a toe dip into boarding. It may lead to more boarding, it may be

The joy of flexi boarding is that there is more scope for boarding per se to remain relevant and meet the needs and wants of your students and families. In today’s world, where the only constant is change, having the agility to be nimble and the willingness to tweak what you offer are both really important attributes to embrace. ●

ALLY ONIONS

is Head of Safeguarding and Mental Health at St George’s School Windsor Castle. She is a boarding practitioner with over 20 years’ experience in full, weekly and flexi boarding. Ally currently co-runs, with her husband Jonny, the boarding house at St George’s. Ally recently completed an MA in residential education.

6 THINGS TO DO AT… DISNEY’S ALADDIN

Here’s why this breath-taking stage spectacular is a school trip that’s not to be missed.

1Witness the epic spectacle

The Disney classic on stage!

Unforgettable magic, comedy, breathtaking sets and dazzling costumes Also featuring new music, alongside all the smash hit songs. ALADDIN is colourful and full of dancing, music, storytelling, and spectacular costumes. It is a fantastic stimulus for creative work and will inspire both primary and secondary pupils.

2Enjoy magical storytelling

Aladdin’s story explores profound themes of friendship, identity and trust. Transcending age, these themes resonate with young audiences, allowing for a transformative and relatable experience that is certain to make an impression. Your group will be talking about the show long after they return from the theatre.

3Embrace pure escapism

The world of Agrabah provides an escape from the everyday, inviting you and your students to indulge in a journey of wonder and delight away from the classroom. Whether it’s witnessing an awe-inspiring stage transformation or joining in with the infectious energy of the audience during a show-stopping number, Disney’s Aladdin will ignite your imagination and fill your heart with joy. It will be a wonderful way to celebrate the end of term!

4Access free learning resources

Devised by teachers for teachers, free resources, including classroom-based activities that delve into the theme of friendship, are available to help you harness the educational value of your visit and extend pupils’ learning when you return to school. These lesson plans are linked to the English, PSHE and art & design curriculums.

5Book a workshop or Q&A

For a truly immersive experience, consider booking a workshop led by award-winning Disney teaching artists. These workshops are tailored to your group’s needs, offering students the rare

opportunity to perform scenes, songs, and dances from the production. Lastly, don’t miss the chance to participate in post-show Q&As, which provide a unique opportunity to explore the magic of Aladdin in depth.

6Cultural Capital

Your pupils will discover a whole new world at The Manchester Palace Theatre. Giving them a theatrical experience that they will never forget. The behind-the-scenes videos that are freely available online will give them an insight into careers in the creative industries that might just spark an interest that will last a lifetime! ●

BOOKING INFORMATION

Bristol

Disney’s Aladdin, St Augustine’s Parade Bristol BS1 4UZ. Submit a request at atgtickets.com/groups or call 0207 206 1174

Birmingham

Disney’s Aladdin, Birmingham Hippodrome, Hurst Street, Southside, Birmingham B5 4TB. To book, call 0844 338 7000 or email groupsales@ birminghamhippodrome.com

Southampton

Disney’s Aladdin Mayflower Theatre 22-26

Commercial Road Southampton SO15 1GE. To book, please email schools@ mayflower.org.uk

Glasgow

Disney’s Aladdin,Theatre Royal Glasgow, 282 Hope Street, Glasgow G2 3QA. Submit a request at atgtickets.com/ groups or call 0207 206 1174

Liverpool

Disney’s Aladdin, Liverpool Empire, Lime Street, Liverpool L1 1JE. Submit a request at atgtickets.com/groups or call 0207 206 1174.

- IN CONVERSATION WITHELEANOR BRADFORD

Zoe MacDougall talks to Eleanor Bradford about the importance of PR in school communications and gains some useful insights grounded in Eleanor’s direct experience of working on many big news stories.

The value of PR

As a media expert, Eleanor Bradford brings a fresh perspective to independent schools’ marketing departments. For starters, she says it’s PR, not advertising, that really matters. She clarifies the difference: “Advertising is what you say about yourself. PR is what other people say about you. And the positive things that other people say about you are so much more valuable than advertising.”

