Monthly edition October/ November 2023
What is the ‘virtuous circle’? How the power of a positive culture can boost recruitment
ALSO ALSO INSIDE INSIDE THIS THIS MONTH: MONTH: PROACTIVE PLANNING: EXPECTING THE UNEXPECTED
BUILDING A STRONGER CENTRAL TEAM
FROM PERSONAL ASSISTANT TO ASSISTANT PRINCIPAL
Is it time to review your school emergency plans?
Approaches to creating a dynamic multiskilled team
An inspiring look at the journey of an education leader
With the weather turning wet and windy, it’s safe to say that autumn has finally arrived. Here at EdExec HQ, we may be digging out the scarves and gloves, but our outlook remains sunny as always. The weather isn’t the only thing that is changing. There have been a few new additions to our team, myself included, and while Jo continues to provide editorial support for Education Executive, I am excited to be taking the reins going forward. Stepping into a new role is a big moment for any of us but ultimately rewarding, providing the opportunity for growth and self-reflection. On page 22 of this issue, Laura White shares her experience of taking on extra responsibilities and challenges when moving from ‘PA to AP.’ Looking at growth on a whole team level, on page 12, Jennifer Naish, CEO Learning in Harmony Trust, discusses their approach to building a strong and stable central trust team. While in our operational section this month, Simon Hepburn offers his advice on recruiting new support staff you can find out more on page 20. We know that the SBL community is always ready to face a challenge. But what about when unexpected incidents occur or a change in situation forces quick action? Having a robust emergency plan is vital, says school business leader Sue Birchall. To read her advice on planning for the unexpected, turn to page 16. In our ICT Matters section, Nigel Milligan discusses the obstacles and potential answers to levelling the digital playing field, page 28. With ICT resources for schools featuring in UK news this month, Gary Henderson looks at how tech can empower the neurodiverse. Read more on page 30. Finally, we know that sometimes life can seem like a race to the finish, particularly at work. But while we all feel the need for speed, it is important to take stock of our wins and losses and the driving forces behind us. Laura Williams, school business trainer and coach, reminds us on page 10 that, like in Formula One, winning the race is about focus and resilience. We’d love to hear any suggestions you have for the magazine. If you’d like to get involved with EdExec, or if you’d like us to cover a certain topic, please do let us know. Contact holly@intelligentmedia.co.uk or tweet @edexec with ideas, opinions or success stories.
Contributors
Editor’s comment
HOLLY TINSLEY EDITOR
WE WANT TO HEAR FROM YOU! Is your school doing something wonderful? Do you have an opinion or experience you’d like to share? A story suggestion? Or some advice you’d like to share with your peers? Get in touch – email holly@ intelligentmedia.co.uk
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NEWS STORIES RESOURCES EXPERT BLOGS
The education sector can be difficult to navigate at times, and those in school business management play a pivotal role in steering schools to success. Tasked with everything from finance and procurement, to HR and admin, you keep the education cogs turning. Education Executive addresses the most pressing matters faced by SBMs, offering meaningful insights and practical advice.
LAURA WILLIAMS School leadership coach
JENNIFER NAISH CEO Learning in Harmony Trust
SUE BIRCHALL School business leader
SIMON HEPBURN
Founder Marketing Advice for Schools
HOLLY TINSLEY Editor Education Executive
NIGEL MILLIGAN IT Manager
GARY HENDERSON ANME Ambassador
LAURA WHITE
Assistant Principal Ormiston Six Villages Academy
NEWS & VIEWS
04 NEWS AND VIEWS Latest school business management news in brief 06 HOW CAN SCHOOLS REINFORCE A MOBILE PHONE BAN? Strategies to manage new guidance
0 8 SPOTLIGHT ON
DfE funding miscalculation: the figures LEADERSHIP BY EXAMPLE
8
10 WHAT WE CAN LEARN
FROM FORMULA 1 Laura Williams on racing to the finish line
12 LAYING THE FOUNDATIONS
FOR A STRONG CENTRAL TEAM Jennifer Naish explains the process of developing a strong team
MANAGEMENT
16 A PROACTIVE APPROACH TO EMERGENCY PLANNING SBL Sue Birchall discusses the importance of your emergency plan 20 RECRUIT AND RETAIN -
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ACHIEVING THE ‘VIRTUOUS CIRCLE’ Simon Hepburn provides insight into the elements of successful recruitment
DAY NERVES Dealing with apprehension about a new job
Design
The latest news and views from the world of ICT and edtech
24
26 LEVELLING THE DIGITAL PLAYING
LIVE IT
2 4 SWITCHED ON
FIELD Nigel Milligan shares his suggestions for managing digital learning
3 0 USING ICT AND AI TO EMPOWER THE NEURODIVERSE How digital technology can be geared to neurodiversity
Education Executive is the first business management magazine written exclusively for school business managers and bursars, bringing you the latest issues affecting your role, from finance to premises, procurement to HR. EdExec delivers the lowdown on all the hottest topics in education management right here, every month.
@EdExec
22 HOW TO CONQUER YOUR FIRST
ICT MATTERS
20
32 A PERSONAL JOURNEY INTO
SCHOOL BUSINESS LEADERSHIP We hear about Laura White’s journey from PA to AP
34 LIVE IT Take a break and enjoy some lighthearted fun
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Editorial
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NEWS AND VIEWS
NEWS
NEWS The latest news and views from the world of education
Minecraft Green learning initiative As reported by BBC Newsround, students from Peacehaven Community School are discovering the joys of sustainability through Minecraft, thanks to a new initiative launched by The Crown Estate, in collaboration with Microsoft. Two new Minecraft Education worlds, one in Windsor Great Park and the other at an offshore wind farm, are encouraging students to develop green skills. Judith Everett, executive director of purpose, sustainability and stakeholder for The Crown Estate explained, “The core goal is to get students thinking about ‘how do we develop and continue using and appreciating spaces without causing damage to the environment?” Justin Edwards, director of learning experiences for Minecraft Education, hails it as ‘a dream project’. “Minecraft is uniquely positioned to connect children to the topic. And moreover, it’s fun; Minecraft brings an enjoyable play experience to serious and important content.” Windsor Great Park has a long-standing commitment to sustainability, and students have a unique opportunity to manage its ecological health. By completing a series of quests, they can learn about the water cycle, the aquatic food chain, conservation, and environmental management.
@SpecialSchSBM I was explaining to our careers teacher today what an incredible support #SBLtwitter has been over the years, and how many clever colleagues I have at my fingertips. It’s genuinely amazing. We are lucky to have each other
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@Lucyteaches Buying pens in bulk is stressful, the number of reviews I’m reading is out of hand - what’s your favourite marking pen?
