Independent School Management Plus: Autumn 2023

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I N D E P E N D E N T

S C H O O L

The BUSINESS of INDEPENDENT EDUCATION

SCHOOLMANAGEMENTPLUS.COM

TikTok

The Art of Headship

A useful marketing tool

The changing role

Complaints A friendly foe

Gender Identity

In partnership with

Supporting your whole school community BURSARS

HEADS

Personalised School Admissions kampus24.com

G OV E R N O R S

THE NEW ART OF HEADSHIP 2023 A study of the changing nature of headship in UK independent schools

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

ADMISSIONS

DEVELOPMENT

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Incorporating

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Irena Barker editor@schoolmanagementplus.com

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

DISTRIBUTION

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

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

Foreword

A

s the new academic year gets underway, school leadership teams are facing significant challenges on many fronts.

RSAcademics’ recently published report demonstrates that the role of a head is becoming ever-more complex and diverse, with school leaders’ time increasingly being taken up with matters driven by forces outside the school walls and, very often, outside their control. Russell Speirs summarises the findings in The New Art of Headship (p6).

Amongst the issues in many heads’ in-trays is the pressing task of managing gender identity within their school communities in an inclusive and supportive manner. Paul Dwyer sets out the approach he has adopted at Redmaids’ High School in Gender Identity (p10) as we continue to await the delayed guidance from the Government.

Complaints are generally unwelcome at any time and resolving them can often draw the attention of school leaders away from other important matters and add to the day-to-day stress of running a school. Yet a badly handled or disregarded complaint can fester and build up problems for the future. In Complaints: a friendly foe (p49) Nick Gallop suggests that by engaging positively with an unhappy parent, student or staff member, rather than responding defensively, schools can learn much to their own benefit. A school’s reputation can be all too easily tarnished through wellintended attempts to protect it – as some of the recent news coverage of historic sexual abuse and incidents of bullying has demonstrated.

With these issues at large – alongside the continuing threat of VAT being imposed on school fees by an incoming Labour government, which is causing increasing agitation amongst the existing and prospective parent body – life is never going to be dull running an independent school. But the rewards are unquestionable.

The success of our schools lies in the integrity of our communities. When staff, students and wider stakeholders all pull together, the positive impact of the independent sector is incontestable. So, let’s celebrate and acknowledge our achievements, even on a tricky day!

life is never going to be dull

Our School Management Plus online platform offers a wealth of information. Keep up to date and get involved: • latest news, regular features and opinion • monthly newsletter and jobs to your inbox • contribute your own ideas and opinion • join our webinars and round-table discussions.

We are the leading opinion platform for the successful running of a modern independent school. We are always keen to hear about the issues that matter to you most, so get in touch to have your school’s voice heard. editor@schoolmanagementplus.com

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

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EDITORIAL ADVISORY BOARD

CO N T EN T S

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

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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

In Conversation with Marina Gardiner Legge

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25

Talking Point Complaints: our friendly foe

A Storytelling Toolkit

HEADS & GOVERNORS

DEVELOPMENT

6 The New Art of Headship How the role of a head teacher is changing

28 Bursary Fundraising Developing a new campaign

10 Gender Identity Supporting all the members of school communities 15 In Conversation with Marina Gardiner Legge President of the GSA

PARTNERS 33 GSA Courage, curiosity and self-belief: Supporting girls’ talents beyond the classroom

Louise Bennett CEO of IDPE (the Institute of Development Professionals in Education)

18 Teaching and Learning Frameworks A valuable recruitment and retention tool

Robin Fletcher CEO of the BSA and the BSA Group

BURSARS

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22 Flexible Working How the new rules will impact on schools

43 AMCIS Leveraging AI to benefit marketing and admissions

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

MARKETING 25 A Storytelling Toolkit Promoting your school brand on TikTok

36 AGBIS Clerk to the Governors: A key role BSA An open day to remember

44 IDPE Closing the gap: Schools gain support to close social divide 49 Talking Point Complaints: our friendly foe

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OF THE NEW ART HEADSHIP 2023 changing A study of the in UK nature of headship schools independent

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HEADS & GOVERNORS

THE NEW ART OF HEADSHIP HOW THE ROLE OF A HEADTEACHER IS

CHANGING

This September saw the publication of a major new study about school leadership. The New Art of Headship, published by RSAcademics, looks at how leadership of independent schools has changed in the last ten years and continues to change today. Russell Speirs of RSAcademics summarises the project.

Background and context

Since 2009, our Executive Search team has supported the appointment of 483 heads of UK independent schools and my other colleagues have worked on an even greater number of strategic consultancy assignments. We have seen up close how the knowledge, skills and qualities needed to lead an independent school have evolved.

We first investigated this topic in 2013, when we published The Art of Headship.

Drawing on feedback from over 160 people across UK independent school communities, we developed a model of the ingredients of successful headship which, we believe, has stood the test of time. However, so much has changed since 6 | schoolmanagementplus.com | Autumn 2023

2013 that we felt it was time to look again at the question of what makes an effective leader of a UK independent school and to see how the art of headship might have changed.

Aims of the research

We set out to understand the types of challenges that heads face today and how they may have changed. We also looked at how heads spend their time – in new or different ways from 2013 – and how the skills and qualities required for success have evolved. And, finally, we wanted to consider what the implications of our findings might be for the recruitment, support and development of heads in the future.

Research methodology

Our research included four main steps, all taken in the first six months of 2023: Stage One – One-to-one interviews.

Fifteen current heads of UK independent school completed a questionnaire and then were each interviewed in depth.

Stage Two – Focus groups.

Twenty-four people discussed the themes we had written up from stage one. As well as heads, participants included chairs of governors, coaches and senior figures from the heads’ associations in the Independent Schools Council.

Stage Three – Quantitative survey.

From these first two steps, we identified 13 aspects of headship that have changed and 16 skills that have become more

HEADS & GOVERNORS necessary. We then ran an anonymous survey among 104 randomly selected current heads of UK independent schools to understand which have changed the most and which were most important.

Stage Four – Case studies.

We interviewed about a dozen heads and other experts to find practical, real-life examples of how the art of headship has changed.

Overall conclusions

There have been important changes of emphasis in terms of the challenges facing heads today and the skills they need for success. In the last ten years, heads have faced an increasingly complex and challenging environment in which expectations of many stakeholders across the school community have changed. As a consequence, headship in UK independent schools is generally more pressurised and demanding and requires greater emotional strength and resilience.

There have been positive developments over the last 10 years included in our report, such as the increased emphasis on equality, diversity and inclusion and the increasing professionalisation of some key administrative functions in schools.

However, most of the key changes to headship which are described in our research stem from the new or greater challenges which heads now face.

Overall, we found that there is an increasing pressure to deal with a greater number of things outside one’s control, allied to a sense of higher stakes, greater complexity and urgency.

The heads we talked with discussed the increasing emotional burden of headship – in particular, the emotional challenge of dealing with pressure whilst still needing to provide the reassurance and positive leadership required by others.

Key findings

We have identified nine major challenges which the modern head faces more than before.

1

Responding to unprecedented financial and strategic pressures.

There has always been a need for

more pressurised and demanding heads to think strategically. However, the pressures and environmental factors which have been building up represent an altogether different level of threat to their school. This was perhaps the most tangible change to the schools’ environment and is seen by the heads we consulted as the most challenging aspect of their changing role.

“It all feels rather existential and intense compared to managing internal matters… of course, these internal matters still exist, just with all the external uncertainty on top.”

2

Parents are generally more demanding. Parents expect more personalised attention and are more likely to raise contentious issues. A key finding of our research is that there has been a significant increase in the amount of time spent by heads dealing with formal complaints and sometimes litigation from a minority of parents. This challenge was most likely to be raised by heads of schools in London and the South East.

“There has been a huge change in parental expectations...Parents, on the whole, seem more angry, more inclined to use the complaints process, less inclined to pick up the phone, less inclined to be forgiving and more determined to get ‘value for money’.”

3

As in other sectors, staff attitudes and expectations have changed.

Staff are often less available or willing to take on additional duties and expect more focus on their own wellbeing. Heads report spending much more time on contentious staff issues than in the past.

Heads told us they need to take a more robust, more procedural approach to managing people in order to comply with significant, additional, legal considerations.

Staff are often more aware of their entitlements and willing to make demands.

“I used to operate on the principle that as I am a person of integrity, have good relationships and treat people fairly, it’s probably enough. Nowadays, it’s much more about providing evidence and having robust processes which will be challenged.”

4

Supporting student mental health was chosen by the heads we surveyed as the challenge where they have seen most change. This reflects the large increase in the incidence and awareness of student mental health concerns, with schools often becoming the front line of support due to overwhelmed public services. As well as putting in place additional, proactive pastoral and educational measures, Heads also describe having to deal with situations for which they do not feel they have the necessary skills and knowledge.

“Dealing with an increasing number of students with very complex needs, especially where there is an overlap between SEND and mental health issues, is extremely tricky.”

5

Schools have increasingly found themselves at the forefront of societal changes relating to equality, diversity and inclusion.

Heads are expected to navigate and provide leadership in such areas and more responsibility is placed on schools to handle related, complex areas such as those which concern gender identity.

“EDI has been simultaneously challenging, refreshing and energising. It has enabled me to learn deeply about my own prejudices and at the same time modernise and redefine what we are doing as a school.”

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Running alongside all these changes is omnipresent social media, adding scrutiny, reputational difficulties and the potential for greater escalation of F

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HEADS & GOVERNORS

at the forefront of societal changes issues. Leading in the age of social media means heads are facing additional PR challenges and often have less control over the timing and content of communications.

7

Changes to regulations and inspection present heads with additional complexity and demands on resources. Statutory regulations are now broader in scope and more prescriptive across more areas of school management. Heads identified more potential pitfalls regarding regulation and inspection and a greater risk of getting things wrong.

“Never before have I felt more externally managed and directed as an independent school head.”