Whereas prospective parents are the target audience of a marketing and advertising campaign, PR goes further, engaging with a much wider audience.

Alongside parents, Eleanor believes, a school’s PR should be reaching out to local decision-makers and politicians, and to the wider community. PR is about making positive relationships with the media, speaking up about national debates, telling stories about individual students, and making decisions about which stories are newsworthy and which aren’t. PR is your reputation.

PR is what other people say about you...

ELEANOR bradford

Eleanor Bradford is Head of Corporate PR at Spey, working with a number of independent schools. She was previously Head of Marketing and PR at Gordonstoun School.

Eleanor read politics and international studies at the University of Warwick, followed by postgraduate studies in Journalism at Cardiff University. She worked as Health Correspondent for BBC News for 15 years, pioneering use of social media and regularly broadcasting to audiences in excess of several million.

Eleanor changed tack after starting a family, moving into PR in education as Head of Communications at the University of Aberdeen. She joined Gordonstoun School in November 2019 and guided the school through two momentous occasions – the death of alumni Prince Philip and the accession to the throne of alumni King Charles III.

At Spey, an independent PR and marketing agency, she specialises in high-impact communication campaigns, crisis communications and superb story-telling.

How PR changed public perception of Gordonstoun School

When Eleanor began her role as Head of Marketing and PR at Gordonstoun School, she had to contend with its public reputation as the ‘Colditz in Kilts’ of the Scottish Highlands. Eleanor soon invited the media in: “I offered them opportunities to speak to students on certain topics, carefully preparing the students and making sure it wasn’t going to be a negative experience for them. When the media came in, they saw the real school. It didn’t take any managing from myself to make the school seem friendly and welcoming – because it just was. When Prince Philip died, we had film crews in, satellite trucks, the works. The Scotland representative for ITN was editing his piece in the truck then broadcasting on TV – the kids cheered him on from the boarding houses and he played football with them once he was done! Then, when Queen Elizabeth died, we already had the relationships with the media, we were ready to work with them.”

With these media relationships in place, Eleanor had banked a critical aspect of PR for Gordonstoun School: “Inevitably, schools will hit crisis moments. You don’t want to be making relationships with journalists when the crisis happens. You need to have those relationships in place beforehand, helping them to fill their pages with good stories about education. Then, when the crisis comes along, they won’t give you an easy time, but they will listen to you, and they will be fair.”

In the current political climate, PR is more important than ever

There’s negative press about independent schools from the Labour Party. The pledge to add VAT to school fees has engendered a debate about what is fair, about how to address the widening gap of opportunities for children and about what classifies as a ‘school fee’ and what doesn’t. Within the sector, some feel our relations with the public are under attack.

However, Eleanor tells this story with a different focus to her narrative: “Consider

this: many of the very politicians and civil servants who are involved in the decisionmaking about VAT on school fees sent their children to independent schools. Statistically, MPs are more likely to have attended independent schools themselves. It’s unique to have customers who are campaigning against their own sector.”

It shouldn’t be difficult to convince school leadership about the importance of PR right now. It’s critical that independent schools tell their own story and are valued for who they are and what they do, in national and local arenas. There’s a call to action from Eleanor here, for all schools: “You don’t have to change people’s minds, but you do have to present your side of the debate. Make sure local people are aware of the nuances in the story. Remind them of the benefits, at a granular level, which impact them more than they might think. The community needs to feel that, even if their child doesn’t attend, an independent school is an important local business and an important local employer which drives investment into the local economy.” Eleanor explains, “The story isn’t just about privilege for the rich.”

Safeguarding

Working with students and the media requires some safeguarding precautions. Eleanor advises: “Make sure that the

children who are going to be put forward to the media have the kind of personalities where it’s not going to be too daunting. We need to prepare the children carefully. I say to the children – keep it positive, but keep it true. Ask news organisations to turn off the comment function in a social media platform. They have a duty of care, so it’s not unreasonable to ask them what they will do to safeguard a young person. Be careful with the use of surnames.”