England announces mobile phone ban in schools As reported by DfE, the education secretary, Gillian Keegan, has unveiled plans to ban mobile phone use in school, aiming to curb disruptive behaviour and cyberbullying while promoting better focus. The move will bring England in line with other countries that have already implemented a ban, including France, Italy and Portugal. It follows warnings from the UN on the risks of smartphones in schools. If schools fail to implement the new guidance, the government will consider legislating in the future to make the guidance statutory. Tom Bennett, school behaviour advisor said: “This is a fantastic move forward for ensuring that students can work, learn and grow in a place free from the distracting influence of mobile phones. Schools that have already banned them report that students are safer, happier and able to focus far more than they were before - and it’s popular with them too.Headteachers should now be reassured that their efforts to keep schools mobile-free will be backed by the DfE. This is a positive and progressive step forward.”
NEWS
UK schools grapple with suspensions surge As reported by Metro, suspensions in the UK have resulted in over a million days of lost learning. The equivalent of more than 3,000 children each day lost learning through suspension in 2021/22, Department for Education data reveals, with a rise in permanent exclusions expected to follow. Children living in poverty are 3.7 times more likely to be sent home than others. Compared to pre-pandemic suspensions, the number of children in poverty losing learning in this way has increased by 75%, compared to 4% for those
not in poverty. The Who’s Losing Learning? Coalition is calling for a clearer understanding of lost learning patterns so that policy can support schools to deal with the root causes. Pre-pandemic research established a pattern of repeat suspensions as a warning sign of the path to permanent exclusion, the report adds. The suspension rate has leapt highest in the East Midlands (57% increase), followed by the North West and North East (both 34% increase). The suspension rate has risen least in inner London (7% increase).
NEWS AND VIEWS
New programme provides mentoring for at-risk youth As reported by Department for Culture, Media & Sport, a £15m initiative, the ‘Building Futures’ programme, will offer guidance, coaching, and support to up to 5,000 vulnerable 14-to-16-year-olds. This funding is being allocated to Youth Futures Foundation from the Dormant Assets Scheme, which has unlocked £892m to date. The Dormant Assets Scheme is led by the financial services industry and backed by the government. The government has also announced a new Summer Jobs Programme for up to 2,600 young people at risk of becoming involved in youth violence and crime. These young people will be offered employment placements for up to six weeks, helping improve their job prospects and giving them something engaging to do. To further support young people at risk, the government is also co-funding at least 100 paid work placements for up to 12 months via the UK Year of Service. The youth work sector is also to be supported with vital funding and clearer guidance for local authorities.
Active Travel England £73m funding commitment As reported by Forbes, Active Travel England is set to expand initiatives such as Bikeability training and the Big Bike Revival program in a bid to get kids more active. The two-year funding will include £60 million to expand Bikeability cycle training to a million more young people. The scheme has already delivered training to more than four million children since 2007. A further six million will support a walk-to-school program aimed at hundreds of thousands of pupils in schools across England via the charity Living Streets. Decarbonisation Minister Jesse Norman said: “The government wants children up and down the country to benefit from the freedom as well as the huge mental and physical health benefits of cycling.” Also included in the Active Travel England package is £4.8 million to extend Cycling UK’s Big Bike Revival program. This scheme engages people of all ages, helping them learn cycling basics and feel more confident while pedalling. Meanwhile, an additional £610,000 will fund an extension to the Modeshift STARS and Active Travel Ambassador schemes. The STARS program provides recognition for schools, businesses and organisations who show excellence in supporting and delivering active travel plans in their community.
@mrsbrownsaidso 1-1 today with a Y5 boy. Doing a warm up in PE with him when I asked him “do you think I’m doing it correct?” “Miss, you’re doing well for your age”………… #edutwitter #evenheadscanbesupport
October/November 2023 05
NEWS AND VIEWS
NEWS
How can schools reinforce a mobile phone ban? Under new guidance from the government, mobile phones are to be banned in schools. But with the education leaders citing the new rules as ‘unenforceable’ what strategies should schools be implementing?
T
he planned new guidance announced by education secretary Gillian Keegan will see a blanket ban on mobile phone use across UK schools. This follows changes already implemented by countries across the EU and aims to increase student focus and reduce cases of online bullying. According to statistics published by the Department For Education, 29 percent of secondary school students use mobile phones during lessons. Extensive mobile phone use can lead to poor mental health, procrastination, sleepiness and disrupted focus. On average, students check their phones approximately once every ten minutes. Reacting to the news of the planned guidance updates, educators have voiced concerns over the reality of implementing a blanket mobile phone ban, including the potential for student and parental opposition and the ability of teachers to enforce the rules. So, what can schools do to not only reduce mobile phone use but encourage buy-in to the ban from staff, students and parents? UNDERSTANDING THE LANDSCAPE Mobile phone apps, social media and online games are specifically designed to engage users for longer periods. Numerous studies on the addictive nature of mobile phone apps show that one of the biggest challenges can be in understanding how and why we use our phones. Schools should communicate with students about the importance of healthy phone use. The feelings and emotions associated with using phones - instant gratification and connection should not be dismissed. Rather, students should be offered encouragement and positive reinforcement for engaging in real-life social transactions.
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On average, students check their phones approximately once every ten minutes BREAKING HABITS Dependency on mobile phones is a widespread issue. Statistics for 2023 state that 47 percent of parents believe their child has a phone addiction. When it comes to applying blanket mobile phone bans, schools must understand the complexities of habit-breaking and the anxiety and fear that come with prohibition. Almost half of all phone users experience high anxiety when unable to access their phone. This is where clear and positive communication about the benefits of limiting usage is vital. In the short term, helping students move away from a dependency on phones through actions such as encouraging the use of airplane mode and limiting notifications is a good first step. There is currently no set date for the new guidance to come into effect. However, Gillian Keegan’s announcement offers an opportunity to reassess and analyse current mobile phone policies. With most schools already implementing restrictions on phone use, the fact that the statistics for overuse remain worryingly high suggests that a focus on emphasising the social value of time away from the screen could be the key to achieving student buy-in.
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NEWS AND VIEWS
NEWS
SPOTLIGHT ON
DfE funding miscalculation: the figures What does the DfE funding blunder mean for schools in real terms?