8

In general, heads’ roles are more externally focused than ever before. Heads now spend more time on alumni relations, fundraising, the development of local educational partnerships, the recruitment of international students and working with international schools as well as networking.

“The focus on partnerships has, quite rightly, increased and it is an element of the head’s role that requires a great deal of personal time and commitment.”

9

A growing number of heads are exploring emerging opportunities to dramatically change several aspects of education through artificial intelligence. Some are optimistic about the possibilities for efficiencies and improvements in teaching and learning.

“You don’t need to be an expert and you

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The changing role of Heads F has more lights and dials “My dashboard on it than ever – and they all matter.”

“The need for heads to be ‘actors’ in public, when inside they might be scared for their own jobs and the jobs of those they lead, creates huge pressure.

I have found this incredibly challenging.”

shouldn’t feel rushed, but you should be engaged, listening and asking questions.”

The implications

All of these changes and new challenges have implications for how heads work. We have, for example, identified 10 important skills which heads will need more in the future than in the past, including more complex, bolder and creative strategic leadership and building greater personal resilience.

We suggest ways in which training for heads will need to adapt, while applauding the increasing number of heads who have taken on a professional coach and those who are developing

more collaborative working relationships with their boards.

Governing boards will also need to adapt the way they recruit new heads.

In particular, they will need to change their approach to candidate assessment to ensure it is sufficiently nuanced. The process needs to be sophisticated enough to uncover the interpersonal skills and emotional resilience successful heads require along with the wide range of other skills which are becoming increasingly important.

We consider these topics more fully in the second half of our report which is available to download from the RSAcademics website. ●

RUSSELL SPIERS is Founder and Chairman of RSAcademics. The New Art of Headship has been written by Barry Speirs, Senior Consultant at RSAcademics.

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HEADS & GOVERNORS

GENDER IDENTITY SUPPORTING ALL THE MEMBERS OF SCHOOL COMMUNITIES

Paul Dwyer, Headmaster of Redmaids’ High School for Girls, outlines the approach his community takes to matters of gender identity in order to ensure that all students fulfil their potential in a supportive and caring environment.

I

n the prologue of their book Trans Like Me, C N Lester highlights that “I cannot put a price on the wonder of being at peace with who I am, and of living my life as my whole, authentic self. I believe we all deserve a chance at that happiness.” This sentiment is hard to disagree with when applied to all that we do as educators to support our students in identifying and best becoming who they want to be. When

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applied to matters of gender identity, however, things become all too contentious, with recent debate and discussion on trans rights dominating headlines and complicating matters for school leaders unnecessarily.

While we await the new guidance from the Government relating to how matters of gender identity should be navigated, there is a fair indication of the direction of travel that is likely to be adopted,

HEADS & GOVERNORS as well as of the potential difficulties that might arise from their implementation. Gender identity is a matter that requires great nuance and understanding, which is sadly lacking in the tenor and tone of discussion on the national stage.

Supporting students who are potentially questioning their identity or feeling that the gender they were born into does not reflect who they are is not a new phenomenon for schools. Although, anecdotally, it does seem to be something that school leaders deal with on an increasingly frequent basis.

Given the complexity and sensitivity around the topic of gender identity, we are by no means getting everything right at Redmaids’ High School for Girls in how we handle the matter, be it through the curriculum, in our support of trans students or how we help staff do the best that they can. The points raised here are undoubtedly areas that schools are already considering and adapting and are, therefore, offered as suggestions for conversations for school leaders to engage with rather than definitive solutions.

Striving to be inclusive

All schools strive to be as inclusive as they can be and great strides have been made in so many ways over recent years at Redmaids’ High as we have reflected on what it means to serve all members of our community in the best possible way. When it comes to matters of gender identity, there were changes that seemed straightforward to make in our own setting; the introduction of trousers, for example. Allowing students to wear grey shorts in the summer was a more considered conversation but was again seen through the lens of making our environment as easy to participate in as possible for all.

Inclusion through the physical environment is not necessarily as easy to accomplish. Some changes can be more straightforward; designating single-toilet bathrooms as ‘Student Toilets’ rather than having gender designations is one such example, with similar adaptations perhaps being offered for changing spaces.

Matters of language require more reflection. We have not eradicated the use of ‘girl’ from the community, but we refer more often to ‘students’, which is usually more appropriate when writing out to parents or the wider

Sometimes the simplest solution is the best one community. Collective terms have always been something I have likely over-thought when talking to groups of students. However, sometimes the simplest solution is the best one, and I was indebted to feedback from a Student Voice session asking, ‘Why not just say good morning everyone’, or ‘How are you three?’ when talking to groups.

In a similar vein, we were grateful to the Schools Inclusion Alliance for INSET training they offered, which again highlighted small ways that inclusivity can be incorporated in the classroom, such as through the examples given when explaining ideas, the humility we demonstrate when making mistakes, or simply the way that choice can be offered without losing identity. We still have Head Girls at Redmaids’ High, but any student selected for the role can be referred to as Head Student should they wish.

Space for conversation

Whether through Student Voice and forums, parent discussion groups or staff meetings, offering space where people can ask questions, offer observations and feedback, or hear the perspectives of others is always going to be important. In a single-sex school such as Redmaids’ High, understandably questions around gender identity are perhaps in even sharper focus. Students are curious as to what we might do in any given situation when supporting or working with trans students. I have been asked questions ranging from whether students would have to leave if they wish to be known by male pronouns (no), through to when I plan to change the name of the school from ‘Redmaids’ High School for Girls’ (not during my tenure), in order to be more inclusive of those in the community who are trans or don’t identify as girls. Giving space to students so that we might hear their views or reassure them about how we might support them or their peers in any given situation is a meaningful way to show our willingness to learn and to act. F Autumn 2023 | schoolmanagementplus.com | 11

HEADS & GOVERNORS As an all-girls school, we firmly believe in the power of single-sex education in empowering our young women but have no fear that being inclusive and attentive to the needs and experiences of our trans students will dilute or undermine this mission. This potential tension is something that we need to acknowledge and be as open as we can with students. Many of our trans or non-binary students will highlight that it is ironically the very nature of the school and being a single-gender environment that makes it easier for them to come out and know they will be supported. This is heartening and allows us to look for how best to further embed inclusivity into the day-to-day environment.

The same is true for staff; they will want to know how to do best by their students, how to act with sensitivity, or support those who need it. This is true of any matter, not just gender identity. There may also be larger questions – what the implications of a given approach means for the school and its identity, or how to work with students who may not want their parents to be informed of a desire to be called a different name. These are not matters to gloss over; if staff have a space and opportunity to explore their worries or hear best practice from one another, they will feel more secure in supporting their students.

safe and inclusive environment Working with parents

Working with parents in this area is never going to be an easy matter to contend with, and in many ways strikes at the heart of the matter that has led to new government guidelines being created. As a parent to two small children, I have had to reflect long and hard on what it would mean if there were aspects of my children’s lives that were unknown to me. Or were being handled by school without my involvement. At the same time, I have recognised that the likely choice is my children talking to someone about the issues that they face or talking to no-one at all. It is a well-versed worry that new guidelines that might require schools to inform parents of a student wishing to be known by a different name or pronouns, or who are seeking advice and support for feelings of gender dysphoria, will simply mean fewer students being able to talk through such difficult topics with adults.

There are myriad matters that school leaders are faced with when it comes to collaboration with parents, and the debate is likely to miss what is most important. Our hope is never to usurp the role of parents, or to suggest that ‘we know better’ but instead to create a safe and inclusive environment for all of our students. Guidance 12 | schoolmanagementplus.com | Autumn 2023

that hinders this is likely to make it harder for students who already face difficulties on a day-to-day basis.

Building a better discourse

Those among our community who are trans are not always so out of choice. Many who come out will experience great joy and liberation in being able to express more completely and openly who they are. However, given the difficulties of discrimination faced by the trans community in their lived experiences, the greater threat of violence towards them and the debates surrounding the very validity of their existence on the national stage, it is not a path that people will seek simply on a whim. As with our support for all who suffer as the result of discrimination and prejudice, our trans students and staff deserve the chance for their voice to be heard and included with equity and compassion.

Our young people are exposed to a far wider level of discourse than we were at a similar age thanks to the abundance of platforms through which they engage with the wider world. Negating opportunities for them to explore ideas or areas that they are less certain about or want to discuss in a safe environment will only create a vacuum that will be filled further by social media, for better or worse.

Our role in schools has always been to invite discussion, inform debate and, more importantly, to see each of our students as the individuals they are so that they can fulfil their potential. ●

PAUL DWYER is Headmaster of Redmaids’ High School for Girls in Bristol.

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HEADS & GOVERNORS

IN CONVERSATION WITH

MARINA GARDINER LEGGE PRESIDENT OF THE GSA Marina Gardiner Legge Born in India and schooled in North Borneo and Singapore, Marina Gardiner Legge was educated at a GSA school before going on to read English Language and Literature at Somerville College, which inspired a love of poetry that still burns brightly today. On completing her Oxford studies, she went on to work for a decade in advertising and marketing in London and Miami, before assuming the role of president at a charity based in Paris.

It wasn’t until she moved out to Hong Kong, several years later, that she discovered her passion for teaching and education and made the decision to study for a PGCE. Moving back to the UK, she joined Rutlish School as an English teacher, rising through the ranks to become Head of Year, Assistant Head and Head of Careers.

Following three years as Director of Studies at Heathfield School, Marina became Headmistress in 2016 and joined Oxford High School as Head in January 2021.

A passionate believer in the power of girls-only education to change lives, Marina has been described by those who have had the pleasure of working with her as fiercely intelligent and a very capable and caring educationalist.

As she begins her Presidency of the GSA, Marina Gardiner Legge talks to Rachel Donati and looks forward to the year ahead.

Marina, as you step into your role as GSA President this year, what’s your ambition?

I want the world to understand the power, efficacy and agency that girls’ schools give to the pupils within them. I also want to ‘sing the joy’ of education and celebrate the way it changes lives for the better.

Do you feel that it’s bad that girls-only education is still deemed necessary today?

