EE SUMMER 1 2025 DIGITAL EDITION

FROM THE EDUCATION EXECUTIVE TEAM!

You may or may not be familiar with our sector leading magazine, Education Executive?

It is a magazine that we have been publishing for more than 20 years and is dedicated to championing the success of business and financial leaders in schools, alongside our specialist school business management events (edexeclive.co.uk) and our very popular website (edexec.co.uk).

We partner with regional groups and national SBL organisations to ensure we are offering the SBL community the best possible support in their challenging role within schools. From the ISBL, to the NAHT and ASCL, as well as more than 20 regional group partners from across the country, and not forgetting our invaluable network of working SBLs who contribute regularly to share best practice and advice based on their in role experience.

You are receiving this printed edition of our magazine because you have either expressed an interest in our magazine or newsletters, or because you’ve attended one of our school business leadership events recently. We thought it might be nice to share a physical copy of the magazine with you, so you can see a copy of the magazine up close and in all its useful business management glory!

Because we talk to SBMs on a daily basis, we know how hard schools are finding things currently. The ongoing reduction in real time budgets along with NI contribution increases and the constant juggle to do more with less is really putting a strain on your already stretched budgets, and we want to ensure we are here to help support you in your role through these challenging times.

Did you know that you can sign up for a 12 month subscription to the digital edition of Education Executive magazine as well as free access to our website and newsletters..

We hope you enjoy the read, and we hope you sign up to receive our content, in whatever format best suits you moving forward

Thanks and regards

Vicki and the EdExec Team

- A QUICK REMINDER

Education Executive – or EdExec to our friends – are a brand of support tools for SBLs, which includes a magazine, a daily website, a weekly email newsletter, and an in person event that takes place at various locations across the country. We launched our SBL magazine back in 2003 at the time when the role of the school business manager was a totally new and unknown initiative. We have worked for the SBL community ever since.

OUR MISSION IS TO CHAMPION THOSE IN A SCHOOL BUSINESS MANAGEMENT ROLE AND TO SUPPORT THEIR JOURNEY IN SCHOOL LEADERSHIP

Our magazine and website have been market leading for 20 years and our events programme is now 15 years old so we know the role inside and out.

We focus on the business and financial management of the UK’s schools, academies and trusts, featuring interviews with aspirational school business managers, case studies from schools doing something special, advice and support for support staff management, alongside valuable insight into securing funding, managing budgets and procurement, and not forgetting some light-hearted relief – which is needed in such a demanding role! We are always working to increase the number of relevant readers of the magazine and we believe in times of adversity, our support will be valued more than ever.

Try it for yourself with no obligation, no fee, no auto renewal – no strings at all – we promise! If at the end of the free subscription period you no longer wish to receive the magazine, there is no obligation to re-subscribe and no automatic re-subscription.

Take your students to another level with an Alternative Academic Qualification that prepares them for university and beyond.

Find out more teach.ocr.org.uk/cambridge-advanced-nationals

Editor’s comment

Full Hearts and Bright Futures

The summer term always feels like a paradox – somehow the longest and shortest part of the school year. The finish line is in sight, but between exams, budgets and planning for September, the workload never quite lets up. It’s a time of pressure but also a moment to reflect – on what’s been achieved, what’s still ahead and how to shape it all into something meaningful.

In many ways, that’s how this issue feels for me too as this will be my final issue as editor of EdExec and I’m leaving with a full heart! It’s been a genuine privilege to work alongside school business professionals who are driving conversations, influencing change and challenging outdated views of the role. You’re leading from the centre, lifting others as you go and showing how vital your expertise is to the fabric of our schools. Rest assured, the rest of the EdExec team is still going strong and ready to help with anything you need. You can drop Holly and the team a line anytime at editor@edexec.co.uk – they’d love to hear from you!

And what better issue to sign off with than this one? Emma Harrison from ASCL sets the stage with a big picture look across the sector. Russell Dalton’s insights into emotional intelligence are timely too – because let’s be honest, leading in this space isn’t just about numbers and processes, it’s about people, resilience and managing the constant pull in all directions.