A
s reported by The Guardian, after an admission of funding miscalculation, England’s school budgets face uncertainty for the next academic year, prompting frustration among school business leaders. School managers are now faced with unenviable task of revisiting budgets in what is already a time of increased financial strain. But what was the total miscalculation and how does this affect schools in real terms? THE FACTS AND FIGURES It has been estimated that while the DfE’s £59.6bn core allocation remains the same, a miscalculation to the total of £370m will mean a reduction in per-pupil funding for UK schools. This equates to a loss in funding of at least £50 per student. Minimum funding under the NFF will be less than anticipated, meaning a decrease of £45 less per primary school pupil and £55 less per secondary school student. Because the number of pupils was underestimated, an original plan of a 2.7% increase per pupil in England for 2024/25 has now been revised to 1.9%. The outlook seems unlikely to improve in the near future, with the Institute for Fiscal Studies estimating that the purchasing power of school spending in 2024-25 would be approximately 3% less than in 2009-10. GOVERNMENT RESPONSE In a letter to the education select committee, the Department for Education’s top civil servant Susan AclandHood stressed the total school budget would not be reduced. The National Education Union said in a statement that the government is “not paying attention to the crisis in education”, adding: “Head teachers have planned for that money and budgets are pared to the bone.”
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October/November 2023
£370m £45 Total miscalculation due to underestimated total pupil numbers
The decrease in funding per primary school student
The government is not paying attention to the crisis in education
3% 1.9%
Decrease in 202425 school spending power compared to 2009-10
Increase per pupil in England revised from 2.7%
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LEADERSHIP BY EXAMPLE
S U C C E S S TA K E S PAT I E N C E
Winning the race: what we can learn from Formula 1 As school business leaders, it can often feel like being in a race to the finish line. LAURA WILLIAMS, school leadership coach and trainer, explains why victory requires patience, resilience and consistency
I
n July, I had one of my wildest weekends ever at Silverstone watching the Formula 1. If you know me well, then you’ll know that F1 is a big deal for me. So, when I got to go on a pit walk and meet drivers and team principals, it’s fair to say I went full on fan girl - minus the hysterical screaming. Well, I was internally screaming but on the outside I was trying to be cool! F1 has been a part of my life for over 20 years so getting up close to all the action really was a dream come true! When it comes to F1, there’s so much that goes on beyond the track. It’s not as simple as a driver getting in a car and driving it faster than other drivers. There are many variables that can influence an outcome; so many ways that things can go wrong, so many ways to gain or lose a tenth, a hundredth or even a thousandth of a second. The teams fight to win by the finest of margins - all of their decisions have to be precise; all of their resources have to be deployed correctly and to the maximum. The actions of every single person in the team have to be executed not only at the right time
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but also to perfection. The deeper you go into the sport and the longer you follow it, the more invested you become. There are heroes and villains, battles won and lost and complex and compelling story arcs. The roar across Silverstone when Lando Norris, a young british driver, took the lead of the race ahead of a double world champion in the best car on the grid in the first corner was deafening. When he finished second, closely followed by Lewis Hamilton (a british multiple driver championship winner) and Oscar Piastri (Lando’s teammate) the crowd went wild (including me!). FACING THE UPS AND DOWNS If you’re not a fan of F1 or you don’t follow it too closely, then you might not know that Lando and Oscar race for McLaren. McLaren are the second most successful team F1 has ever seen after Ferrari, winning 12 driver championships and 8 constructor championships. They won their last constructors trophy in 1998 and driver championship in 2008.
S U C C E S S TA K E S PAT I E N C E
LEADERSHIP BY EXAMPLE
As SBLs we know the frustrations of time, of constant change and of bad luck Since then, the team have been struggling their way from the back to the front of the grid only to slide back down again. Behind the scenes, the team have been reshuffling personnel, rebuilding their infrastructure, upgrading their resources and steadily developing their car. They’ve had some wins and they’ve had some losses; they’ve had some good luck and some bad luck and on occasion, the frustration of both the team and the drivers has been palpable - but every race weekend, they’ve turned up, put their heads down and stayed focused. This game of snakes and ladders has been going on since their current CEO took over seven years ago. And that Silverstone weekend was perhaps the most convincing result they’d had at that point to prove that what they’ve been working towards is finally coming towards them. CHANGE IS AN ACT OF PATIENCE As SBLs we know the frustrations of time, of constant change and of bad luck. Everything we do, everything that we all do in a school is outcome driven but improvement - true, sustainable improvement - doesn’t happen overnight.
Even in F1, the fastest motorsport in the world, success doesn’t come quick or easy and even though they can see it coming, it takes time to stick, to win consistently, to compete for a championship. In our schools we know that the work we do every day takes time to translate to the outcomes of our children, to the financial bottom line, to an Ofsted judgement and to our reputation in the community. As SBLs, we can go from the back of the grid to the top step of the podium and back again in the space of a week, but we keep going. We keep turning up, we put our heads down and we stay focused. Whatever battle you’re fighting, whatever villain you’re up against, whatever kind of luck you’re having and whatever team you’re currently driving for, remember that things good things especially, really do take time. It’s normal to be frustrated - it’s understandable that you’re going to trip now and again and it’s perfectly acceptable to ask for help if you need it. Think of the SBL community like your personal pit crew - the people who will give you the support you need to keep you on the track and zooming along in the right direction. You don’t have to do it alone so don’t! October/November 2023 11
LEADERSHIP BY EXAMPLE
BUILDING STRONGER TEAMS
Laying the foundations for a strong central team Learning in Harmony Trust has developed a central team for its eleven primary schools and special schools – JENNIFER NAISH, chief operating officer, explains the process and approach to developing a stronger dynamic
F
orming a central team in a multiacademy trust (MAT) or a standalone school, creates an opportunity for an organisation to implement streamlined and effective processes, as well as a cohesive approach to growth. CULTURE AS A GUIDING PRINCIPLE From the outset, the importance of establishing a clear set of values and principles to be embodied by our team was paramount. Our aim was to create a culture of ambition, support, and a commitment to ensuring our pupils received the very best education that would trickle down into everything we do. We ensured this informed all decisions – including how it would manifest in each
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aspect of our management processes and those undertaken by individual academies. For example, we knew onboarding and training our early careers teachers was essential to the success of our academies by ensuring the very best teacher is in every classroom. We therefore created a central lead responsible for using their best practice experience to support the development of these teachers and their careers. By having clarity in our goals and principles, we have ensured there is a strong foundation for growth moving forward. What we stand for as a trust is understood by all staff and easily communicated to all external stakeholders. It is seen by everyone who interacts with us and is shown to inform everything that we do.