It’s more than disappointing that the world is not yet a place of equal opportunity for women. Today, women continue to face multiple barriers to their success. In the UK alone this includes:

the motherhood penalty, pay gap and lack of affordable childcare for working mothers. Internationally we are seeing a sharp erosion in girls’ education and rights, including in countries such as Afghanistan and the USA for example.

Girls’ schools play a vital role in offering inspiring spaces of freedom and fairness to girls. Through a proven girls-first education, we equip young women for a successful and rewarding life in the modern world.

Our schools honour who they are, as they are. No girl should feel as though she should have to apologise or minimise herself, or that she cannot study for or choose the life she wishes to live.

Girls don’t feel like ‘girls’ in a girls-only school: they are individuals and aren’t restricted by gender stereotypes or limitations. There aren’t ‘boy subjects’ or ‘girl subjects’ or girls’ teams or boys’ teams – there are just teams and just subjects. Every individual in a girls’ school defines their own parameters; that’s liberating.

Until the world is as it should be, GSA, and its schools and pupils are at the vanguard of creating a more equitable world. Girls’ schools and girls’ education have always been, and continue to be, the change. F Autumn 2023 | schoolmanagementplus.com | 15

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Every individual in a girls’ school defines their own parameters; that’s liberating

looking at all subjects as a whole, and also for Maths and English separately. The data also revealed that the gap between girls in girls’ schools and girls in other types of schools is continuing to widen in Further Maths, Chemistry and Computer Science, so girls’ schools are acting as stewards and guardians of these subjects for young women today.

Clearly girls-only schools are still popular; why do you think this is?

First and foremost, it is because they are great schools. In our schools, through our Heads and whole school communities, we possess a deep understanding and collective experience of educating young women that stretches back hundreds of years. GSA schools nurture, encourage and empower future generations of women; in our schools every girl can expect her ambition and individuality to be honoured and celebrated.

What drives parents to choose a girls-only education?

All parents want to choose a school that’s right for their child. Not every girl is the same and we understand this at GSA and have different schools available to suit every girl at every age; from smaller urban day schools to larger country boarding schools, from pre-prep to all-through schools. It’s heartening that we have so

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much variety to offer. There’s an excellent girls-only school choice available for every girl, and this is what parents look for and want for their children.

There isn’t a ‘one size fits all education’ and nor would we want there to be.

The reasons why girls-only schools are best for girls are well documented. The most recent Department of Education data reveals that in girls’ schools: girls are 2.6 times as likely to take Further Maths and more than twice as likely to take Physics and Computer Science A Levels compared with girls in co-ed schools.

Uptake in sciences is also higher, Biology is 40% higher, Chemistry is 85% higher and Maths is 88% higher.

Computer Science has seen the largest growth in uptake for girls, with the percentage of girls taking Computer Science doubling in girls’ schools and 68% higher than in co-ed schools. Girls continue to outperform students in co-ed schools in KS5; girls perform better in girls’ schools than in co-ed schools in KS4,

VAT and the future of independent schools is at the forefront of many school leaders’ minds; what are your thoughts on this?

I, along with all the Heads at GSA schools, want to protect and preserve the best educations for young women today. It’s imperative that we do.

These proposed policy changes have the potential to hit girls the hardest by reducing access to transformative educations for girls nationwide. Many hard-working middle-class families, faced with the cost-of-living crisis coupled with increased fees, are likely to struggle to keep their daughters in our independent girls’ schools; some smaller schools who serve their local communities could be forced to close.

Will those pupils be made to attend any school in their local community, including co-ed? We all want children to have as broad a choice in their education as possible, one that fits them best. An enforced exit seems to be very far from that vision of educational excellence that

HEADS & GOVERNORS we all desire for every child. Personally, I would not want to see someone’s daughter miss out on the benefits they have come to enjoy through a girls-first education.

Much is in flux now, I’m hopeful that common sense will prevail through sensible, constructive conversations with Labour, and we will continue to offer the best education to every girl and family. I want every girl to have the opportunity of a girls’-only education. I don’t think those behind this policy are deliberately targeting girls but it is a real risk.

With both independent and state schools in GSA’s growing membership, we have always worked in close partnership with parents and young people in the communities our schools serve, and in partnership for the benefit of all. Within my own school at Oxford High School, we run all-day science workshops for local primary schools led by our own students.

Many other schools in the GSA network support local schools, some have even set up schools in partnership. Independent schools deliver public benefit working collaboratively with state partners through 7,000 partnerships: they are already working to do more and want to continue to increase their bursaries and partnership work.

What are your thoughts about non-binary and trans pupils and the changing gender landscape; how do they fit in at schools built for girls?

How does this work in your own school?

In my school, and I’m sure I can speak for other GSA Heads across the country, I am keen to give every pupil the best possible opportunity and education. We are leaders in schools because we want to teach and inspire. Our schools are some of the absolute best in the world and our Heads have always provided a caring and supportive environment for every student and family. The topic of transgender pupils in education has become a political football, sadly often characterised by toxic and purposely polarising debate.

This doesn’t serve our children, or us, well. The much-awaited DfE guidance on transgender pupils in education will provide all schools with much-welcomed clarity.

What I find interesting, when I reflect on my own experiences with my own students, is that unhelpful and unkind conversation does not feature. I find girls

love their friends irrespective of how they might identify, perhaps it is because girls and women continue to fight for their own independence and equality that they feel ready to stand alongside and support others? Our students know how important it is to feel included, and we do all we can in our schools for every pupil to feel welcomed in.

And finally, as a female leader in education now, what is your advice to future female leaders in education?

We’ve heard so much about the demands of leadership in schools and it’s been tough leading our communities during COVID-19 and the cost-of-living crisis, but it is the most rewarding role. Working with young people is an absolute privilege – it makes me cry, laugh and everything in between, but no day is ever alike.

Schools are unique. Everyone is there because they want young people to feel supported and succeed – it’s a mission and one we are lucky to play a part in.

We only have one life – teaching and working with young people is a great way to live it! ●

RACHEL DONATI is Head of Media and Communications with the GSA.

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HEADS & GOVERNORS

TEACHING AND LEARNING FRAMEWORKS A VALUABLE RECRUITMENT AND RETENTION TOOL Professor Deborah Eyre explains why she believes a whole school teaching and learning framework helps to distinguish a school from its peers, connects its vision to the classroom and contributes to successful brand positioning within a competitive market.

T

he basics for any great school has traditionally been effective governance and financial management, a competent head teacher with a quality staff team, a recognised curriculum and assessment framework and suitable facilities. However, the question of how you teach and what you expect of students is becoming

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increasingly important if the school is to satisfy the expectations of parents and teachers. A whole-school framework for teaching and learning has moved from being an addition which is found in some schools to an essential part of the school’s positioning and key to both student recruitment and maintaining a high-quality staff team.

Savvy consumers

Recently, some friends decided to move to a new part of the country and were looking for a school for their children.

They did exactly what all admissions and marketing teams know parents do.

They looked around at what was on offer and then did their research. They read

HEADS & GOVERNORS the websites, asked around and also checked out informally using forums and community groups. In the end, they had a shortlist of three and then went to visit. Following the visits, they made their choice.

Nothing new here. It has always been the case that marketing teams have worked to position their school in order to recruit – at its best that is a science in itself. But, in an increasingly competitive and demanding market, whilst the need to stand out from the crowd is important, it is proving to be more difficult than ever.

Our feedback from working with over 100 schools in UK independent schools and British international schools suggests that parents are definitely becoming more savvy consumers. They are paying fees and they want to see value for money – and what that looks like is different for different families. They have a long list of requirements and that includes their own child being successful.

Parents, as part of their research, look at the quality of teaching and the quality of teachers in any prospective school.

Whilst some schools promote themselves on the basis of their academic results and others focus more on the development of a rounded individual, most parents now want both; academic success for their own child but also an education that equips their child to succeed and thrive in their future lives. They look at the external inspection reports alongside their investigation of the website.

where they will find job satisfaction.

Parents also want to know what kind of a school they are looking at. They are interested in its vision and mission.

What does the school value and see as important? This gives a clue as to what they will be prioritising. The traditional section of the website which hosts the Head’s welcome message often gives a strong insight into the tone or ‘brand personality’ of the school. It’s the first clue to how this school sees the world. It can, at its best, convey a forward-looking or progressive approach which excites prospective parents. But a good vision is only relevant if it is reflected in what actually happens day-to-day in school. In many schools the vision is just words on paper and does not drive practice in the school.

The value of a good teaching and learning framework is that it connects the vision to the classroom and at the same

succeed and thrive in future lives Professional thinking

Recruiting and retaining high-quality teachers is tough. A strong physics teacher is in as short supply as a premier league footballer and schools can’t just stretch their budgets in response and offer a suitably high salary package. To attract and retain high-quality staff in a competitive market, the school needs to be able to demonstrate to teachers that the school is at the forefront of professional thinking, an invigorating place to work and somewhere

time creates a consistent language which communicates that education message securely to all staff, students and parents.

Of course, not all teaching and learning frameworks are created equal.

An internally generated one which is the result of staff discussion and debate may sound like an attractive and costeffective option, but it is unlikely to deliver maximum impact. If you want your teaching and learning framework to act as a point of difference and differentiator

for your school, you may choose to opt for something that is globally recognised, where your school can receive accreditation and one which is used by other schools of distinction.

#everyonecan

A teaching and learning framework starts with the student. It makes explicit what the school, and all its teachers, believe in terms of what children can achieve and communicates that to parents and the entire school community in language that everyone can understand.

In the past, we believed that achievement was a combination of nature and nurture, and that a good school maximised the nurture part but could not compensate for nature. Now, psychologists think far more of us could achieve highly and neuro-science has proved conclusively that the brain is exquisitely plastic and we are continually creating new neural pathways. So education can, if it is deliberate in what it does, build ‘ability’ in individuals – we can create ‘clever children’.

We all have unlimited potential.