So far, so good – a reminder of best practice is always relevant. But it wouldn’t be Eleanor if she didn’t present the story from an additional, insightful angle: “These young people are going forward into a world of social media. We want them to be the society-changers which we say an independent education encourages. A key part of that ambition is having media skills. By getting involved in the school’s PR, students can learn how to interact with journalists, how to manage feedback on social media. They can dip their toes in the media experience, with the care and support of the school around them.”

As the conversation rounds off and Eleanor returns to the in-tray in her office at Spey and acknowledges: “We love working with schools. There’s nothing like a school environment for being dynamic, for having such huge potential. At the moment we’re working with a school where they are collaborating with a university to identify rare strains of daffodil DNA! When we’re in meetings at the school, we’re laughing with them and saying, what’s next?!” ●

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

Photo Credit: Gordonstoun School

INVESTING IN PEOPLE ACHIEVING SUSTAINABLE GROWTH AT RGS WORCESTER

Scott MacDonald explains how investing in the development team at RGS Worcester has led to an impressive growth in income as well as delivering a range of ‘softer’ benefits.

With the ongoing cost of living pressures, recent above-inflation fee increases and the strong possibility of VAT being applied to school fees, at RGS Worcester we remain committed to identifying and realising opportunities for sustainable growth in non-fee income. Every expenditure is carefully evaluated to ensure it delivers clear benefits and adds value.

At RGS Worcester, increased investment in its development office since 2022 has led to a significant

RGS Worcester

RGS Worcester is reputedly the sixth oldest school in the world. Since 1983, RGS has returned to independent status, ended boarding, created a new prep school, merged with the next-door independent girls’ school, become fully co-educational and managed a second merger, this time with Dodderhill Girls School in Droitwich. Consequently, the alumni, staff and parent communities comprise a diverse range of individuals for whom the school means different things.

Pupil numbers have grown steadily and over 1,600 children are now educated in the RGS Worcester Family of Schools across the two prep schools, Dodderhill and the senior school. Fees at the senior school will be just over £18k for 2024-25, which compares very favourably with other independent schools in the region.

growth in alumni engagement which has facilitated a step change in fundraising income secured for bursary awards. This change is providing essential non-fee income and is laying the foundations for potential future partners who will deliver long-term support. It is also positively impacting how alumni, staff, parents and pupils feel about the school at a time when their support and commitment is even more important than ever.

A new function

Despite its long history the school does not, however, possess any large endowments and had very little history of fundraising until the development office was established in 2012. From its inception, the primary objective of the office has been to raise funds to provide additional bursary awards at the school.

Non-fee income contributions to the school’s operating budget from development office activities have grown steadily each year following the COVID-19 pandemic disruption. In 2022, £94k was contributed to the school’s budget and we are on track to exceed £400k annually in 2026. This is regular planned income and excludes any large legacies that may be received. £400k equates to 21 full fee bursary awards at RGS Worcester, which represents a significant portion of the overall bursary awards budget. This contribution is timely as the leadership grapples with the impact the likely imposition of VAT on fees will have on budgets. The growth has been accomplished by building a donor base through extended alumni engagement and raising the profile of the development office within the school community so that a number of parents are also now contributing towards bursary awards.

Legacy pledges

As well as funding the bursary awards, since 2022 new legacy pledges have been secured as part of the potential donor planning. The additional resources made available to the development team even enabled us to accept a complicated major gift that involved managing the protracted sale process of a former pupil’s childhood home. This was a ‘lifetime gift’ with the donor living overseas and coincided with the UK property market turmoil. The hard work and patience needed eventually delivered £460k for future bursary awards and a very significant future legacy gift from the grateful supporter.

Alumni

The expanded development team has also been able to absorb the activities of the alumni association since its membership voted to dissolve the organisation. The development office already conducted extensive alumni relations activities, so the unifying of the association’s role with that of the school brings clarity, efficiency, cost savings and simplification to communications and event management.

Under the leadership of the new Development and Alumni Relations Manager, engagement with former pupils has expanded rapidly across all age groups. Strategies to drive social media communications and events were priorities so these have been developed and implemented through this new role.

a step change in fundraising income...