BUILDING STRONGER TEAMS
LEADERSHIP BY EXAMPLE
By having clarity in our goals and principles, we have ensured there is a strong foundation for growth moving forward We have systematically provided leaders at all levels with a series of tools and resources to aid their self-reflection, build their communication skills, and enable them to work effectively with others. This has provided our team with a collaborative advantage, with our central and school teams working together to meet the needs of our schools. FOSTERING COMMUNICATION As a direct result of building a strong team, grounded in a clear culture, we found centralisation fosters stronger communication and collaboration structures. This was particularly the case with unifying HR provision, acknowledging the benefits of our whole community working under one communication process in helping to understand how and what people will need to connect. Gathering a team of HR professionals bolstered their resilience as a unit, creating a supportive and effective framework that ensures expectations and needs are met across staff, schools, or trust. Throughout our experience, we focused on building the human element back into our provision and encouraging open and honest communication throughout the transformation period. As
a result, we have built a new discursive approach that supports staff and students to share thoughts, information, and ideas with ease. CREATING CAPACITY AND A TEAM OF EXPERTS Unification can be the key to unlocking capacity if used correctly and cooperatively. The majority of leaders and teaching staff are incredibly flexible, and open to taking on multiple roles. However, this can be an emotional and mental drain, preventing them from pursuing new learning and development opportunities or affecting their ability to focus on quality education – centralising or streamlining basic operations offers a more effective alternative. We found this to be particularly successful in estate management and health and safety, where expertise is crucial. By bringing these operations under the umbrella of our team, we could ensure any additional stress was removed from our headteachers and site staff, whilst simultaneously providing them with the reassurance and confidence that their schools were maintained to a high standard, and essential systems were in place. October/November 2023 13
LEADERSHIP BY EXAMPLE
BUILDING STRONGER TEAMS
After extensive consultation periods, we also centralised our IT processes, transforming a complex system functioning across three boroughs into a cohesive approach and central team that operates with ease and allows for a stronger consolidation of our schools’ positions. As an additional benefit, this process has already given us a greater understanding of what is happening across our communities and enabled us to better utilise resources to encourage growth. The interconnected benefits of freeing up capacity and creating a team of specialists mean headteachers and teaching staff are better supported to focus on passions for teaching and providing high quality education for their pupils. Within this, it is important to engage with staff from across your school or trust to make the most of skillsets already present in your community and identify opportunities for staff to learn new skills on the journey. STRENGTHENING FINANCE Tackling finance was our last approach, acknowledging the complexity and significance of getting this right. We favoured evolution over revolution, using soft restructures to build a stable collective of expert team members that could adapt to the changing processes. Although a complicated process, the immediate impact is immeasurable. In creating a clear image of 14
October/November 2023
Centralisation can be a long process of ups and downs, but the impact is incredibly rewarding how resource allocation can be prioritised, we can approach gag pooling, and increase the flexibility of our finance team. Working cohesively means we can make best use of funding, offering a better understanding of forecasts and ensuring we operate with a coordinated view of our reserves and capital. This guarantees we can be on the best possible foundation for future growth, helping to develop and foster the highest quality of provision for all students. Our experience has shown that centralisation can be a long process of ups and downs, but the impact is incredibly rewarding, often in ways beyond initial expectations. Spending the time setting out clear aims and a strong and dedicated team is crucial in laying out the foundations to ensure any centralisation process is a success.
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MANAGEMENT
THE PROACTIVE APPROACH
Expect the unexpected: a proactive approach to emergency planning
A
In a time of often sudden change, school business leader SUE BIRCHALL discusses the importance of analysing your school emergency plan and taking measures to be more proactive
s we enter a new school year, we start to think again of the dayto-day operations that are needed to get us through the next twelve months. Inevitably, that includes looking at emergency planning for bad weather and other contingencies, particularly in light of the current concerns around school buildings. It has long been an expected practise for schools and academies to have a form of business continuity planning in place very sensible, you might add. Indeed, it is. But how do you plan for emergencies like some of those that the education system is currently experiencing, such as RAAC and cyber security?
16 October/November 2023
In public service, it is anticipated that the costs associated with unforeseen events such as these will be met centrally, but increasingly this is not always the case. Even when the initial costs are covered, there are oncosts that belong to any crisis management project that often last way longer than the repairs. Cyber security threats are increasing in schools and insurance for this can be expensive, often insisting that you have things such as multifactor authentication in place. An attack can be costly not just in monetary terms. This makes it very important to have a risk management approach to our emergency contingency plans.
THE PROACTIVE APPROACH
As with all things that are unpredictable and require risk management, we are never able to be accurate with needs, budgets etc. However, we are expected to have a plan in place for these eventualities. These plans need to cover the whole raft of needs that arise, whether it be an emergency or the onset of snow. PLANNING FOR LOW-RISK CONTINGENCIES We all have ‘bad weather’ plans outlining which staff can get to school if it snows, site management to ensure the school is suitable to open and to manage the situation during the day. Depending on your school you may have students who have taxis to bring them in and part of your management will be around whether they will run, if they get them there and if they can get them home. Can staff get into school and are they willing? Lots to think about. I had a headteacher once who had a ‘captain goes down with the ship’ mentality and used
MANAGEMENT
Forewarned is forearmed and the events of the last few years have taught us that we cannot sit on our laurels to have a bad weather rucksack so that he could bed down in a local hotel if needed. The responsibility now would be more widely spread but it worked. All the above is standard but how much do you consider these plans in your day-today decisions, for instance in recruitment? October/November 2023 17
MANAGEMENT
THE PROACTIVE APPROACH
You need a site manager who can attend in an emergency - is that added to your person specification when advertising? Risk management needs to be incorporated into all operational tasks.
I had a headteacher once who had a ‘captain goes down with the ship’ mentality CONSIDERING CONTINUITY Then we have the more significant issues which we are all aware of from current events. At this level, your planning needs to consider business continuity. Where would your students go to be taught if the school cannot open? Is there enough IT capacity for remote learning if needed? Our recent experience with the lockdown will have prepared us for this to a certain degree, but it is important not to let this decline. Having a bank of remote resources, lessons that can be facilitated if a teacher is unable to deliver it and a dynamic approach to learning that fits your cohort of students, are all very important. We all now have cyber security plans in place but are they considered when planning 18 October/November 2023
your purchases, training your staff and introducing new initiatives? For us, a three to five-year ICT development plan that incorporates our risk management approach for cyber security ensures that we include risk assessing in all of our plans and have time to consider every innovation and purchase alongside a review of our security planning. BUDGETING FOR THE UNEXPECTED Then we come to cost! How do you plan and have a contingency for emergencies? Not just the immediate cost of the emergency but any ongoing costs and the cost of keeping your plans appropriate and up to date? All this without impacting negatively on the budgets that you need to operate day-to-day. Well, forewarned is forearmed and the events of the last few years have taught us that we cannot sit on our laurels. The principles of risk management must be built into all of our plans and operations. Ensuring that insurance is appropriate, that strategic planning is in place for areas such as site and ICT, and keeping our emergency plans up to date and to hand will all aid us when we meet the next emergency. Building relationships with neighbouring schools or using your trust to plan how each of your academies can support each other in an emergency is a good place to start. And whilst we would hope that we have faced enough emergencies for the time being, let’s be ahead of the game and take heart from this quote from Nelson Mandela ‘It always seems impossible until it’s done’.