In theory, everyone can develop into a high performer if the circumstances are optimal. This, of course, doesn’t mean everyone ‘will’, but a school which overtly signals its belief in the #everyonecan mantra and behaves in a way that instils that self-belief in students provides an optimistic and positive culture that infects students, staff and the community and really does get the best out of every single child.

This is attractive to parents. Who wouldn’t like to send their child to a F Autumn 2023 | schoolmanagementplus.com | 19

HEADS & GOVERNORS

connecting the vision to the classroom

With students not to them

Engagement of parents

Feedback

Practice and training

Expertise development

Creating future-proofed students

Enquiry-based learning

Global Citizens Advanced Performers Enterprising Learners

Mindset shift

school where everyone believes they could do well and will do all in their power to ensure it happens? This explicit and clearly communicated belief in students is itself a key and popular differentiator.

Credit: High Performance Learning

Any school needs to communicate to its parents that what it offers is relevant. Most schools Values, Attitudes and Attributes • Advanced Cognitive Performance Characteristics use their vision and mission statement to achieve this.

Increasingly, they include the preparation of students for a future that will be very different from the present. We all know it will be!

Artificial intelligence (AI) is already starting to replace A robust whole-school teaching and learning framework will: many jobs previously done by • ensure that all educational activity is designed to build brains enabling academic and social humans and this changes what success in students, employers and others value.

• send a clear set of messages to teachers, and other staff, indicating that teaching and Doing well on the standard learning is more than curriculum and exams, tests at school is still important • provide a vibrant statement to parents about what you will be helping their child to but it is no longer enough. become, This vision of the world of • ensure your school has a clear point of difference which parents recognise and value. the future according to the Organization for Economic Cooperation and Development (OCED) Turning theory into practice skills, values and attitudes students need. suggests that schools now need to So, a school can convey its intentions but A teaching and learning framework is systematically prioritise the development those intentions need to be translated required which provides a comprehensive, of values and attitudes in their students into practice. A good teaching and research-based set of competencies alongside knowledge and skills, and to learning framework is how this is achieved. that enhances academic performance in give them equal status. This agenda is Specialists can help schools to create individuals and at the same time develops challenging but also appealing to both that educational future right now by the values, attributes and attitudes that parents and staff. It can be used to introducing a structure that secures the research shows are vital in creating attract both. systematic development of the knowledge, cognitive success.

When a school starts to work with such a teaching and learning framework, PROFESSOR DEBORAH EYRE is the Founder and Chair at High teachers find that by making minor tweaks Performance Learning. to their practice and being more deliberate in bringing the key success competencies www.highperformancelearning.co.uk and a globally recognised researcher to the fore, they can get better outcomes into how successful people think and learn. from students. This is rewarding. ●

Making the most of your teaching and learning framework

20 | schoolmanagementplus.com | Autumn 2023

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03/10/2023 11:53

BURSARS

FLEXIBLE WORKING HOW THE NEW RULES WILL IMPACT ON SCHOOLS

Louise Brenlund explores the new Flexible Working rules and considers how schools should respond.

T

he Employment Relations (Flexible Working) Act 2023 makes some significant changes and could have a substantial impact on schools, albeit the implementation date remains to be confirmed.

The aim of the Act is to give better access to flexible working, simplify the process of requesting flexible working and promote dialogue between employers and employees. However, it is impor tant to remember that this is still only a right to request, not a guarantee that the request will be granted.

The Act introduces four key changes:

Employees are no longer required to explain how they think any request might impact on their employer or how the effect of their request could be dealt with by their employer This could make the process less daunting for staff and may lead to an increase in the number of requests. It places the onus on schools to consider the impact of flexible working requests.

This is also likely to increase the need for consistency, ensuring schools have and follow a clear process and keep it under review.

Employees can make two requests in any 12-month period Previously, only one request could be made in any 12-month period. Again, this may mean an increase in the number of requests. Schools will need to consider the time and resources available and needed to deal with requests.

Employers will need to consult with employees before rejecting a request.

The Act does not specify the level of consultation that is required.

However, it is likely to mean more dialogue is required to discuss the request. It will be impor tant to ensure that staff dealing with requests are trained and that conversations are fair and consistent.

Employers will be required to approve or reject a flexible working

a right to request, not a guarantee

request within two months of receipt unless an extension is agreed with the employee.

This is a reduction from three months.

With less time to respond, it will mean that schools will need to be more responsive. Schools should remember that they are under a duty to deal with applications reasonably. Fur ther, if an application is rejected, it must be based on one of the eight statutory grounds.

The Government had suggested it would introduce these rights to flexible working as a Day One Right, removing the requirement for 26 weeks’ service.

However, this has not been included in the Act, but the Government may still introduce legislation to do this.

What steps should you take?

Schools will need to update their policies and procedures, train staff, and consider how flexible working practices can be implemented in their school environment.

Star t considering how flexible working practices may suit your school environment. This will vary from school to school and role to role. There is also likely to be a tension between managing the provision of education for children and the desire for continuity as opposed to accommodating flexibility. What did or did not work during the pandemic is likely to be relevant and may provide arguments to both support and/or reject flexible working requests. ●

LOUISE BRENLUND is a Partner and Head of Employment at Warners Solicitors.

For further information, email l.brenlund@warners.law

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MARKETING

A STORYTELLING TOOLKIT PROMOTING YOUR SCHOOL BRAND ON TIKTOK Sophy Walker explains how she has used TikTok to promote two schools with measurable success and an impressive level of community-wide engagement.

T SOPHY WALKER is Director of Admissions and Marketing at The Royal Hospital School in Suffolk. www.tiktok.com@ royalhospitalschool amcis.co.uk

ikTok has rapidly risen to become one of the most popular social media platforms in the world, with many businesses – and now schools – seeing the value in using this platform to reach their target audience. However, recent fines over data misuse have created unease, particularly amongst school marketing teams who have been considering using this platform.

The most common social media platforms that we use are based in the US and so the fact that TikTok is a Chinese company has made it a bit of a political target. Let’s face it, all social media platforms want to harvest our data and TikTok is no different.

Over the past two years, TikTok has invested heavily in improving its safety measures – they now have a 40,000-strong safety team in place and have introduced new features such as ‘Family Pairing’ and a ‘Guardian’s Guide’ to help parents monitor their children’s activity on the platform. This has given me confidence that it is still a viable option for our school.

However, it is a platform to keep an eye on and I would recommend that we watch how other well-

known brands such as John Lewis, Barclays and the BBC, with presumably large legal teams, continue to use it to enhance their brand.

Authentic storytelling

My rationale for introducing TikTok to the Royal Hospital School (RHS), and before that Felsted School, was to use its powerful storytelling medium to demonstrate the values of our school. At RHS, we wanted to dispel misunderstandings and myths that can arise from our formal naval heritage. We wanted a platform that would give our potential families a flavour of the ‘fun’ that goes on behind the scenes at RHS in an authentic way, plus boost Sixth Form enquiries. We also felt compelled to manage our brand on TikTok, rather than leave it to our pupils, many of whom were representing us in a way that was not helpful. I think that’s a familiar story for most schools, and if you have not searched for your school on TikTok, or secured your name, I suggest you do so.

To begin with, I was nervous about launching the school on a platform with which I wasn’t familiar, so F Autumn 2023 | schoolmanagementplus.com | 25

MARKETING

I set up my own personal TikTok account first. I used my dog as a model and posted some simple videos, learning the features, seeing what was trending and so on. I followed hobbies, dogs, people and brands that I liked. I was soon hooked…

Account type

We use the normal account rather than a business one. We quickly found that the business account limited the choice of music we could use, although the business version probably has more functionality in terms of statistics.

We use moderated comments which means we review any comments that come in first, and either approve them for publication or block/delete accordingly. It’s a little time-consuming but when you’re monitoring comments all the time on other channels, it’s just another channel and most of them are fine – I’d say we approve 95%.

Short form video

You don’t necessarily have to create video to make a short form video – you can use photos and put them to music. If you search for trending templates or music and see something you like the look of and could harness for your school, at the bottom you’ll see it says ‘cap cut’ – basically you can copy the template and use it with your own content.

The kind of music you use with your videos can have a big impact on how many people see your posts. You may not be bothered about having a trending post – it certainly wasn’t our primary objective – but actually it can be quite rewarding and your audience, including your own pupil body, react well when you’re on trend.

TOP TIPS • If you don’t have a school social media policy – get one!

• Use a school mobile phone, not your personal one, to gather your content.

• Always check even if a student is on the ‘no photographs’ list – some students don’t want their photograph taken but do want to be in TikTok videos!

• You will probably see pupil content on TikTok that you don’t like and/or is inappropriate for your school. Before you launch, let your pastoral team know that this is going to happen and that you will advise them as and when you see anything; they can then manage any situation which arises.

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Leading up to launch

As you start doing research on your account, you’ll begin to see your own pupils’ accounts on the platform, as it is location based. I would recommend that you not follow their accounts, but simply view their posts. Most of the content will probably be fine, but some may not be appropriate, and could contravene your social media policy. If you don’t have such a policy in place, I suggest you do so, which should include not putting the school brand into disrepute. Pre-launch, I would recommend engaging with the Senior Leadership Team for their full support, and to let House Parents or Heads of Year know that, if there are any pupils posting inappropriate content, you will be in touch. I believe that we have a duty of care to educate our pupils on their digital footprint and to let them know when we consider their posts not to be in their own or their school’s best interests.

Some pupils enjoy getting involved in creating content, so get them on board and maybe set up a TikTok committee. You’ll be surprised how many staff members enjoy TikTok too – it’s a good idea to have a couple of meetings with them pre-launch for ideas and hands-on help. When their colleagues see them in the posts, they’ll realise that they’re having fun and they’ll want to join in too.

I’ve launched TikTok in two schools and both times I’ve executed a soft launch. We prepared a range of posts showcasing the school and our values and posted one a day over a two-week period. This way we were not going to be judged based on just one or two posts and our brand was represented in a rounded way. Over a period of a few weeks, pupils began to notice and started following us, and then parents and staff started to do the same. Before you know it, you’ve launched, and it’s become part of your storytelling toolkit.