Events have been extended to widen appeal across the alumni community and it is noticeable how many former pupils have attended occasions for the first time over the past two years. It has been pleasing to welcome so many new faces and to start to build relationships between them and the school. Particular focus has been given to younger alumni to ensure they feel connected and that the school remains relevant to them from the moment they depart RGS and become ‘Old Elizabethans’ (OEs), after the Royal Charter granted by Elizabeth I in 1561. While they are not likely to donate financially in the short term, they can and do offer their time to help in other ways and this stewardship is putting in place the foundations for sustainable future donor partnerships.

Career networking

As part of the strategy enabled by the additional resources, there has been a strong focus on providing career networking opportunities for younger leavers with more established OEs. The more experienced alumni have clearly enjoyed meeting those younger alumni who have career aspirations in similar sectors.

The Head of Careers at RGS regularly attends and supports alumni events to build on the synergies that are constantly being established with the development office. There is a recognition amongst the school’s

The financial dividends are being delivered...

leadership that careers support is a core strength of independent schools and one that matters deeply to prospective pupils and their families. RGS is growing the careers provision it offers to pupils and the development office is perfectly placed to leverage huge untapped value from the alumni community who are happy to support their school.

It is not a coincidence that the part-time Development Office Assistant also works part-time in the Careers Department. This joined-up approach facilitated the recruitment within the school’s operating budget and has helped build the close working relationship between the two departments.

Data

The development office’s Database Administrator has played an important role behind the scenes by ensuring data is kept up-to-date. As well as adding relevant career information for alumni on the database, having donor information and interests recorded enables targeted requests for event invitations and support to be conducted efficiently by the team.

The development team can assist with requests to find work placements for Sixth Formers, secure speakers for school events and provide material for the marketing team to promote the school. Regular planned data entry and management is a task that can often be put to the side when resources are constrained. The consequences may not be felt immediately but this approach will, in time, limit effective growth and lead to inefficiency. While AI has its place, the human touch that understands a myriad of nuances in the context of the school is vital when

determining what information to record for future use by the development office team.

Outreach across the school

Increasing the capabilities of the development office has enabled two very successful Giving Days to be run with the second event raising over £150k in April 2024. A welcome by-product of the considerable work involved in delivering giving days has been the opportunity for the development team members to meet with staff across the four RGS schools on a number of occasions during the planning process. There is now a heightened awareness of the role that the team fulfils and the wide benefits that the development office activities bring to the school. Pupils are also having earlier exposure to the role the development office team can take to assist them as OEs. As a result, 99% of leavers now choose to remain in contact with the school through the office. Our motto at RGS Worcester reads ‘Respice Et Prospice’ and we certainly do cherish the past while looking to the future. As the current custodians of the school, we are committed to enhancing the institution for future generations. The development office is a truly long-term investment by the school’s leadership to preserve, build and secure its future for its former pupils, its current pupils and their parents, its staff and for the local community it serves. ●

The case for greater resourcing

Benchmarking data from IDPE studies was invaluable when considering the findings of a strategic review of the development office and helped to provide context for decision-making.

Put simply, the consultants appointed to conduct the review reported that while ‘washing its face’ the department should be raising more funds each year. However, the counterpoint to this observation was their assessment of the ROI achieved, which compared very favourably with other schools because the amount being spent by RGS on

development was considerably lower than that spent by similar schools.

The key recommendation made by the consultants was to double the human resources in the team with clearly defined roles and responsibilities, recognising that additional operational budget requests would also be required on a case-by-case basis. The case for the additional investment was made on the basis of delivering significantly more funds for the school by developing sustainable growth while maintaining the ROI.

The review underlined that adding personnel to the development office would provide the capabilities and skills needed to make the step change identified in the benchmarking data for fundraising and support the necessary growth in alumni relations engagement.

The school leadership considered the review and embraced the changes recommended, not least the financial investment needed. The financial dividends are being delivered; over £200k will be contributed to the school’s budget this year and over £300k in 2025. The softer dividends will bring rewards over time.

SCOTT MACDONALD is Development Director at RGS Worcester.

CHAMPIONING CIVIC PARTICIPATION IN GIRLS

Kristina Lewis makes a rallying call for a rigorous academic focus on oracy and civil discourse at a time of global elections.