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MANAGEMENT
BOOSTING RECRUITMENT SUCCESS
Achieving the ‘virtuous circle’ in recruitment and retention
Finding talented support staff can be a challenge. SIMON HEPBURN, founder of Marketing Advice for Schools, provides valuable insight into the key elements of successful recruitment and retention and explains the power of a positive culture
I
t’s probably never been harder for schools to recruit. The covid pandemic saw many experienced workers leave the workforce, resulting in historically low unemployment (now at the level of the early 1970s), while others experienced and liked the idea of remote working. Adding to the problem, salaries in the private sector have outpaced those in the state sector and, while immigration may ease post-Brexit shortages in some teaching areas, this is not a solution for most support roles. The National Foundation for Educational Research (NFER) has urged the government to include teaching assistants and other support staff in their recruitment and retention plans. It is no surprise, therefore, that school recruitment activity at all levels kept going at pace through the summer for the first time this year. Amy Allen of SEN specialist education job board Senploy said, “we can only attribute the volume of adverts we saw in August as being a panic reaction to get staff in place for September.”
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TAKING CONTROL OF THE PROBLEM Firstly, we need to acknowledge that there is a real problem, and that schools and trusts cannot wait for the government to fix the crisis. Some understand this and will avoid the worst problems. For example, Martin Hughes, CEO of SAND Academies Trust, told me that, “the recruitment and retention of staff remains the key priority of the trust and its schools to ensure we deliver exceptional teaching and learning to our pupils. We know this has worked, as at the start of this academic year we had no teaching vacancies across our six schools”. Secondly, schools need to focus on the key elements of recruitment and retention. These include creating a culture that celebrates the day-to-day positive impact that all staff make, and rewards long service. Schools should emphasise the positive benefits they offer to support staff – such as pensions and holidays – and listen to all staff to find out what other benefits they would most value. Examples include cycle-to-work schemes, subsidised gym membership,
BOOSTING RECRUITMENT SUCCESS
MANAGEMENT
Make sure to let interviewees spend time with current staff organisations is essential. You could also set up recruitment stands at school open days or other events when thousands of potential employees will visit your school. Or open an online ‘talent bank’ where people can express an interest in working for your school when jobs come up.
3 genuine workload reduction partnerships, time off for parental or personal issues and well-being support. Once these changes have been made, schools can then change how they recruit, learning from the experience of other employers outside education. Rather than placing the same generic adverts in the same publications, this could involve:
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SHARING STORIES ABOUT THE POSITIVE BENEFITS OF WORKING FOR A SCHOOL This could take the form of interviews with teachers, parents and students, or even a bespoke recruitment video that focuses on the impact that staff make. A good example is the video ‘Be the reason it happens’, produced by St. Paul’s Catholic School in Milton Keynes
2
GETTING THE LOCAL COMMUNITY INVOLVED While teachers might be prepared to relocate to take up roles, it is likely that support staff will live locally, so sharing jobs with parents and community
MAKING THE APPLICATION PROCESS EASY Traditionally in education, this has involved very long application forms, often in Microsoft Word, but many prospective support staff will not have computers. Many jobs involve online applications – check out your local supermarket recruitment site for an example. Remember that while safeguarding is vital, you don’t have to take up references before interviews – this is not common outside teaching and may put applicants off if they have to inform their managers that they are looking for work.
4
BEING FLEXIBLE IN INTERVIEWS Sometimes schools see interviews as a oneway process, but given the current recruitment problems, they are also opportunities to sell your school and the role. Make sure to let interviewees spend time with current staff for example. You should also be prepared to deal with requests for flexible working at this stage – it’s worth thinking carefully about what you can do rather than insisting that all work must be done at school for example. If you apply these ideas and treat staff well, you’re well on the way to a ‘virtuous circle’ where new recruits spread the word that your school is a great employer by word of mouth, and you don’t need to spend money on adverts at all! October/November 2023 21
MANAGEMENT
FINDING YOUR NEW JOB CONFIDENCE
New job? No problem. How to conquer your first day nerves
Taking up a role as a school business professional isn’t for the faint-hearted. It takes focus, commitment and motivation in spades to manage the business and financial affairs of a school, regardless of size or set up. You know you've got what it takes, so why let anxiety trip you up?
Y
ou aced the interview. You’ve prepared your notes. Your nerves are steeled and now it’s finally here. The first day at a new job. Without warning, confidence turns to anxiety. You start to doubt whether you can really do this. Those carefully laid plans you made seem to flutter away on the breeze. Whether you’re stepping up or taking on a completely new role, first-day nerves can get the best of even the most determined minds. It doesn’t matter how much you want the job or how hard you fought to get there; a little trepidation is completely natural and something almost everyone experiences. If starting a new job makes even the most confident person apprehensive, the feeling must be multiplied by magnitudes for school business professionals (SBPs). After all, this isn’t just one role you’re taking on – it’s lots of them and chances are you’ll need to hit the ground running. When we experience a career change, whether it’s starting a new job or taking on increased responsibilities, the
22 October/November 2023
temptation is to only look ahead. We instinctively look at all the things we must get a handle on, all the new information to absorb. But, as 90s boyband Take That once wisely sang, it’s important to ‘Never forget where you’ve come here from’. FINDING YOUR CENTRE Adopting a 360-degree view of your situation can help recentre and restore self-confidence. It’s important to remember not only what you still have to learn, but what you have already achieved and how it helped to get you where you are. Your skills and experience have been recognised by your employer so why let imposter syndrome ruin what should be a great growth opportunity? It might be easier said than done, but reminding yourself how and why you got the job in the first place will help put anxieties in check. With any new job, the temptation is to push ourselves further than is probably healthy or practical. We’ve got something to prove, haven’t we? Expectations are set high,
FINDING YOUR NEW JOB CONFIDENCE
MANAGEMENT
But, as 90s boyband Take That once wisely sang, it’s important to ‘Never forget where you’ve come here from inevitably leading to thoughts like ‘I’ve been here a whole week, I should know this by now!’ This is where the power of ‘yet’ can make all the difference. They say it takes 10,000 hours to become a master of something. As a busy SBP, you’ll probably be hard-pressed to find a spare 10,000 hours to spend on anything – but you also shouldn’t expect to know everything after only a few days. Instead, start adding ‘yet’ to those moments of self-doubt. ‘I’m not confident with this…yet.’ Stop comparing yourself to where others are or where you think you should be and take the time to appreciate where you are right now. Think of your new job as a marathon rather than a mad sprint to the finish line. Racing ahead isn’t going to help you in the long term and will only lead to burning out too quickly. Establishing checkpoints can be a big help and even more so if you can do it in collaboration with your peers or colleagues. It might not feel great to admit you don’t think you’re picking things up as quickly as you should, but chances are they felt the exact same way when they started out. Besides, it’s likely you know more than you think you do! Never underestimate the importance of being kind to yourself. Sure, nobody wants to make a mistake but we’re all human. You’re going to get some things wrong. As mortifying as it can seem when we’re the new kid in town, try to remember