Conny Brandt’s piece on CPD gets to the heart of why investing in yourself isn’t just a nice-to-have but a necessity. Meanwhile, Kevin Parker’s analysis of staffing structures digs into the challenges and realities of recruitment and retention – a topic that’s only growing in importance.

Jo Marchant looks at COSHH regulations and what they mean for schools, while UKSSN tackles food waste and sustainable catering. And to round things off, Nigel Milligan explores iPads in schools – are they a gamechanger or a classroom distraction? – while Gary Henderson looks at AI, its potential and the questions it raises for school leadership.

There’s plenty to dive into here, but before you do – just remember, the work you do matters and I’ve been so proud to help share it.

Keep fighting the good fight, question everything and remember that most problems can be solved with a brew, some chocolate and the ability to pull ‘that’ face at just the right moment!

Take care, Laura x

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 editor@edexec.co.uk

LAURA WILLIAMS EDITOR

Contributors

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.

KAREN HOWARD

Head of education and wellbeing

Smoothwall

HELEN BURGE Co-chair

UKSSNOpsGroup

EMMA HARRISON

Business leadership specialist

ASCL

CONNY BRANDT

School business leader

RUSSELL DALTON

School operations advisor/coach ISBL The UKSSN

KEVIN PARKER

CFO

LittleWayCatholicEducationTrust

JO MARCHANT

School business management consultant

NIGEL MILLIGAN

Owner

iNAMconcepts

GARY HENDERSON

ANME ambassador

How sustainable is your school?

Use the Greener Schools Index for free, relevant benchmarking.

The Greener Schools Index is a key tool for education leaders who want to put their own sustainability efforts into a sector context. Our survey showed that:

62% of schools have designated sustainability teams

But only 24% have a Climate Action Plan

08 NEWS AND VIEWS

The latest stories from the world of education management

10 DECODING EMOJIS

Do your staff and students know the secret language of emojis?

11 ASK THE EXPERT

Helen Burge, UKSSN, shares advice on building sustainability plans

12 CLICK IT: BEST OF THE WEB

Get caught up on the most clicked articles and talked about topics

15 SPOTLIGHT ON: BREAKING SILENCE

Unpacking the ‘It’s Silent: Race, racism and safeguarding’ report

16 AN UNEXPECTED JOURNEY

Laura Williams spoke to Emma Harrison about life with the ASCL

20 THE CPD THAT CHANGED MY LIFE

Conny Brandt reflects on her most impactful CPD experiences

22 KEEP CALM AND LEAD ON

Russel Dalton discusses the importance of emotional intelligence

MANAGEMENT

26 FEEDING THE FUTURE

The UKSSN offers practical strategies for sustainable catering

28 FEELING UNDER THE COSHH?

Jo Marchant explains what you need to know about staying safe

30 STRATEGIC STAFFING STRUCTURES

Kevin Parker dives into what’s working and what’s next

33 THE NEONATAL CARE (LEAVE AND PAY) ACT 2023

Forbes outlines legal and practical considerations employers must address

34 SWITCHED ON

Get the latest news from the world of ICT and edtech

36 ITS TIME TO THINK DIFFERENT

Nigel Milligan talks about how schools can make things simpler

40 WHY AI SHOULD WORK WITH US, NOT FOR US

Gary Henderson on why AI might help with your next big idea

42 TEABREAK

Curl up with a well deserved cuppa for some light reading

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 issue.

Design

Graphic designer Amanda Lancaster amanda@intelligentmedia.co.uk

Editorial

Editor Laura Williams laura@intelligentmedia.co.uk

Sales Kerry Smith Kerry@intelligentmedia.co.uk

Publisher Vicki Baloch vicki@intelligentmedia.co.uk

The latest news and views from the world of education

London Schools to Benefit from Climate Funding

As reported by The London Post, five schools in London signed up to the Let’s Go Zero campaign are set to receive a significant sustainability boost as part of the first wave of the Mayor of London’s Greener Schools Fund. The initiative aims to help schools reduce energy bills, fight climate change, and create healthier, more climate-resilient learning environments. A total of 38 schools will receive tailored support to make their buildings more energy efficient, with upgrades including improved insulation, ventilation systems, and low-carbon heating.