2024 presents an opportunity for a greater focus in schools on civic engagement and political literacy in our students. We are living in the biggest year for elections worldwide – 64 countries are heading to the polls, representing close to half the global population, with the UK General Election having taken place on 4 July.

Why it matters for young women

Analysis from The Guardian shows that of the 42 elections – both presidential and parliamentary – only 18 have women in the running. That’s far less than 50%. We know that when women are not equally represented in politics neither are their per spectives in important decision-making. For the young women in our schools, it is essential to spark their political curiosity. By participating in politics, women advocate for issues directly impacting them, such as gender equality, reproductive rights, education and healthcare, and as educator s we have a duty to help students become politically astute and critically aware of their civic responsibilities.

Mock elections

Running mock elections promotes critical thinking, research skills and informed decision-making.

Skills that are ever-more important today to help students separate the facts from fiction in a media environment blighted by fake news and often dubious AIgenerated content.

Although it involves a fair bit of logistical work, the payoff is worth it. It’s one of the most memorable days

Run a mock election at school

• Determine the election’s purpose.

• Choose student candidates; agree campaigning terms

• Organise ‘voter registration’

• On election day, set up polling stations in accessible locations, ensuring voting booths provide privacy and clear voting instructions. Engage volunteers (teachers and Sixth Formers) to be on hand to help with the voting process.

• Allocate sufficient time for counting and speedy turnaround to announce the results publicly at the following whole-school assembly.

critical thinking, research skills and informed decision-making.

of a student’s time at school. Watching the whole school community come together, in parallel with many other countries around the world in 2024, is powerful.

Hosting a mock election is a perfect lesson in this. For the young women in our schools, it feels even more important to spark their political curiosity given figures from 2023 showing the number of UN member states with female leaders fell to 12, down from 17 in 2022. UN Women predicts that at the current rate, gender equality in the highest positions of power will not be reached for another 130 years.

GSA member schools seek to educate and inspire a generation of intelligent and empathetic young women able to actively engage in the world and to use their voices to speak up for issues they care about. ●

gsa.uk.com

KRISTINA LEWIS is Deputy Head (Academic) at Blackheath High School, GDST.

EMBRACING CHANGE FOR THE FUTURE HORIZON SCANNING IN BOARDING EDUCATION

David Walker looks ahead to an everchanging operating environment and offers some thoughts on how boarding schools can remain front and centre within the independent sector.

At BSA’s recent annual boarding conference, I explored the pressing need for horizon scanning within our sector, emphasising the importance of being receptive to change and agile in its implementation. To summarise, here are a few key points raised based on current trends, future projections and the strategic shifts required to ensure boarding remains the ‘jewel in the crown’ of UK education.

Reflecting on past trends

Understanding the future requires a firm grasp of the past. Over recent years, boarding schools have witnessed significant changes in boarding models, types of boarders and staffing requirements. In the

UK, we have seen a shift towards more flexible boarding arrangements, reflecting societal changes such as the rise in remote working. This flexibility for adaptive boarding models is increasingly crucial in attracting and retaining boarders. Today’s boarding schools operate various models, from traditional full boarding to more flexible arrangements accommodating different nights per week or ad-hoc stays.

Staffing models and recruitment

challenges. The trend towards employing non-teaching staff in boarding roles is growing, with 44% of staff now in nonteaching positions. This shift aims to widen the recruitment pool and address the increasing need for mental health support within schools.

shift towards more flexible boarding arrangements...

The future of staffing in boarding schools is likely to see a continued separation of boarding and teaching roles, enhancing the specialism of boarding staff. The development of boarding-specific standards and qualifications will further support this transition, ensuring that staff are well-equipped to handle the unique challenges of boarding education.

Market dynamics and international trends

Staffing remains a critical issue, with many boarding schools facing recruitment

Vision for boarding in 2050

Looking ahead, boarding schools must focus on five key areas to stay relevant and competitive:

• Technology: Embracing immersive technology, including AI, to enhance learning while managing its impact on students’ mental health and sleep.