that those times you wish the earth would swallow you whole are probably going to become those ‘remember when’ conversations you laugh about with your colleagues a year from now. The important thing to remember when it comes to new job anxiety is that it doesn’t last forever. Like all things, this too shall pass. Before you know it, what seems insurmountable now will become the new normal. When that happens – and it will – routines and habits will start to fall into place without you even realising. MADE OF THE RIGHT STUFF The final – and probably most vital – thing is to remember why you took the job in the first place. Passion and motivation can carry you a long way, particularly in a role as challenging and changeable as that of a school business leader. The SBL community has proven time and again, through times of adversity and challenge, that they are made of strong stuff. This means chances are you’re cut from the same cloth otherwise you wouldn’t be doing what you do. If by chance today happens to be your first day at a new job and you’re sitting at your desk feeling dizzy at the seemingly monumental task before you, remember you’ve got this. Relax, take a deep breath and don’t forget to ask where the teabags are. October/November 2023 23
I C T M AT T E R S
SWITCHED ON
SWITCHED ON The latest news and views from the world of ICT and edtech
UK school welcomes first AI principal As reported by Tech.co, Cottesmore School has appointed an AI chatbot as its “principal headteacher,” aiming to harness AI’s potential in education. While appointing a robot headteacher might sound dystopian, the exclusive school claims the Chat GPT-like technology isn’t replacing current jobs and is instead being used to support the needs of Cottesmore’s current headmaster, Tom Rogerson. Cottesmore’s AI headteacher is programmed to contain specialist knowledge of machine learning and educational management. The chatbot will provide guidance on a wide range of issues from drafting school
policies to supporting children with ADHD. The school also decided to appoint an AI chatbot as its “head of AI”, after it was unsuccessful in finding a suitable human candidate. Pupils in the school have already been assigned personal AI assistants to help them understand their learning styles. Despite concerns that robots will replace teachers by 2027, it’s much more likely AI will be used to augment the current capabilities of teachers. This view is held by Mr Rogerson, who explained that AI tools will never replace the soft-skills held by human educators.
Digital devices delivered to under-resourced schools As reported by the DfE, their plan to provide 2,700 digital devices to schools in under-resourced areas is set to benefit nearly 9,000 students and over 240 schools by autumn 2023. Education permanent secretary Dr Mark Browne said: “Access to quality, up-to-date technology is vital for children and young people. These devices will support learning in the classroom as well as at home, for those children who need it most.” The devices were offered to schools, starting with those with the highest percentage of free school meals. Dr Browne continued: “The provision of these new digital devices has been a direct consequence of ‘A Fair Start’ report, which focuses on addressing the negative impact that socioeconomic deprivation can have on educational outcomes for children and young people. Actions set out in the report can make a real impact on learning for children.” The Education Authority managed the delivery of the devices to schools, which was completed by September 2023.
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October/November 2023
SWITCHED ON
I C T M AT T E R S
AQA plans digital exams for GCSE students As reported by The Guardian, England’s largest exam board, AQA, will introduce digital exams for select GCSE courses, sparking a debate about the future of handwriting skills. Parts of the GCSE Italian and Polish courses will be assessed digitally in 2026, AQA announced, with other subjects – potentially including English – likely to be included by 2030. Headteachers have welcomed the move, and the Association of School and College Leaders (ASCL) said it was 'very encouraging' that new ways of assessing ability were being explored beyond the 'outdated' reliance on pen-and-paper testing at the end of a course. Ensuring children learn properly to write by hand remains extremely important, said Mellissa Prunty, a reader in occupational therapy at Brunel University London, who also chairs the National Handwriting Association. “We know that there is a deeper level of processing for reading and spelling at age four, five
and six [when they are writing by hand],” said Prunty. “When kids are learning how to read and how to write, they match the sound of the letter to how a letter looks, and then the movements that are required in writing that letter. When you have to write by hand, you have a deeper level of encoding.” Colin Hughes, AQA’s CEO, told The Times a handwritten element would be retained in all subjects: “I do not see us in any sort of foreseeable future throwing out the notion of asking people to pick up a pen or pencil.” “Writing is a massively important skill that children need to be able to communicate with confidence,” said Lee Dein, a former speech therapist and dyslexia teacher whose company Magic Link offers handwriting courses to children and adults. “There are a lot of adults whose writing is so bad, they will do anything to avoid writing … but you can’t just get on to a keyboard and never write again, because it will always be needed.”
October/November 2023 25
I C T M AT T E R S
ACCESS TO LEARNING
Levelling the digital playing field
Many parents are worried that not having digital access could be detrimental to their children’s education. NIGEL MILLIGAN, IT manager to schools and businesses, shares his suggestions for levelling the digital playing field
D
espite it being an integrated part of the majority of learners’ lives, there are still many issues with digital learning that are yet to be resolved. Research from communications regulator Ofcom estimates that between 1.14m and 1.78m children in the UK don’t have access to a laptop or device, and 7 percent of households can only access the internet through mobile connectivity. It would be easy to simply answer the question by saying schools should give all pupils a device that they can use in school and at home too. 1:1 devices have massive benefits to schools as well as enabling the learning to continue at home. The pupils will have access to all learning resources at all times and will be kept safe online wherever they are using the device. The Keeping Children Safe in Education update of September 2023 contains a strong focus on monitoring and alerting designated persons to all activities that pupils carry out online. How do you monitor what the children are
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October/November 2023
doing at home if they don’t have access to a device that’s safely managed and monitored? The affordability of devices to parents is one of the main issues that prevents the children from having a device at home. The cost-of-living crisis has made this a much larger problem. The knock-on effect of reduced budgets and increased costs for schools has also meant that the possibility of issuing 1:1 devices to children has been restricted further. RETHINKING YOUR RESOURCES Throughout the pandemic, the DfE rolled out devices to schools, many of which were older devices that were surplus stocks and are now starting to become unusable. This scheme was a great idea at the time but has created an unsustainable scenario where schools cannot afford to replace them. The only way to 100% solve this challenge is to completely rethink resources and teaching methods in schools. When you conduct a simple
ACCESS TO LEARNING
I C T M AT T E R S
Solutions such as Google Classroom will work on smartphones and tablets cost exercise based on 1:1 Chromebooks for pupils from Year 3, including device management and a cloud based filtering/ monitoring solution, the cost per pupil per year would work out at around £65. This annual cost per pupil seems miniscule compared to the total amount of funding received, however, with all the other increased costs that schools are facing, every penny of income matters. On the flip side, many schools have made the decision to go 1:1 from Year 3 and have embraced a variety of ways to do this. In doing so they have seen massive benefits in reduced workload, increased engagement and a reduction in other cost areas such as paper & printing costs. The Ofcom research focused on around seven percent of households only being able to access the internet on mobile devices. There are still solutions such as Google Classroom that will work on smartphones and tablets. Google Workspace for education is a fantastic option, especially for primary
schools. Google also offers a free tool called Google Flex that allows anyone to convert older Windows laptops and desktops into fully functional Chrome devices. GIVING OLD HARDWARE NEW LIFE Throughout the pandemic and even today this is the go-to-choice to enable as many people to have the access they need as possible. This is also great for the environment as it brings new life into redundant hardware that isn’t up to running Windows any longer. Here’s something that I do feel would be a great way to help level things up - there are thousands of devices annually that businesses dispose of after 3 years of use when they buy upgraded models. If these devices could be donated for children to use this would be an amazing way to solve the problem. Maybe the government could create a scheme where these devices could be donated and recycled for pupils to use.