Videos of what?

One of the first videos we created at RHS at the end of last year has elicited 665 likes and over 16,500 views. None of our other social media channels have generated that sort of response. One of the first videos we launched at Felsted School now has over a million views. It’s only three seconds long and when we launched it everyone was waiting to see the final episode of Line of Duty, a popular detective series at the time. We capitalised on a topical issue and produced a very brief but funny video with our Deputy Headmaster talking about risk assessments. It was a quirky video and certainly put our school in the minds of people who may never have heard of us before.

demonstrate the values of our school TikTok really does get your brand out there, but don’t feel that you must have trending content all the time. We’ve used existing footage and repurposed it, plus dug out footage from our digital archives for ‘Throwback Thursdays’.

One of our most popular recent videos was a really short clip of pupils riding horses on our school campus, set to trending music. It gained the highest comments we’ve had on any post, the nicest comments you could wish for, all saying “I want go to that school.” “I love this.” “Can I go there?”

We did another post as part of our Wellbeing Award for Schools entry last year. Our pupil committee felt that TikTok would be an effective medium to communicate who pupils can talk to at school if they need to. We launched it to our pupil body in Children’s Mental Health Week, using the theme music from Friends, which got their attention.

Repurposing content

Another benefit of TikTok is that you can transfer your content to other channels. Once we create a TikTok video, we also post it across some of our other social channels, including YouTube shorts, which is another popular channel with teenagers.

Our short clip of pupils riding horses gained quite a lot of traction on YouTube shorts, but interestingly our posts that do well on TikTok tend not to do so well on YouTube shorts and vice versa. For us, it’s a quick win to gain more traction on a range of platforms as we know that video gains more traction than still photos.

Nine months post launch, we have 1,422 followers and 12,700 likes on TikTok, more than we’ve had on all other channels added together during this period.Viewswise, we have over 350,000 views across all our videos.

Overall, using TikTok has been a game-changer for our school brand. It has allowed us to connect with our audience in a new and exciting way, and it has helped us increase engagement across all of our social media platforms. If you’re looking for a way to engage with your community and build your brand, we highly recommend giving TikTok a try. ●

This article is drawn from a presentation delivered to the AMCIS 2023 Annual Conference in May.

DEVELOPMENT

B

ristol Grammar School (BGS) has always enjoyed a reputation for academic excellence, but since the abolition of the Direct Grant and, latterly, the Assisted Places Schemes, funded by government, entry has been increasingly available only to those who could afford it.

In making our education offer available only to those with financial means, we felt we lost out on many bright and able children with the desire to learn who would add benefit to the school.

We wanted to help remedy this situation and increase the number of bursaries offered via a dedicated fundraising campaign.

The 500 Campaign

BURSARY FUNDRAISING

DEVELOPING A NEW CAMPAIGN Nadine Latte describes Bristol Grammar School’s successful 500 Campaign, designed to increase its bursary funds, and considers the vital role of major donors in securing success.

BRISTOL GRAMMAR SCHOOL In 2032, Bristol Grammar School (BGS) will reach a 500-year milestone in its history. The school was founded by Royal Charter, issued

by Henry VIII, on 17 March 1532. Predating the city’s other independent schools and its two universities, BGS has stood for the best in education in the city. The Charter created a

28 | schoolmanagementplus.com | Autumn 2023

legacy for the city of Bristol at a time when new worlds were being discovered and the need for pioneers, leaders and thinkers was an integral part of that growth.

The school was established ‘for the teaching of literature and good manners’ to the sons of merchants and tradesmen of the city. It has evolved considerably

The priority in creating a new campaign was understanding the level of need for financial support and constructing a credible and sincere mission for the whole school community to buy into. We needed to create a case for support that would make sense for donors, parents, staff and the children themselves.

The Mission Statement became: To provide an exceptional and rounded education to those who might benefit from it, regardless of their background and financial means.

The resulting 500 Campaign was launched in 2021 with the key message that here was an opportunity to change lives through education. The BGS fundraising team needed to double the current bursary provision to enable the school to achieve its target that one in four senior school children should receive since then; most notably, BGS is now a proudly coeducational school. But the desire to build an education around academic endeavour and the development of good character – and to include those who might not otherwise be afforded such a privilege – remain as central to our mission now as when the school was established.

We currently provide over 100 children (over 10% of the senior school) each year with bursaries, working in

DEVELOPMENT

redefine bursary recipients a means-tested bursary of at least 50%.

Our plan is to raise £12 million by 2032.

Changing the culture of bursary support

A key objective in the campaign was to redefine bursary recipients as ‘bursary award-holders’.

Our marketing research found that many parents were uncomfortable in applying to a perceived ‘exclusive’ and ‘posh’ school because of concerns as to whether their children would feel they belonged.

Traditionally, bursaries have been private financial arrangements made between the bursar and the families of the student receiving the award. Reportedly, the children who benefited from them felt that this was something to keep ‘secret’ and, potentially, even to feel embarrassed about. Equally, sometimes those living in less affluent areas have experienced bullying for even wearing a school blazer in their neighbourhood and this made them wary of ‘being different’.

These factors sometimes acted as barriers to applications for bursaries.

Consequently, we began our campaign by attempting to understand how we could destigmatise the ‘bursary’ label. We focussed our research on young adults in the Sixth Form (16–18-year-olds) and asked them how they felt about being a

bursary student. Some expressed a need for anonymity, but many were proud of their achievements. We therefore used the campaign to encourage a sense of ownership and pride which recognised and acknowledged the inclusion of these hardworking, ambitious children.

Via the campaign messaging, we challenged prejudice and demonstrated that bursary award-holders have earned their places at BGS. We showed that they are found amongst our leading lights as star actors and musicians, captains, prefects, heads of school and major contributors in so many other ways. They inspire others and, in doing so, amplify the strong culture of learning, kindness, camaraderie and inclusivity that are the hallmarks of BGS. Since launching the campaign, an increasing number of Sixth Form students (and parents) have volunteered to be part of our promotional films and literature

Key 500

CAMPAIGN MESSAGES • It’s about children, not money • You’re investing in the future leaders of change • Bursary award-holders add value •B y donating, you are becoming part of someone’s story •P hilanthropy is, and always has been, integral to our heritage and culture suggesting that, slowly, a culture of acceptance and pride in being an ‘awardholder’ is indeed emerging.

We have also appointed a Bursary Liaison Officer to act as lead pastoral care contact for those prospective and existing students who may require additional financial and emotional support. F

partnership with parents and carers who see a BGS education as the chance of a lifetime for their children.

The students who benefit from our bursary programme come from disadvantaged backgrounds. In all cases, we believe that the addition of these children increases academic standards, inclusivity and diversity, adding to the educational experience of every child and thereby enriching BGS beyond measure.

Autumn 2023 | schoolmanagementplus.com | 29

DEVELOPMENT

Developing the campaign and creating engagement platforms

Much of the focus of the campaign was on cultivating high-net-worth donors to raise significant funds (an average of at least £1m a year was needed), but in parallel we had to broaden out our appeal and address the wider BGS community.

Consequently, we set out to appeal to a demographic that benefited directly from an education at BGS or/and whose children benefited.The ask was therefore to change lives for children ‘regardless of background and financial means’ rather than supporting a wealthy independent school. We were not raising funds for BGS, but for those bright and able children who would add so much to the school and gain a sense of belonging.

double the current bursary provision This broader appeal meant we could focus on the end result – i.e., the number of children able to gain access as a result of the campaign – rather than the pounds raised and spent.

We focussed on three areas of engagement: • Mentoring: Adding value to a young person’s life by sharing advice and career guidance.

• Volunteering: Offering time. Providing a venue for an event. Attending an event and encouraging others to do so. Also, sharing the mission and values of the campaign through social media and word of mouth.

• Philanthropic giving: Making a small donation, which collectively would add to a life-changing bursary award. Making a larger donation as a leadership donor.

Leaving a legacy gift in your Will.

The role of major donors

While engagement of the widest community was essential in creating universal buy-in and support for the campaign, the role of major donors was central to our success.

30 | schoolmanagementplus.com | Autumn 2023

The reality is that of the £1.2 million raised in the first year of the campaign over £800,000 was raised from just five people. During a Giving Day exercise, we raised £140,000 from a further two people which encouraged a further 300 donors to give, collectively, £52,000.

The importance of major gift work cannot be understated. It is the bedrock of any campaign and creates assurance, stability and tangible results.

The key steps we took to secure the major donors for our campaign were to: • identify those who have given before • research those who have the capacity to give (looking at their job title, property holdings and previous, similar charitable activity) • research and engage those who have benefited from an education at the school • tell the campaign story – i.e., its values, mission and progress • invite prospective major donors to become Ambassadors of the Campaign, asking them to lend a voice, provide a quote or appear on a promotional film • make major donors feel like architects of change rather than just part of a mass fundraising push • celebrate their involvement • offer sponsorship opportunities – particularly of Sixth Form students – where donors could see progress within two years (and in some cases be able to meet the children and their parents).

With the money raised from our ‘leadership donors’ (those giving over £100,000) we were able to demonstrate impact immediately. Over 30 children are now attending the school with the money raised within the first two years of the campaign and most of these are receiving awards of over 80%.

The Campaign continues. ●

NADINE LATTE is Director of Development at Bristol Grammar School

Creating a

new Campaign top tips • Have the full support of the Head, Governors and SLT • Identify need. Why is giving essential to the progress of the school?

• Ensure that the case for support has emotional impact • Ask yourself whether you have a team to support you, a budget and a decent database • Have a solid and friendly working relationship with your alumni society • Ensure that your events are strategic and do not spend time on them if not • Focus on building relationships with high-net-worth donors and prospects • Create an annual stewardship event to showcase and promote the campaign • Do not focus on annual returns rather the long-term aim. Some years will be better than others!