• Internationalism: Preparing students for a global world by fostering international connections and cultural understanding.

• Sustainability: Leveraging the environmental benefits of communal living and reduced commuting to position boarding schools as sustainable options.

• Extra-curricular activities: Utilising the extended time available in boarding to offer diverse and enriching activities beyond the academic curriculum.

• Mental health: Providing personalised mental health support and professional development for staff to handle these critical issues effectively.

The boarding market is influenced by various international trends. While China and Hong Kong remain dominant, there is significant growth from countries like Japan and India, albeit from a smaller starting point. Schools must strategically navigate these markets, understanding the diverse needs and expectations of international students and their families.

Overall, boarding schools must be agile and proactive in adapting to societal changes and market dynamics. By focusing on flexibility, professional staffing and key areas of differentiation, boarding education can continue to thrive and lead in the global education sector. ●

DAVID WALKER is Executive Director, Boarding and Director BSA/TIOB.

Quantock Slingshot

CHALLENGES AND OPPORTUNITIES

KEY FINDINGS FROM THE CONFIDENCE INDEX

Tory Gillingham reviews some key findings from the Confidence Index and considers their impact on those colleagues responsible for marketing and admissions. valued, supported and empowered...

I’ve been reflecting on our sector’s latest Confidence Index* findings. We’ve been pleased to continue collaborating with MTM Consulting to broaden the reach of this survey, culminating in the unveiling of the latest findings at the AMCIS 2024 Annual Conference.

Intriguing

It’s always intriguing to amalgamate my own anecdotal knowledge with more formally gleaned insights and reach a more comprehensive understanding of both the sector’s health and of the individuals responsible for its marketing and admissions, regardless of their diverse roles and titles.

I am struck by the host of challenges and opportunities this year’s survey highlights for professionals in independent schools’ admissions, marketing and communications roles. As the CEO of AMCIS, my concern goes beyond just addressing arising CPD and training actions, but also making sure that the people working in these roles feel valued, supported and empowered.

Top concerns

It’s no surprise to see affordability at the top of schools’ concerns this year, closely followed by wellbeing. However, what jumps out at me is that a third of respondents consider their schools’ commitment to EDI not to be as rigorous as professed. Economically and otherwise, this is completely illogical; robust EDI practice is intrinsically the ‘right’ thing to do, but it also has immense potential to positively impact recruitment and wellbeing.

Digital engagement

Another key takeaway from the Confidence Index is the importance of digital engagement and personalised communication, neither of which are new to admissions, marketing and communications teams. Parents are increasingly turning to digital channels for information. While this shift necessitates that schools have a clear digital strategy, it also places pressure on communications teams to constantly update and manage online content. Staff need the necessary training and resources to excel in this area and this is where they are beginning to turn to AI and explore what is possible, what is useful, and – as discussed in a recent AMCIS webinar with AI author Michael Bhaskar (The Coming Wave) – what is authentic. Does an AI chat assistant help or hinder your school’s reputation? As with most things, the devil is in the detail, and we are all still working this one out.

the devil is in the detail...

One thing’s for sure, as independent schools deal with numerous strategic challenges, the support for those steering school admissions and safeguarding reputations becomes imperative. AMCIS eagerly anticipates continuing to provide those in admissions, marketing and communications roles with essential training, avenues for professional growth, and platforms for the exchange of ideas and best practice. ●

*The Confidence Index is an annual survey of marketing, admissions and development in independent schools, undertaken by MTM Consulting Ltd.

TORY GILLINGHAM is CEO of AMCIS, the Association for Admissions, Marketing and Communications in Independent Schools. amcis.co.uk

MAKING A DIFFERENCE

CELEBRATING 25 YEARS OF PHILANTHROPY AND COMMUNITY ENGAGEMENT

Louise Bennett looks back over the last 25 years of IDPE and celebrates the organisation’s many achievements in supporting the growth of philanthropy within our school communities.