New figures reveal a surge in violent incidents among young children, with thousands suspended or expelled. Read the full story here: www.edexec.co.uk/news-concerning-rise-in-physical-attacks-by-younger-students/

EdExec LIVE Offers Limited Discounted Tickets

Juggling everything as a school business leader is tough, but grabbing a discounted ticket to EdExec LIVE could be the easiest CPD win you’ll make this year. EdExec LIVE wants to make it a little easier for you to invest in you. We’re offering a limited number of discounted tickets to our remaining 2025 events. Just use promo code 2535wEBaLL to snag your spot before they’re all snapped up! Not seen our upcoming event calendar yet?

Here’s Where We’ll Be:

• Cumbria and the Pennines: 21st May 2025

• London and South: 10th June 2025

• Liverpool and the Wirral: 1st July 2025

• Southwest: 16th October 2025

• Yorks and Humber: November 2025

Don’t let this chance slip by – discounted tickets are limited and once they’re gone, they’re gone!

DID YOU KNOW?

About 59% of all species live in soil, making it Earth’s most biodiverse habitat. It hosts 99% of Enchytraeidae worms, 90% of fungi, 86% of plants, over 50% of bacteria, and 3% of mammals.

One in Three Children Not School Ready by Five

As reported by Early Years Alliance one in three children are not meeting their Early Years Development Goals.

From the data gathered, the report states that cuts to both funding and provision since 2010 have “left many children and families with nowhere to turn for extra support”. Additionally, almost half (49%) of these local authorities reported further cuts to their budget for children’s centres and Family Hubs between 2023/24 and 2024/25, with councils in the Yorkshire and Humber region reporting budget cuts on average of 10%.

Baroness Anne Longfield, executive chair and founder of Centre for Young Lives, said: “We welcome the Government’s target to increase the number of ‘school ready’ children by age five to 75% by 2028, but to meet this target, a further 40,00045,000 children must be meeting their development goals each year.”

Special Schools Overcrowded as Demand Soars

As reported by BBC News, thousands more pupils needed special school places than were available last year, with the system struggling to keep up despite government funding.

In a report earlier this year, the Public Accounts Committee (PAC) found a Send system “in disarray”, “mired in red tape, lacking funding, and failing to produce value for money”.

There were 8,000 more secondary school pupils in special schools in England than places available for them last year, according to DfE figures – a rise of 25% in 12 months. About two-thirds of these schools were at or over capacity in 2023-2024, despite the number of special school places rising by 5,000. The government said the £740m of funding investment it announced in December will create 10,000 new school places for pupils with special educational needs and disabilities within mainstream schools.

The government hopes to reform the system to be more inclusive so children’s needs can be identified and met at an earlier point in mainstream schools - and special schools can cater to those with the most complex needs.

HUB EVENTS

Decoding the Hidden Language of Emojis

For many children, seemingly innocent emojis can carry a darker meaning – and are being used to solicit sexual images, promote drug use, and spread extremist ideologies. Katherine Howard, head of education and wellbeing at Smoothwall, talks about this concerning trend

The Netflix series, Adolescence, highlighted the potentially alarming consequences.

Educators must be vigilant, going beyond simply monitoring digital communications – they need to understand the evolving ways children are communicating.

THE REALITY

Research conducted by Qoria, Smoothwall’s parent company, found that 65% of UK schools report incidents of students possessing, sharing, or requesting nude content. The findings raise further alarm when we consider this type of content is not always easily identified due to deliberate obfuscation from children to conceal their intentions.

Some symbols, such as pill emojis, have been co-opted by incel communities to promote misogynistic ideologies, while others, like camera emojis, are commonly used to request for nude/explicit imagery or videos. Even the innocuous heart emoji can signal different levels of attraction and to what extent it is sexual in nature. These subtleties are making it increasingly difficult for parents and educators to recognise when a conversation is crossing into dangerous territory.

PROACTIVITY IN SAFEGUARDING

The fast-moving digital world demands a proactive strategy in schools – one that includes education, monitoring and an open dialogue with students.