• Create professional marketing material and promotional films: • Consider how donors will feel.

How will children and their parents feel?

• Consider how giving will raise standards and ensure long-lasting security and prosperity.

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PARTNERS

COURAGE, CURIOSITY AND SELF-BELIEF SUPPORTING GIRLS’ TALENTS BEYOND THE CLASSROOM Donna Stevens reflects on the critical importance of extracurricular activities for developing young women’s confidence and ambition in the world today.

O

ver recent years, educators have come to understand more clearly the important role that life beyond the classroom plays for young people in unlocking their full potential and happiness. Various research has shown that there is a positive relationship between students’ participation in extracurricular activities and students excelling in school, with these activities associated with a range of positive outcomes that include greater confidence, higher engagement in school, and greater educational attainment.

This is especially true for girls, with the benefits being particularly clear. There is a compelling and growing body of evidence that shows participating in events, clubs and classes has a beneficial effect for young women’s learning, wellbeing and mental health and their personal and social development. By engaging with the whole spectrum of life’s possibilities through extracurricular activities free from any of society’s stereotypes, girls feel emboldened to explore and excel.

The Girls’ Schools Association has always placed girls at the centre of everything it does; we empower girls to learn and lead, and to feel confident to choose the lives they want to live.

Consequently, it was a natural

DONNA STEVENS is the Chief Executive of the GSA.

next step to create an events series designed specifically with them in mind.

It’s our firm belief that every GSA girl is a trailblazer for every girl, as she shows the world the fullest possibility of what girls can achieve when they are given the fullest opportunity.

The GSA Go Bold student events series honours, celebrates, and stretches the brilliant potential of our young women.

Designed to celebrate their full power and talents, in its inaugural year GSA funded the total programme to ensure it was accessible for every GSA student.

Young women can achieve anything they set their minds to, and our events are designed to celebrate their full power and talents while bringing them together to meet and make new friends. Apply for GSA membership and find out more about the Go Bold series on GSA’s website: gsa.uk.com ●

donna says “As a mother myself and as someone who has run a weekend performing arts school for the last seven years, I’ve seen the positive benefits first-hand of activities outside of the classroom in my own children and others. It’s wonderful to see their curiosity, confidence and contentment grow.

GSA’s Go Bold offers another crucial opportunity to every girl in our schools to be inspired and empowered. We know that girls are emboldened in girls’ schools and are keen to test their mettle, and I’ve been thrilled to see them in their thousands trying a whole host of new activities.

Stand-out moments for me include: our ethical investment webinar which formed part of GSA’s investment series showing young women today that financial careers have the power to act as a force for good in society; the aweinspiring entries from girls in the Adobe female pioneers of science competition celebrating trailblazing female scientists; and the incredible poems and live readings from our young women alongside awardwinning judge and poet Karen McCarthy Woolf with our members at Summer Briefing.”

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FROZEN: UNLEASHING THE MAGIC OF KINDNESS The musical premiered in the West End in the summer of 2021, when pupils were still adjusting back to classrooms following a protracted period of homeschooling. Perhaps as a result of this, the learning resources “immediately struck a chord”, says Shakerley, with over 1,300 primary schools downloading them during the Autumn term.

She adds that the resumption of school visits has also provided a boost. “Students get a huge amount of cultural capital from a school trip. Often they’re coming to London for the first time, and we get feedback from young people that the outing itself really positively ince opening in 2021, Disney’s Frozen impacts their wellbeing. It’s not just the The Musical has been thrilling audiences themes of the show, it’s also that idea of at the Theatre Royal, Drury Lane. doing something new, having an interesting Adapted from the hit 2013 movie, which experience, that’s going to positively impact in turn was inspired by Hans Christian you away from the classroom.”

Andersen’s The Snow Queen, it tells a story Tickets for school groups are priced from of sibling princesses in the mythical kingdom £19.50 per student, with accompanying of Arendelle. workshops also on offer to augment the One reason the show has captured so experience. Students have the chance to – Time Out many imaginations is that the themes it learn songs and scenes from the show, explores – notably self acceptance, even and practice music and choreography with in challenging times – are so resonant in the current trained professionals. One of them is Dominique Reid, climate. So it’s no surprise that the accompanying who works as a Disney teaching artist. “We try to make education resources which have been built around the sure our work is accessible to everyone,” he says. “The show have proven to be so popular in the classroom. workshops really help with soft communication skills “The thing about Frozen is that it’s a story all of the and confidence, not just in students but teachers as well. pupils know, but it’s told in such a grown up way, live on I wish I’d had the opportunity to do something like this stage, with such amazing production values,” says Nancy when I was young.”

Shakerley, Education Manager for Disney Theatrical Coupled with Frozen Kids, a 30-minute adaptation Productions (DTP). “We spoke to our Teachers of the show designed for primary school aged pupils Advisory Board about the themes that would appeal to to perform, there are multiple ways for young minds young people in an education setting, and the things that to engage with the iconic story of Anna and Elsa. Reid kept coming up were friendship, trust, family, loss and describes that Disney’s education work acts like a “gift wellbeing. They all felt like very applicable themes to the that keeps giving”, which seems an apt summary of a PSHE curriculum.” programme of work designed to instil both memories So Shakerley and the rest of the education team and skills that will last a lifetime. Let it go? More like let created a raft of resources to reflect this, including it grow. ● creative classroom activities that explore themes of trust, emotions, friendship and uniqueness. Supporting To book tickets or for more information on our presentations are also offered, as well as resources such workshops and free enrichment resources, visit as the Secret Kindness Mission Log, an Olaf thought jar, frozeneducation.co.uk scenario cards and cut-out character puppets.

S

WELLBEING RESOURCE

34 | schoolmanagementplus.com | Autumn 2023

“Full of heart, NOTES TEACHER depth and darkness”

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Autumn 2023 | schoolmanagementplus.com | 35

FROZEN_SEP23_SchoolManagementPlusAd_265x210mm_39473SA_AW.indd 1

13/09/2023 12:41

PARTNERS

CLERK TO THE GOVERNORS A KEY ROLE Cheryl Connelly considers the principal duties of the Clerk to the Governors, a central role in the effective governance of an independent school.

H

igh-quality professional clerking is crucial to the effective functioning of a governing body.

A professional clerk works in partnership with the chair and keeps the board focused on its strategic priorities, providing it with independent expert advice and guidance. An effective clerk helps the governing body exercise its legal duties and responsibilities and makes sure everything runs smoothly through excellent administrative support. Importantly, the clerk is also primarily responsible for making sure the decisions of the governing body are followed through into action.

The clerk is sometimes described as the ‘guide and guardian’ of the governing body. This phrase illustrates the importance of ensuring that the governing body understands and meets its responsibilities. including observing guidance from the Charity Commission in England and Wales (or OSCR in Scotland).

A good clerk also ensures that the governing body never acts beyond the power conferred by its governing instrument – typically (but not always) the Articles of Association.

The clerk will therefore need to have a thorough understanding of that document and ensure that it is kept readily available and revised when necessary.

guide and guardian

Efficient governance

Preparation is everything. The clerk needs to ensure that governance functions efficiently between meetings as well as during them. This includes making sure that the systems through which senior leaders in the school report to governors are robust and that their committee and board reports are timely and fit for purpose.

At each committee and board meeting, to fulfil their statutory responsibilities, governors should be able to answer the questions ‘how do I know? and ‘how can I evidence?’ Preparing and circulating timetables of meetings, together with clear workplans, will assist with this. Best practice is circulation of meeting agendas and pre-meeting papers no later than one week before each meeting, as well as prompt circulation of meeting minutes afterwards.

Responsibilities

The most common responsibilities of the clerk are: • size and membership of the governing body • r etirement of existing governors and appointment of new governors • ensuring that appropriate terms of reference exist for committees and working groups • regularity of meetings and maintaining a record of attendance at them • induction and training of new governors • organising ongoing training for all governors to ensure their skills, knowledge and expertise remain current, and updating the skills matrix accordingly • in addition to matters of statutory compliance, ensuring guidance from the charity regulator, government education authorities and Companies House is followed • maintaining full and appropriate records of all governance activity.

AGBIS supports new and experienced clerks in various ways to ensure their skills and knowledge remain current and relevant. We offer termly seminars or webinars as well as half-termly ‘coffee and catch-up’ sessions, where clerks can network with their peers to discuss key topics and share best practice. Please see the 2023-2024 Academic Year Events Programme for details.

Clerks have a dedicated section on the AGBIS website where essential resources can be accessed once you have logged in, and AGBIS now also provides a one-to-one bespoke consultancy service for clerks. To access this, or for any other follow-up questions, please email training@agbis.org.uk ●

CHERYL CONNELLY is Director of Training and Membership and Deputy CEO at AGBIS.

Autumn 2023 | schoolmanagementplus.com | 37

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PARTNERS

AN OPEN DAY TO REMEMBER David Walker believes schools need to be on their game to attract new boarding students and shares his ideas on the ingredients for a compelling open day.

Photo credit: Gordonstoun School

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pen days are an essential step in the decision-making process regarding a school move. They give parents the opportunity to immerse themselves in a school’s environment, understand its values, and evaluate whether it’s the right fit for their child. Just as with a job interview, school selection is a two-way process and everyone wins when a family chooses the right school.

The length of time a boarder spends at school makes this all the more important for boarding schools to get right.

How can schools differentiate themselves and provide a memorable open day experience for parents that sets them apart from the rest whilst also being true to who they are? Getting the right ‘feel’ about a place comes down to three fundamental areas parents will be looking at:

Staff and student interactions

Parents will watch staff and pupil interactions throughout their visit, and not just those of the community who are on open day ‘duty’. If your event takes place during the school day, visitors will be

looking at how pupils behave with oneanother between lessons. Is there two-way respect between staff and pupils? Ensure both staff and pupils are approachable and willing to engage in conversations with visiting families by briefing the whole community before the event.