Over the past 25 years, the Institute of Development Professionals in Education (IDPE) has supported schools to develop cultures of community engagement and philanthropy so they can provide the best educational experiences for children and young people. With rising costs, falling school rolls and political headwinds creating significant concerns for schools, there is an urgent need to grow non-fee income. IDPE’s 25th anniversary offers the opportunity to reflect on the impact of schools’ development over the past 25 years and how, moving forward, we can continue to work with schools to grow philanthropy and secure their long-term future.

Supporting and connecting IDPE was founded by a group of likeminded development professionals, who came together looking for mutual support. Facilitating peer support, networking and collaboration has been central to IDPE’s work for over 25 years. The first regional meetings took place in 2001. Now, IDPE supports 546 member schools in 12 regions across the UK and internationally.

Advancing best practice

IDPE is dedicated to carrying out research to drive forward best practice for the schools’ development sector. The first IDPE benchmarking report was published in 2011. To date there have been six reports, with 215 schools

completing the survey in 2022, making IDPE’s benchmarking report the largest, most comprehensive study of schools’ fundraising and engagement activity in the UK. Our regular benchmarking evidences the continuing growth of philanthropy in schools, and demonstrates that in spite of the challenges that have faced schools over the past 25 years, school communities have continued to give, and to give more.

provide professional support and guidance...

Professionalising the sector

A founding aim of IDPE was to provide professional support and guidance to those working in schools’ development. Over the last 25 years, IDPE has developed a comprehensive programme of online training, qualifications, conferences and professional development programmes to meet the needs of all experience levels – from those newly joining the sector, to the most advanced pr actitioners.

Celebrating impact

IDPE’s 25th anniversary provides a platform to celebrate, showcase and advocate for the transformational impact of schools’ development. In 2017, IDPE launched its Development Awards to recognise achievements across the sector and,

in 2021, its Celebration of Giving Week to celebrate the impact of schools’ development on the lives of young people. This year we will once again be celebrating the generosity of our communities during our Celebration of Giving from 18-22 November and championing innovation and brilliance across the schools’ development sector through our annual awards which open for nominations in June. Between May 2024 and May 2025, we will also be curating and sharing a series of 25 video case studies that demonstrate the impact of schools’ fundraising and engagement.

The next 25 years…

The history of IDPE demonstrates that times of uncertainty offer us an opportunity to think differently and be creative. We look forward to supporting schools over the coming 25 years to continue making a difference to young people’s lives through philanthropy and community engagement. ●

Thank you to IDPE’s corporate partners Hubbub, Potentiality UK and Social Archive for their support of IDPE’s 25th Anniversary.

LOUISE BENNETT is Chief Executive of IDPE. Find out more about how IDPE can support you at idpe.org.uk or contact Lou.Bennett@idpe.org.uk

THE IT AUTHORITY FOR INDEPENDENT SCHOOLS

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

AAdam 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

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. ●

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BREAKING FREE MOVING ON FROM OUTMODED EXAMINATIONS

Durell Barnes believes that the independent education sector can drive innovation and help to provide alternative qualifications better suited to twenty-first century learners.

“Never go back”: I’ve generally found the mantra helpful.

But I was pleased to breach it when attending April’s Independent Schools Examinations Board (ISEB) conference. It was exciting to see that the organisation remains vibrant and how, working closely with EdTech, examination boards, ISC association partners and schools in the UK and overseas, it continues to demonstrate the capacity to drive responsive change.

Interest in ISEB was shown by the number and variety of delegates from

rethinking assessment

senior and prep schools, and by the calibre of the speakers. Colin Hughes, AQA’s CEO, brought his vast experience to bear on the roadmap to digital examinations, effectively clarifying that the future is already here. Professor Mary Richardson of the Institute of Education referred to AI developments as a ‘tsumani’ which is already upon us, but stressed that, “it need not be a tragedy... (It) is not just related to new technologies but also to how we view and discuss assessment in schools”.

Rethinking assessment

Professor Bill Lucas, Director of the Centre for Real World Learning, still speaks of re-thinking assessment after many years with energy and enthusiasm. He indicated that while England and Wales may be slow to adapt to the 21st century skills identified by the World Economic Forum and the needs of 21st century learners identified by the Centre for Curriculum Redesign, exciting developments as far apart as Scotland, Australia

and Portugal show some countries are brave enough to identify the limitations of current curriculum and assessment systems.