Regular training on online safety, including emerging communication methods, is essential in ensuring warning signs are recognised before they escalate. Digital monitoring and filtering tools can provide real-time insights into concerning patterns of behaviour and can be used across school and home devices – providing much-needed support for educators and parents.

Schools must also foster an open culture around digital safety. Children are more likely to share concerns when they feel supported – not when they are being policed. Encouraging honest conversations about potential

risks can help children develop better digital literacy and provide reassurance that trusted adults can help.

SHIFTING TRENDS

As online trends shift, so do safeguarding strategies. Emojis may feel like a small concern, but the dangers they can represent are anything but.

Tech companies are shaping the digital environments that are being accessed by children, but we all have a collective responsibility to keep them safe. A collaborative approach in which parentssupported by clear online safety laws and effective parental controls - work alongside educators will help build a culture in which children themselves feel better able to recognise and respond to potential risks.

Children are more likely to share concerns when they feel supported – not when they are being policed

Ask the Expert: How Can Schools Meet the DfE Sustainability Requirements?

Every UK school will need a Sustainability Lead and Climate Action Plan by the end of 2025. If you’re one of the 76% of schools identified in the Greener Schools Index (GSI) that don’t have this in place, where do you start? HELEN BURGE, co-chair UKSSN Ops Group and one of the architects of the GSI shares some guidance

WHAT IS THE GREENER SCHOOLS INDEX?

The GSI is an exciting tool that Zenergi and the UKSSN Ops Group developed to help schools move closer to their sustainability goals and achieve net zero. It includes survey questions designed to help schools celebrate wins and spotlight improvements. Alongside the tool, Zenergi share regular reports that give us a view on sustainability in the education sector as whole.

WHAT DID YOU LEARN FROM THE FIRST ZENERGI REPORT?

The report provided a valuable snapshot of where the sector stands right now and identified challenges and opportunities. For example:

● Though 62% of schools have sustainability teams, only 24% have a Climate Action Plan. Teams clearly need support with developing these plans.

● Only 33% of schools have an energy reduction goal, and only 7% have a water reduction goal. This makes it so hard to drive progress.

● Only 56% of schools have recycling programmes in place and only 24% have banned single-use plastics.

Simple, cost-effective changes could solve the above gaps, like setting up recycling bins or improving your data and tracking. I believe once schools tackle these low-hanging fruits, they’ll feel more empowered to take on bigger challenges.

WHERE CAN SCHOOLS START, WITH SO MUCH TO DO?

Teams should start with training. 74% of survey respondents stated they needed sustainability training. Luckily, there are options you can start with straight away.

With Zenergi I’m delivering training to Sustainability Leads: ‘An introduction to Energy and Carbon Management’, accredited by the Institute of School Business Leaders (ISBL).

This level 1 workshop will equip leads with practical tools and insights needed to take control of energy and carbon management. Sign up now to the Sustainability Lead Training: https://zenergi.info\ SustainabilityLeadTraining

ABOUT THE EXPERT

As a consultant school business leader Helen is working with Zenergi to support schools and MATs through their sustainability journeys. She co-founded the UK Schools Sustainability Network (UKSSN) Operations Group and is a ISBL Fellow and Trustee.

CLICK IT

This month’s round up of the best edexec.co.uk had to offer our readers... We’ve done the hard work of pulling together the best bits and the most clicked content from the website, so you don’t have to

MONEY TALKS

Engaging SLT in the School Budgeting Process

As we approach budget setting time, we need to think about how we can engage our senior leadership team in the process. From collaborative goal setting to regular reviews, Sharon Marsh shares how this helps explain the reasoning behind decisions

ICT MATTERS

How to Make Your Digital Strategy Manageable

Ready to master your school’s digital destiny? You might not feel confident now, but IT system mastery is within reach. Key to the success of your digital provision is a strategic plan! With many SBLs appointed as the school “Digital Lead”, Clare Skinner shares her tips on how to make IT more strategic

Fun fact: Around 90% of the world’s currency exists solely in digital form, meaning only about 10% is in physical cash