Inclusivity and diversity

Parents will be looking for a school which can offer opportunities and new experiences in abundance. However, does your school also ensure all pupils feel a sense of belonging? Even if your boarding houses are looking smarter than ever, the discerning parent will be looking for signs of inclusivity provision.

Do houses feel homely and welcoming?

Pay attention to the wall displays – do they demonstrate inclusivity and diversity or are they different versions of the same thing?

And finally, what measures are in place to prevent bullying or discrimination?

Your commitment to care

Naturally, parents will expect there to be robust safeguarding measures in place.

Ensure you are well-prepared to showcase how your school prioritises pupil safety as well as mental health and wellbeing needs.

Be ready to explain the pupil and staff ratios in boarding houses and who is on site overnight.

Are counselling services available?

Do pupils know who they can talk to if they have any concerns or worries? You will need to be able to answer all these questions. Equally, do pupils maintain a healthy diet? The boarders themselves will be the first to tell parents if they enjoy the food provided or whether they order pizza to their houses three times a week!

By carefully planning and delivering an open day on this basis, a school can leave an impactful and lasting impression. Get this right and your admissions team will be kept very busy indeed! ●

School selection is a two-way process DAVID WALKER is a Director at BSA. The Boarding Schools’ Association (BSA) is part of the BSA Group. BSA Group supports excellence in boarding, safeguarding, inclusion and health education, serving more than 1,500 organisations and people in 40 countries worldwide. Since its foundation in 1965-6, BSA has promoted boarding education and the development of quality boarding through high standards of pastoral care and boarding accommodation.

Autumn 2023 | schoolmanagementplus.com | 39

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imitless is passionate about encouraging participation with the right sports kit and has been working hard to ensure that every person is offered the right kit for them, inspiring them to be as active as possible. They are actively partnering with leaders in the field and have launched new ranges to maximise inclusivity.

As part of their drive to understand why young people stop participating in sport and how the right kit can help, Limitless partnered with the Youth Sport Trust in 2021 to conduct a detailed research project across independent schools, looking at sports participation, the drivers and barriers.

The research showed many trends and patterns, most of which are also reflected in the state school sector. The most obvious result was that there is a significant drop off in participation for girls after puberty. In the drivers for participation, having fun and being healthy were stronger motivators for girls than winning. Girls are less happy with the amount of physical activity they do than boys but they understand the importance of physical activity.

To keep girls active and enthused by sports, it is clear that they need the right environment and the right kit. Limitless believes that everyone should have a choice, to ensure they are as comfortable

Visit our website limitlesskit.com for more information 12 | schoolmanagementplus.com | Autumn 2022 40 | schoolmanagementplus.com | Autumn 2023

as possible with what they are wearing.

Whether that’s a skort, shorts or leggings, it shouldn’t matter. Trying to enforce a sportswear uniform which puts girls in sports kit that they wouldn’t wear, if given a free choice, is just wrong.

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As a result of the research in 2021, Limitless changed the way they make kit and the way they offer it to schools. The Limitless Team aren’t driven by tradition or rules. They understand that the right sportswear isn’t just about style; it’s about unlocking potential and building confidence. A consistent visual identity is only part of what makes a team work, and high performance is only delivered when everyone feels comfortable. Limitless is committed to providing a choice of kit so everyone can focus on their game and enjoy taking part.

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• Ensures garments can be cross sport and are not overtly gendered by design • Offers girls choice between shorts, skorts, and leggings • Takes into account physiological differences between boys and girls, including considering menstruation when choosing kit colour, and providing a sports bra as a standard piece of sports kit Their mission is to encourage every young person to stay active, healthy and happy. Please visit limitlesskit.com to find out more. ●

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

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Adam Brigham and Dean Turner founded MSP LAB with an unwavering vision: To enable today’s students to become tomorrow’s leaders.

From technical engineering backgrounds and with vast experience working within schools themselves, Adam and Dean recognise the need for an IT Partner that understands the unique challenges of Independent Schools.

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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.

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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.

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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.

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42 | schoolmanagementplus.com | Autumn 2023

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PARTNERS

LEVERAGING AI TO BENEFIT MARKETING AND ADMISSIONS Tory Gillingham considers the positive contribution AI could make to school marketing activities and urges colleagues to grasp the opportunities offered by the new technology whilst keeping a weather eye on the associated challenges.

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rtificial Intelligence (AI) is revolutionising our world, and education marketing is no exception. A quick glance at the plethora of AI seminars in our sector is enough to tell you that we are all suddenly wide awake to its implications, despite the fact that it has been infiltrating our daily practices for a number of years.

Automated content

One of the significant benefits of AI is automated content generation. Large language and image AI models can automatically generate content for articles, blogs, or social media posts. Provided the brief you provide is specific enough to generate useful results, this can save valuable time for marketing professionals who create content on a regular basis. AI models ‘learn’ from a large amount of data and identify patterns that we mere mortals may not see. This can result in more accurate and informative content, albeit I suspect a little human editing may still be required to add nuance and a sense of school brand or personality.

Social media continues to evolve in tandem with the technology that powers it. Artificial Intelligence and algorithms are clearly at the forefront of this evolution and while schools must always consider whether enhanced functionality poses any risk to pupils and reputation – not least AI’s reported ability to generate competition-winning results!1 – there are without doubt some exciting opportunities.

Personalising the user experience

One of the most significant developments I’m aware of is the use of AI to personalise the user experience on social media platforms. For example, Meta – which owns Facebook, Instagram, Threads, and WhatsApp – recently published a deep dive into the company’s social media algorithms in a bid to demystify how content is recommended for Instagram and Facebook users2.

As I understand it, this level of transparency allows users to better understand and control what content they see on these platforms. For professionals working in independent schools, this presents an opportunity to reach their intended audience more effectively. By understanding how these algorithms work, marketing and communications teams can tailor their social media strategies to ensure their content is seen by those who are most receptive and therefore more likely to respond. The potential for admissions and engagement is clear.

Challenges and opportunities

The rapid development of AI and algorithms in social media presents both challenges and opportunities. By staying informed and capitalising on technology responsibly, school admissions, marketing and communications teams can enhance their work and make more fruitful connections with families. It’s an exciting time to be working in this field, and – albeit with a little trepidation – I look forward to seeing how these technologies continue to evolve. ● No human was harmed in the creation of this article but a juvenile sense of satisfaction was achieved by changing the AI’s choice of font from ‘Roboto’ to Calibri!

1 How generative AI is changing creative work (Harvard Business Review 2022/11) 2 How AI Ranks Content on Facebook and Instagram (Facebook News 2023/06)

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

Autumn 2023 | schoolmanagementplus.com | 43

PARTNERS

CLOSING THE GAP SCHOOLS GAIN SUPPORT TO CLOSE SOCIAL DIVIDE

Louise Bennett underlines the importance of bursary fundraising in providing access to educational opportunities for children from disadvantaged backgrounds.

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n increasing number of schools are investing in, and driving forward, social mobility.

Through strengthening partnerships and fulfilling bursary missions, schools are demonstrating their commitment to addressing the widening gap in educational attainment between children from disadvantaged backgrounds and their peers.

Yet with the cost-of-living crisis, rising energy and maintenance bills, and the potential threat of an increase to fees, many schools, despite proactive costcutting, are facing the dilemma of how they sustain their commitment to social mobility and continue to provide the best possible, affordable education for young people. Could philanthropy be the answer?

Elevate philanthropy

Through a cohesive, school-wide approach to development, there is the potential for all schools to develop new and sustainable income streams to advance their long-term vision. This could include offering life-changing experiences through bursary programmes or sharing resource and expertise to enhance learning opportunities between schools and the wider community.

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IDPE’s latest benchmarking report demonstrates that all schools can achieve fundraising success. Elevating philanthropy and community engagement in your school can support the growth of nonfee income, providing welcome relief to increasingly stretched budgets. The data shows fundraising for bursaries continues to increase across the independent sector, rising from 66% of schools raising funds for bursaries in 2018 to 85% of schools in 2021. What’s more, donors want to give to bursary programmes, with 53% of current parents and 75% of alumni preferring to support bursaries over the next most popular cause. There is also an increasing focus on raising funds for transformational bursaries of 110%+ or 100%, with 62% of schools raising funds for 110%+ bursaries and 80% raising funds for 100% bursaries.

Demonstrating your school’s ongoing commitment to build aspiration across communities and improve the outcomes for all young people, could be the key to unlocking philanthropy in your community.

Don’t stop asking

In spite of the economic and political headwinds facing the sector, giving will only stop if your school stops asking! Our benchmarking data shows that the schools which tried to maintain as much normality

as possible during the pandemic were able to restore pre-COVID income levels more easily by the end of 2020/21 than those which did not.

Support for meaningful bursary and partnership provision has become evermore urgent given the widening gap in educational attainment. Whilst it is important to recognise that successful fundraising is the result of proactively getting to know your community, which takes time, engaging your community in wider school initiatives, such as supporting your careers or mentoring programmes, fosters a culture of giving now, that can lead to philanthropy in the future.

How can we help?

We want to work with school leaders to navigate the current uncertainty, so they can continue to support more young people to achieve their academic and life ambitions. The HMC and IDPE 2024 School Bursaries and Partnerships Conference on Wednesday 31 January 2024 at BMA House, London is designed to support heads, bursars, governors, directors of development and directors of partnerships and community engagement, to establish and develop successful bursary and partnership programmes.

Find out more or register to join us at idpe.org.uk ●

LOUISE BENNETT is Chief Executive of IDPE.

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TG ESCAPES DESIGN BIOPHILIC SCHOOL CONCEPT USING MODULAR CONSTRUCTION Exposure to Nature

Biophilic Design

It is well known that reconnection with nature can play a major role in enhancing a child’s development, mental resilience and capacity to thrive and learn. A study between Aarhus University in Denmark and Proceedings of the National Academy of Sciences in the US, showed that children who grow up in greener surroundings have up to 55% less risk of developing various mental disorders. Biophilia, or a love of the natural world, is programmed into our DNA and appropriate architectural design can serve to nurture our deep-rooted need to connect to nature.