October/November 2023 27
I C T M AT T E R S
ACCESS TO LEARNING
Many of my previous articles have touched on how schools can be more strategic to allow technology to be better supported. The only way that any sort of leveling up can happen is if schools develop a strategic IT plan to ensure the correct infrastructure is in place along with more cost-effective solutions to enable collaboration across the school. BREAKING THE BARRIERS The main barriers preventing this are the key people involved in the IT Projects. Doing what’s always been done has in many ways led to this digital divide. It’s difficult for many schools to catch up with the current economic climate. High staff costs, increased energy bills and all other cost centre budgets showing a rise have potentially made it impossible for most schools to be able to offer a 1:1 solution to help level up pupil access. Without trying to be too controversial, there is an argument in favour of schools throwing the responsibility back on parents to ensure that children have access to suitable devices at home. As a parent myself I understand the demands of providing for your children. Device selection needs to be thought about at home too. Many children as young as key stage 1 age will have at least one games
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October/November 2023
The only way forward is to ensure that each child has a device console that is used to play inappropriate games, a tablet or mobile that they use to access YouTube, TikTok or other age-inappropriate content. School provided systems such as Google Classroom do work on consoles such as Xbox and PlayStation with a USB keyboard and mouse attached. One thing schools can do is to work more with parents to offer guidance and support if they are struggling with technology for their children. Many schools are already doing what can be done in this respect, however if you don’t do anything due to not having the confidence yourselves, things won’t change. The one hope I would have for the future is that the DfE recognises that there is an obvious need for every child to have the same access to their learning wherever they are. The only way forward is to ensure that each child has a device to do this. I welcome any feedback that you may have. As I always say, every day is a school day, and we can all learn something new by listening to others and openly discussing the ideas and experiences that we all have.
I C T M AT T E R S
A I I N E D U C AT I O N
Empowering the Neurodiverse: The transformative role of ICT and AI in education
Digital technology can aid and benefit all of us, but particularly those who are neurologically diverse. GARY HENDERSON, ANME ambassador and school IT director, explains how and where technology geared to neurodiversity can empower learners
T
echnology is a fantastic tool for supporting individuals in various ways, making them more efficient and able to achieve more, among other benefits. This impact is universal. For instance, email allows us to communicate easily with others worldwide, including those in different time zones. This enables the sharing and discussion of ideas and challenges. Similarly, Excel helps us process various types of data quickly and easily, offering visual representations for easier consumption. Although these benefits are universal, they may be most acutely felt by those who struggle with communication or numeric data processing. The term ‘neurodiversity’ refers to the diverse ways we all think and interact with the world, including how we learn and behave. While we are all neurodiverse to some extent, the greatest technological benefits may be experienced by individuals who are more neurologically diverse, such as those with learning disabilities or complex learning needs. But what technology works best?
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October/November 2023
LANGUAGE PROCESSING There are numerous technology solutions available to assist those with language processing difficulties. These can range from technologies that read typed or written content, to tools that highlight errors or make recommendations for typed content. They can also include solutions that break down the elements of written text for easier comprehension. For instance, Microsoft’s Lens app, Read Aloud in Word and Immersive Reader are excellent examples, as are the simple grammar and spellcheckers available across most apps. Generative AI-based tools like ChatGPT can also offer creative prompts and assistance. SEQUENCING/TIME MANAGEMENT Technology can be particularly useful for managing procrastination and time management issues. Apps can maintain lists of tasks with key data such as start and due dates, and even break down larger tasks into smaller, more manageable parts. Notifications highlight key milestones, providing a central hub for all tasks.
A I I N E D U C AT I O N
The most significant potential lies with students who have traditionally struggled the most Some apps even offer gamification elements to motivate users, although this could also encourage focusing on easier, quicker tasks. Generative AI can assist by breaking down larger tasks into their constituent subtasks. HUMAN INTERACTIONS Some students face difficulties with social interaction. Technology can assist here through video conferencing solutions that use avatars or through chat solutions like Microsoft Teams. These tools can reduce or even eliminate the stress of social interaction while still allowing meaningful participation in discussions, group work and projects. Generative AI virtual assistants can also offer a safe environment to practice and develop interpersonal skills.
I C T M AT T E R S
POSITIVE FEEDBACK Immediate or quick feedback from teachers can be crucial for maintaining student motivation, particularly for those who may be struggling. Tools like OneNote allow teachers to provide almost real-time feedback through annotations or comments. Simple quizzing tools with instantaneous feedback can also motivate students. AI-powered learning platforms are emerging that offer immediate, human-like feedback, including the use of emojis for added relatability. Another advantage of OneNote is its replay function, which can give insights into a student’s thought process and pinpoint misunderstandings or misinterpretations of the learning material. LANGUAGES In multicultural educational settings, language can be a barrier. Technology can assist by easily translating content into different languages or providing near real-time transcription and narration during lessons. Overall, technology is an enabler, particularly beneficial for neurodiverse individuals. Generative AI is increasing this potential impact, but it’s essential to note that the benefits are not uniformly distributed. The most significant potential lies with students who have traditionally struggled the most. While there are risks and challenges, the overall net outcome of integrating technology appears to be overwhelmingly positive. The next step is to realise this potential by educating students on how to use these tools effectively and offering the necessary support. October/November 2023 31
LIVE IT
PROFESSIONAL PROGRESSION
From PA to AP – a journey into school business leadership Recognising the success of those around us is important, but we also need to remember to acknowledge our own achievements. In this inspirational article, LAURA WHITE shares her journey from personal assistant to assistant principal
J
ourney back to 2005 and you would find me working closely with the headteacher of Westergate Community School. I was their trusted personal assistant (PA) and with that came a lot of responsibilities. My daily role included - but was not limited to - providing efficient administration and secretarial assistance. I managed the headteacher’s diary and time, including booking appointments and providing preparatory support. I enjoyed this position, and five years later was promoted to bursar, which included dealing with financial affairs, business management and material state of the premises and supporting the school function with day-to-day administration. In 2013, I was promoted to finance and business director when Westergate Community School converted to an academy, now known as Ormiston Six Villages Academy. I pride myself on always striving to be the best, and have put a lot of hard work in to get where I am and continue to aim high. Over the years I have achieved several qualifications including CSBM Certificate of School Business Management,
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DSBM Diploma of School Business Development, Degree School Business Management 2:1 and Level 3 DSL. Just this year I was recognised as an assistant principal. This was an extremely exciting promotion, and I was thrilled to be honoured with this title. During my performance review meeting with my principal, we talked about my future career aspirations, what this would involve and why I was being recognised. Over the years, as the roles and responsibilities have changed for the senior leadership team, my duties have naturally progressed to incorporate those of an assistant principal. My role is to support the principal in the smooth day-to-day running of the academy. I ensure we have a strategic overview of the direction the academy is moving in, to support and advise the progress of our students and the wider community in reaching their potential. I have direct responsibility for finance, HR, estates, IT, marketing, catering, H&S, community relations, student voice, DDSL in safeguarding and mentoring, while also overseeing the core services. I attend all SLT meetings and join in on all conversations that sit out of my direct remit, such as staffing,
PROFESSIONAL PROGRESSION
LIVE IT
businesses these days and it is important to recognise all members of staff from principals to teachers to site staff to cleaners to cover supervisors to IT technicians. With my new job title, my passion and ambition to make Six Villages the school of choice is higher than ever. I will do whatever needs to be done to make our academy great.