How ESG CPD Drives Sustainable Growth

In today’s socially conscious environment, ESG CPD provides significant benefits by equipping school business professionals with the knowledge and skills to drive meaningful change. By enhancing sustainability practices, ESG CPD helps schools reduce their environmental impact, implement resource-efficient strategies and contribute to a greener future

LEADERSHIP

How Schools Can Thrive in Digital Communities

School marketing isn’t just about repeating past strategies or jumping on every new trend – it’s about engaging with the right communities. Whether you’re promoting your school to prospective parents, strengthening ties with the local community, or engaging with education professionals, choosing the right platforms and messaging are key

‘Social media platforms like Instagram Reels, TikTok and X thrive on immediacy and engagement’

GREEN & ECO

Why Procrastination Can Be Productive

Procrastination is something nearly everyone experiences at some point. However, the truth is that procrastination is far more nuanced than most people think. While it’s often seen as a major roadblock to productivity, it doesn’t have to be. In fact, procrastination can sometimes even have its benefits, depending on the situation

Did You Know?

The term “ninja” was not used until the 20th century – the historical term for these individuals was “shinobi.”

The Stealth Ninja’s Guide to Being Seen and Heard

Sometimes it’s OK to be the quiet one or that person in the background. But sometimes you need to get up front and centre! When it is time to speak up, it can feel like stepping into a spotlight – Laura Williams shares how to make your presence known without the overwhelm!

Breaking the Silence: Race, Racism and Safeguarding SPOTLIGHT ON

A report has shed light on the urgent need for schools to address racial bias in safeguarding, highlighting how silence on race can leave vulnerable children without the protection they need

The Child Safeguarding Practice Review Panel’s report, “It’s Silent: Race, Racism and Safeguarding Children,” published earlier this year, explores how race, ethnicity and culture influence child protection responses. The study reviewed 53 cases of Black, Asian and Mixed Heritage children who experienced serious harm between January 2022 and March 2024.

Schools have a fundamental duty to understand and respond to the findings of this report, as they play a key role in child protection. By actively engaging with the report’s findings, schools can ensure that safeguarding practices are inclusive, culturally informed and responsive to the lived experiences of all children.

LIVED EXPERIENCES

A significant finding of the report is the pervasive silence and hesitancy among professionals to address race and racism in safeguarding practices. Even when ethnicity is documented, there’s a lack of in-depth analysis on how race impacts children’s lived experiences and the responses they receive from professionals. The report also highlights the frequent exclusion of children’s perspectives in safeguarding processes.

Their views on identity, experiences of discrimination, or concerns about their treatment are seldom considered, further marginalising their voices.

School business leaders play a crucial role in addressing these challenges within educational settings. To foster a more inclusive and effective safeguarding environment, they can implement the following actions: Promote Open Dialogue on Race and Racism: Encourage discussions among staff, students and families about race and its impact on individuals’ experiences. This openness can help identify and address biases within the school community. Enhance Cultural

Competency Training: Provide regular professional development opportunities focused on cultural awareness and anti-racist practices.

This training equips staff to recognise and challenge biases in their interactions and decision-making processes. Amplify Student Voices: Create platforms for students to share their experiences and perspectives, ensuring their views are integral to safeguarding strategies. Engage with Families: Acknowledge and address historical and systemic factors that may contribute to families’ reluctance to engage with school authorities. Building trust through respectful and understanding communication is essential.

By addressing these areas, SBLs can contribute to a safeguarding culture that recognises and responds to the diverse experiences of all children, thereby enhancing their safety and well-being.

Historical and systemic factors that may contribute to families’ reluctance to engage with school authorities

An Unexpected Journey: SBL Style

When LAURA WILLIAMS began her career, the school business leader role sparked confusion. Today, it’s respected and essential. She recently spoke with EMMA HARRISON, ASCL’s business leadership specialist, whose journey, like many SBLs, was unexpectedly transformative

THE START OF THE JOURNEY

Emma started her career in “Education Personnel,” where she honed her HR skills and discovered her passion for working with schools. “All I knew was I wanted to be a qualified HR advisor,” she shared. After moving into health and social care, she found herself working in Children’s Social Care and Health, but in collaboration with school’s directorate. It was during this time that she realised how deeply connected she was to education. “A previous boss said, ‘If they cut me in half, you’d see education running through me’”.