There was a palpable sense of agreement as some of those were called out and named, especially in terms of the11-16 curriculum which Lucas regards as urgently in need of change. There was nodding as he described most assessment at this level as “too shallow, too narrow” with “too often blunt” methods, sometimes of dubious validity and actually harmful to some learners. Faces lit up as he highlighted the over focus of assessment in sifting learners for next stages and checking on how schools are doing, rather than helping pupils make better progress in their learning.

Refreshing

It was really refreshing to hear how schools and other organisations are beginning to address these issues. Alongside established – even ‘traditional’ – Common Entrance and Scholarship examinations, ISEB’s leading products are the Pre-Tests and the iPQ project qualification. The Pre-Tests are online, adaptive admissions tests designed to support the senior school application process by providing accurate information about prospective pupils’ attainment and potential. As a shared test, pupils only

have to take one assessment in their prep school and the results can be shared with multiple schools. These tests are designed with the pupils’ interests in mind with the adaptive algorithm better able to adjust to and even eradicate the impact of an incorrect or inconsistent answer by continually updating what it knows about a child’s ability. In non-adaptive tests, the impact of an incorrect answers stays. This reduced assessment burden and built-in support for those with SEND puts pupil experience first.

And yet in spite of the existence of this proven methodology and approach, apart from use in school transition, such testing is not widespread.

Progressive development

The iPQ is in tune with the one area where we are seeing progressive development – project learning. At the conference, Rebecca Crumpton, Head of Curriculum at AQA, discussed how they are developing their levels 2 and 3 Project Qualifications, which can be taken alongside GCSEs and A levels (or in some cases instead of one of them). AQA regard them as beneficial in developing a broader range of skills, leading to better study and work outcomes. Relieving the pressure of high-stakes exams and (drum roll here) broadening pupils’ curriculum, they also deepen their knowledge and nurture their passions. And AQA data demonstrates that these qualifications equip students better for university study – and impact on ‘staying on’ rates.

ISEB is explicit about its mission to take these priorities to Key Stages 2 and 3 through the iPQ which aims to transform pupils’ motivation, engagement and achievement as well as give them time to think, increase opportunities for innovation and creativity and encourage reflective decision-making. What is so important about this approach (drum roll here, too!) is that it is focused on process rather than the outcome (which may as well be an artefact, a design, a performance, a composition, or an experiment as an essay) and is investigative – there is no right answer. The claims are high stakes: projects complement traditional

demonstrably outmoded examinations

examinations and develop “all the skills that are integral to becoming a great leader and that are tested in HE and lived in the workplace”.

The excitement of education

When I speak with colleagues who have the privilege of visiting schools and, especially, undertaking learning walks, we often share our frustration that the excitement of education is more at the younger end. Really good prep schools build on the creative and investigative focus at the heart of the EYFS and many use different forms of baccalaureate or project approaches alongside traditional examinations in Key Stages 1, 2 and 3. Too often in senior schools, pupils at Years 11 or 13 can be required to repeat learning they have already undertaken, diminishing the excitement of the new, and go into Key Stage 4 with a focus on demonstrably outmoded examinations which still require learning by rote of things they can find out at the touch of a button on the internet. We are beginning to see, and it was stimulating to hear about, individual schools which are breaking free of this mould. We heard from Latymer Upper, Haberdashers’ Elstree, King Alfred’s in

Hampstead, King’s High in Warwick and St Paul’s Girls’ about their exciting plans to break away from the straitjacket of the current Key Stage 4 curriculum. There are other bastions out there.

But – at last, here is the ‘but’ – these pioneers lead the way as individual institutions with high ambitions for their pupils. We must hope that as others wish to follow, there is a more concerted effort from our sector to exercise its independence and provide alternative qualifications better suited to twenty-first century learners which are backed by international research and evidence and supported by assessment professionals and, in time – this is the great challenge – universities and employers. Perhaps this innovation might be seen as one of the virtues of the existence of an independent sector. We even have our own examination board to assist in furthering that... ●

DURELL BARNES is the former Chair of the Independent Schools Examinations Board.