It’s important for all staff to know there isn’t a divide when it comes to wanting the best for the students we serve
T&L, CPD, behaviour, attendance and rewards. I also meet with parents and deal with any external issues. The academy runs several extracurricular activities such as ECO school and Biteback, a summer school every August and also year 11 prom. A lot of these activities and tasks run outside of the core school weeks and times, which means juggling a lot of tasks and responsibilities. ONE TEAM WORKING TOGETHER I feel particularly unique in my role as assistant principal because I am not a teacher. At Ormiston Six Villages Academy we don’t like the term ‘non-teachers’. We feel all staff are supporting the students we serve and are equally as valuable. It’s important for all staff to know there isn’t a divide when it comes to wanting the best for the students we serve. We are all as important as one another. Nobody can take away the importance and dedication of teachers. They work extremely hard, particularly with the unseen hours spent preparing and marking outside of the classroom and all the added extras. However, academies need to run like
INSPIRE AND EMPOWER My promotion was recognised on the first INSET of this academic year, so I am still relatively new to it. However, when the principal made the statement, some staff commented saying; “Congratulations! But I thought you already were an AP!” Others said; “Well done, you deserve this!”. For me, it’s not about any new roles and responsibilities as many of these I was already doing. I believe it is important to recognise people’s hard work with promotion because we are empowering our young people to do their best every day, asking them to work hard and that if they do they will be rewarded. I cannot think of a better example of a workplace, than an academy, to promote the same message, and we should also be inspiring our staff to strive for the same – work hard and you will be rewarded. If you want to make a change and be heard – you need to listen. Be respectful, then you will be respected. Never give up. Give it your everything every day. The smallest amount of your time can make the biggest difference for someone. Find a way to make those changes for the positive and build healthy relations. Believe in what you promote. Be kind, be respectful, be resilient. October/November 2023 33
LIVE IT
NEWS
LIVE IT Time to take a few moments out for some light and interesting reading – a wellearned break from numbers and statistics!
Caption competition Let us know your funny caption ideas by tweeting us @edexec
LIFE HACK
THUMBS UP!
Young British Muslim designer redefining fashion
“My main fashion inspiration is my family,” Kazna says.
To have an ice cold can in just a few minutes, put your drink in a large pot and cover it with ice. Fill the pot with water, add a couple cups of salt, and stir until the salt is dissolved.
“I’d see my grandma in a traditional hijab and abaya and my cousin sat next to her in a roadman tracksuit,” Kazna wanted to bring a flavour of her hometown to the packed-
Pub quiz
out room, and mannequins draped in her designs stood at the entrance. 26-year-old made her debut at London Fashion Week
bar before it changed in 1990?
(LFW), showcasing her clothes in a catwalk show seen by
2. W hat is the capital of New Zealand?
journalists, family and fashionistas.
3. W hat is the most sold flavour of
“All the clothes on the mannequins are what I would see
Walkers crisps?
in my community,” she says. “The combination of tradition-
4. I n what year did The Beatles split up?
al, cultural dress with streetwear.”
5. W ho has a Heinz Ketchup tattoo on their
event was a big moment, shining a spotlight on her work and her heritage. “I know Fashion Week comes with a lot of clout, so I’m glad it’s getting people’s attention,” she concludes. October/November 2023
arm and always carries a bottle or two of it on tour? Answers: 1. Marathon 2. Wellington 3. Cheese and Onion 4. 1970 5. Ed Sheeran
Kazna says showing her work at such a prestigious
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1. W hat was the old name for a Snickers
NEWS
DID YOU KNOW?
Halloween pumpkins will be bigger than normal due to a wet summer. The ‘perfect’ conditions have been created for growing larger than average traditional squashes, farmers say.
LIVE IT
Well, knock me down with a feather!
Luck is a dividend of sweat. The more you sweat, the luckier you get. Ray Kroc
Transgender woman makes history as Miss Netherlands Model Rikkie Valerie Kollé clinched the top title of Miss Netherlands contest on Sunday 9th July in the town of Leusden. Judges commented that the 22-yearold had impressed them with her “iron strong story” and “clear mission”. Following the triumph, she qualified to compete in the Miss Universe competition, to be held in El Salvador in December. Kollé is only the second ever openly transgender competitor in the competition’s history, after Spanish model Angela Ponce in 2018. Ahead of her win, Kollé spoke about her struggles over coming out as transgender, but added: “Through my commitment and strength, I hope to bring about change in society”. Transgender contestants have been officially able to compete in the Miss Universe pageant since 2012, when it was still owned by former US President Donald Trump.
MAN ARRESTED SCALING LONDON’S ‘CHEESEGRATER’ SKYSCRAPER The unnamed man appeared to have no safety equipment as he scaled the 225m-tall (738ft) skyscraper. Police said the man was confronted by officers upon reaching the roof, before being detained. The Leadenhall Building is the sixth tallest building in the capital city. Similarly, In June, a British man was arrested more than halfway up the world’s fifth tallest building in Seoul, South Korea, while attempting to climb to the top without safety ropes. The 24-year-old was forced to abandon his attempt when he was intercepted by the authorities at the 73rd floor of the 123-storey Lotte World Tower.
October/November 2023 35
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