One of the schools in her portfolio was in special measures, and Emma played a key role in its transformation to outstanding. “In order to have an outstanding school, you need outstanding staff,” she said. Her involvement with the school eventually led her to take on the role of HR/ business leader as part of the SLT, a position that brought new challenges and opportunities. “It’s a completely different experience when you’re in the role,” she reflected.

With a combination of high expectations, staffing challenges and an oversubscribed pupil population, Emma found the role as varied and intense as we all know it can be. Gaining Academy-status and CIF funding of £3.5million, Emma transitioned to CFO.

RISING TO NEW CHALLENGES

“Whether it’s £5 or £5million, you need to be accountable and make sure your checks and balances are in place. You can’t do it by yourself and shouldn’t try. I had great people around me, helping and working with others, even externally.”

Emma was navigating a merger, growth plan and CIPFA Level 7 when COVID hit. “I really held onto what we were trying to achieve - the positive approach helps sometimes. You need to inspire and take everybody with you, and that can be challenging, especially when you’re sitting with screens.”

Like so many of us, Emma’s journey saw a lot of changes: “That’s part of business leadership. Nothing stays still. We don’t celebrate what we do enough, we go off to the next thing, because that’s what it’s like, but I think we need to be a cheerleader a bit more.”

GOING FROM STRENGTH TO STRENGTH

After a stint as COO, Emma moved onto ASCL. Having been a member for several years and finding the organisation to be a lifeline during COVID, Emma realised she could use her influence in different ways while still being embedded in school leadership life. “It’s that opportunity to connect with those in government and represent people.

Sometimes you look back to look forward. You look at all the things you’ve done, all the things you’ve advocated for and all the things that people never see or hear.”

Under Emma’s watch, ASCL have instituted a business community meeting every half term.

“That’s proved really interesting. We have all these different voices, people I would never have met. Brilliant people. I just think there’s all these people rattling away doing great things, that we never see, so it’s important to try and elevate all those voices and provide a space for connection.”

Emma has gone from strength to strength, leading the national sustainability conference in 2024. Her underlying ethos is one of inclusivity. “The national conference was in London, but in my vision it’s clear – it can’t be in London in year two. We need to move it north, so it’s in Manchester this year. We’ve got to make things as accessible as possible to everyone – that’s the whole point of the membership.”

SUMMING IT ALL UP

When asked to sum up the values that underpinned her time as a school business leader, Emma said: “I think it comes back to HR. You need honesty and integrity but also, you’ve got to be accountable. People interpret that in different ways. There’s self-accountability, school accountability, sector accountability - it’s a word that covers a wide scope. We all take calculated risks, but it’s about being true to your purpose and what you’re trying to achieve. For me, you can’t go wrong if you’re true to yourself.”

Emma’s proudest achievement at ASCL relates back to those “unseen” things. It’s the background elements that have made a deep-seated impact within her. “Having that ability to influence positive change is a great privilege. But if I had to choose a public facing accomplishment, it must be the sustainability conference. I never thought I would put forward an idea and get it approved and run it across the education sector, supporting senior leaders.

It was epic, I wish I could bottle the feeling that delegates left with!”

When asked what key skills she believes are essential for SBLs to thrive, Emma had some insights into the importance of boundaries and self-regulation: “It is great to see more of a focus on mental health and wellbeing. Protect yourself, provide for yourself, and motivate yourself.

It’s important to try and elevate all those voices and provide a space for connection

It’s that self-regulation that many of us aren’t very good at. It’s about saying no and setting your own boundaries. I’ve not been great about this in the past, but you need to think about that and have fierce self-compassion. It’s not just about work, it’s about home, it’s about your life. All that comes into leadership skills. And bring some self-confidence to the table!”

On the role of ASCL, Emma was keen to encourage more engagement in what she proudly states is a ‘national voice’. “Ultimately, we’re proud that we’re a trade union and professional association. We have a respected seat at the table. We’ve got our fabulous team of policy specialists and that gives us a seat with the DfE and others. Whether it’s asbestos or funding, people want to hear what ASCL wants to say about something.