Biophilic design in classrooms has been shown to boost children’s wellbeing both physically and mentally, improving cognitive ability and emotional wellbeing.

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12 | schoolmanagementplus.com | Autumn 2023 46 | schoolmanagementplus.com | Autumn 2023

Improved Educational Outcomes

These benefits have been proven by a variety of scientific experiments. One study

by A Sigman shows that children exposed to nature scored higher on concentration and self-discipline and performed better in core curricular subjects. Other studies show test scores can improve by between 5 and 14% with speed of learning boosted by as much as 26%.

A Biophilic School Having practised the implementation of biophilic design principles for many years, TG Escapes wanted to design an entirely biophilic primary school that is sensitive to the environment, cost effective and practical to build using modern methods of construction.

They have designed a single-entry nursery and primary concept school.

Constructed from timber, the school will have a low embodied carbon value; be highly sustainable and net-zero in its lifetime. Furthermore, it will be more affordable to build, maintain and run than traditionally constructed buildings.

The design comprises separate pavilions

for various school functions, connected by covered walkways and canopies and arranged to envelop a central landscaped, terraced area with an outdoor class at its centre. This promotes an interaction and connection with nature. It encourages sociability and play, whilst maximising the opportunity for outdoor learning, exercise and fresh air in all weathers.

Cost and Carbon The building will be cost effective to build and to operate and extremely eco-friendly.

As TG Escapes are utilising an existing, panelised modular system, they are able to make a whole life carbon calculation which exceeds the RIBA 2030 target for schools.

Biophilic Schools. Better for the Environment. Better for our Children

TG Escapes believe that our relationship with nature is a cornerstone foundation for robust mental health and a young mind’s capacity for learning. They are working with MTM Consulting to identify a suitable site and partner to build a biophilic school and are also happy to work with independent education providers should they have a project to suit this biophilic approach. ●

Autumn 2023 | schoolmanagementplus.com | 47

ADVERTORIAL

BURSARS – YOU ARE NOT ALONE!

T

aking on the responsibility of a new build construction project is a daunting task.

With high expectations from parents, governors, staff, and pupils the role of overseeing the project may feel uncomfortable.

To start the project, the first task will be to find a big table; there are a lot of people who will want to sit at it.

On one side there will be your team of representatives from your setting.

The vision from the Head who has the responsibility to provide the best environment for existing and new pupils.

The aspirations from teachers who will be using the new building, the Governors who will be overseeing decisions, the estate management team who will have practical input and of course your team who are implementing this part of estate strategy and closely monitoring and balancing costs.

On the other side, there could be an external consultant who is there in an advisory role, an architect who will conceptualise the vision, potentially a planning or environmental officer who may offer information and insights on your site planning requirements. A construction company representative who will be responsible for the build method that will deliver on the architectural specification. Engineers who will be tasked with completing land and environmental surveys, to inform the groundworks contractor on the foundation design.

Sustainability experts to ensure that companies working within the the ESG elements are included within independent educational sector. Our family the project and potentially other subrun business has a wealth of experience contractors who will be responsible with working with independent schools; for the second and third fixings and from designing and delivering nursery and landscaping. You may even have residents pre prep schools, specialist teaching blocks and estate neighbours who want to right through to 6th form buildings. ensure that their concerns are heard.

Our multi-disciplinary team are headed This is the reality of a new build up personally by a company director, who construction project, and each participant will remain your main contact throughout has an important part to the whole process, from play. Your role will likely It was a partnership, initial enquiry stage take on the responsibility through to handover of with clear of first point of contact, the building. and constant overseeing the project Within our team we communication. The have highly experienced expenditure and success of the project architectural concept contractual issues as and when they arise. designers who bring appeared to matter If this sounds how you as much to them as it to life the building. Our imagined the process to did to us – Tracy Caveney, procurement team make be and is making you feel sure that the project supply Bursar - Moon Hall School uncomfortable, you are chain delivers on quality not alone - but there is and value for money. Our another way. in-house team of design and contracts There are specialist construction managers ensure that drawing specifications companies working within the educational are met on site and that the delivery and sector that will take on the complete installation process is seamless. They work design and build process for you. With hand in hand with our site managers who just one contract required, the process work to the highest operational standards is simplified, and the multiple contractual to give complete peace of mind on site to and invoicing headaches disappear. This our clients. helps stabilise cashflow, eliminate risks Modulek directors are different as with subcontractors and most importantly they have extensive experience of both allow you and your school to enjoy the traditional and modular construction. experience.

Answering the question, can our building At Modulek we take pride in being be ready by the start of term, Modulek one of the few specialist construction developed a hybrid method fusing the two construction methods together. The result being speed of delivery along with multiple options for external finishings.

The combination of both construction methods and the muti disciplinary team is what makes Modulek a highly recommended design and build specialist. ●

Call us on 01202 813121 or visit our website www.modulek.co.uk for more information 12 | schoolmanagementplus.com | Autumn 2022 48 | schoolmanagementplus.com | Autumn 2023

COMPLAINTS:

TALKING POINT

OUR FRIENDLY FOE

Nick Gallop believes that complaints, if properly handled, have a valuable role to play in the positive development of a school and can help leadership teams to see a larger, truer picture.

W

hat have queuejumpers, late deliveries, bad traffic and slow Wi-Fi got in common?

According to a range of studies, they represent four of the top five things that people complain about the most.

Complaining is so deeply embedded within the human condition that the average person is estimated to complain at least three times a day. Few people, if any, believe that they can get through a single day without complaining about something at least once. Most relevant to school leaders, topping the charts for the things that people complain about the most, is bad customer service.

Theodore Roosevelt’s quip that ‘complaining about a problem without posing a solution is called whining’ is only partly true. A complaint may lack an initial solution but if engaged with correctly can nevertheless be the catalyst for change, improvement and progress.

catalyst for change, improvement and progress

The psychology of complaining

It is perhaps helpful to have an understanding of the psychology behind complaining. Elizabeth Scott, notable blogger on stress management, positive psychology and relationships explains that, for some people, complaining can simply be a way of regulating heightened emotions by giving vent to feelings and frustrations. Research also indicates that individual personality traits can play a role in the frequency that people complain and, in a pattern known well to some school leaders, ‘collective complaining’ can be an important source of social bonding for some.

While there are certainly people, and parents, prone to rumination and to dwelling on past problems and disappointments, the number of people who live only to point out the negative parts of life is thankfully vanishingly small. We know well that our schools are ever-evolving human institutions. Rather than externalize the problem, we also know that our provision, our responses to requests for clarification, our handling of unexpected events – often beyond our immediate control – can occasionally leave us open to question, to dissatisfaction or to complaint.

However, based on data drawn from the processing of millions of complaints, if the method of lodging a complaint is transparent and secure, if the communication is effective, and if meaningful relationships exist between schools and parents, complaints can be an important part of the process of improvement. F Autumn 2023 | schooladmissionsplus.com | 49

TALKING POINT

Heads’ Insights Carly Barber, an experienced head and senior leader in the UK and overseas, notes how complaints can drive positive change: ‘being able to step back from the heat of a complaint can open doors for further conversations that lead to building a much larger and truer picture, only glimpsed through the initial issue raised’.

Siobhan Wyper, an award-winning senior leader and prep school head, is a keen advocate of active listening in fostering trust in school communities, explaining that ‘active listening and being visibly present as a school leader when handling complaints from parents are as vital as well-tuned instruments in orchestras. Just as musicians listen carefully and play an active part on stage, school leaders must listen attentively and be visibly present during all conversations.’

Complaints culture

Considering how very sensitive and often excessively time-consuming the handling of school complaints can be, it is curious that relatively little thought or time goes into discussing the matter with newly appointed staff, middle and senior leaders. The reputational damage from a mishandled complaint can be extreme, a factor which more than warrants time spent communicating to staff the school’s processes and policies and how it defines or categorises complaints.

Colleagues need to be clear on the leadership’s expectations of how staff at all levels should handle complaints and the regulatory requirement to do so in a consistent and lawful way.

All schools experience complaints every year, without exception. They may come from students, staff or parents – they may be about students, staff or indeed parents. They come in all forms: from the informal, verbal and fleeting; to the formal, tightly written protests directed at the top level of an institution. Some complaints are long anticipated; others come wholly out-of-the-blue. Perhaps the most difficult can be the easily overlooked often quietly posed concern, occasionally wished away by a busy member of staff, only to return a little later and rather higher up the chain of command, as a deeply 50 | schoolmanagementplus.com | Autumn 2023

entrenched problem that the school has compounded by overlooking.

While all schools have robust complaints policies, some may be crafted more to serve the school’s ends than to follow the impartial principles of fairness and natural justice. A genuine desire to engage with complainants and to see any complaint as having the capacity for improvement are reflected in the best policies.

Empathy and active listening

All sorts of emotions run through us when faced with a complaint about matters that we feel strongly or personally attached to. That said, it is almost impossible to put a price on the role that empathy has to play at the outset. All parents want to be listened to and all want their concerns to be acknowledged rather than dismissed. Being non-defensive without implying fault, especially prior to any investigation, is a powerful antidote to an emotional downward spiral.

Empathetic expressions such as ‘I can see how you feel’ or ‘I can see how it appears to you’ can have a powerful effect early in the process of complaint handling and can often entirely redirect a complaint onto a more positive track. Such expressions demonstrate that an institution is ready and willing to see all sides of a situation.

Active listening, expressing gratitude that matters have been brought to light, and respectful notetaking are all prerequisites of effective complaint handling.

Relationships invariably need to be maintained and developed well beyond the confines of a single complaint, and remaining calm in an often emotionally charged circumstance is invaluable.

fairness and natural justice

How well did we do?

While it might feel like the last thing a school wants to do – picking at a thinly healed scar by re-engaging with the architects of a time-consuming and potentially negative episode in a school year – little communicates a willingness to listen and improve more than a request for feedback after the school has handled a complex complaint. ●

NICK GALLOP is Headmaster of Brighton College, Bangkok.

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