LOOKING TO THE FUTURE

Looking forward to the future of the SBL role, Emma had some insightful predictions: “There’ll always be something new, and I think we just have to accept that. It’s part of the SBL job to be an advocate and lead the change, research, test it out, implement and find new ways of working. If we think about AI, it’s massive for teaching and learning but also a huge opportunity for business leadership to reduce workload - but not the workforce! If you think about some of the processes we do month after month, term after term, year after year, it’s got to be a massive advantage! It’s about how we engage positively and be curious. Quite often sustainability was seen as an add-on, but now people are seeing it more and trying to figure out how we embed that into our day-to-day. There’s a real opportunity to celebrate the role a bit more, too. Business leadership is at the forefront of organisational strategy, let’s make sure everyone knows about it in a purposeful way.”

It’s about being true to your purpose and what you’re trying to achieve

ADVICE FOR SCHOOL BUSINESS LEADERS

“For me it’s about talking, using our networks and friendships - that safe space you can go to. It doesn’t matter whether you’re new or thinking about leaving (please don’t!), it’s important that we talk more. The power of talking things through shouldn’t be underestimated. Having a mentor or a coach may help too! We all need a good work-life balance that keeps us in the right headspace. I really like to go for a walk before I start work. It’s amazing, when you don’t do it, how it makes you feel a little bit different. I’m also in training for the Great North Run!”

EMMA’S CLOSING MESSAGE

We all have something unique to bring to the table. Individuality is what makes teams strong. Each person brings their own quirks, talents and experiences, and together, they do more than just keep things running - they drive progress. After sharing her stories of optimism and empowerment, Emma’s closing message is one that speaks to us all: “We’re all different. We’ve all come into different jobs and in a different way. We all have different paths and specialisms, and that’s our strength.”

Smoother Printing: Without Losing Your Mind (or Budget)

When budgets are tight, finding a smarter, stress-free way to manage school printing can feel like unlocking a hidden superpower

For schools, cutting costs isn’t just a priority, it’s a necessity. Many schools face ongoing financial challenges, often made worse by limited funding and minimal government support. A powerful way to begin addressing these hurdles is by partnering with suppliers who listen, understand and provide the right resources to support student success.

One area where potential savings can easily be overlooked is communication.

REAL LIFE EXAMPLES

Like many school trusts, Harmony Trust was committed to providing effective resources to support teaching and learning but faced the familiar challenges of operating within a tight budget. As a multi-academy, school-led trust, they understood the importance of making every penny count, particularly when it came to essential services like printing. Spread across 15 sites, the trust had been relying on a patchwork of desktop printers and multifunctional devices (MFDs), many of which were costly to run and difficult to manage.

Print control was inconsistent, workflow was fragmented and budgets stretched thin. It was clear that a new approach was needed, one that could bring clarity, consistency and value.

HOW DID THEY DO IT?

That’s where RISO stepped in. Every school was provided with a free print audit to accurately assess their needs.

Every school was provided with a free print audit to accurately assess their needs

Across the 15 sites, a mixture of new and refurbished devices, including the GD7330, FT5230 and FW5230, were supplied. This allowed every site to depend on one appropriate printer, resulting in dramatically reduced costs and enhanced security, primarily through the implementation of user authentication and usage reports.

FAST, DEPENDABLE, TRUSTWORTHY

But this switch was more than just print control; it was about trust.

The third-party engineers the schools had previously been relying upon weren’t necessarily specialists and getting a fast and dependable first time fix was essential. The trust was in need of a reliable managed print supplier; especially one with specialist knowledge who could actually help when the schools needed it most.

“We use RISO because their printers are fast, we get outstanding support, full transparency and the cheapest colour printing out there. The RISO’s reliability, combined with effective account management, has become the Trust’s most valued asset.” says David Taylor, head of ICT, The Harmony Trust.

Many providers only offer a product, whilst RISO pride themselves on offering a long-term service with consistent communication. It’s time to choose a provider that doesn’t turn into a vanishing act after your first purchase.

This is a sponsored article, brought to you by RISO.

To find out more about RISO products and services, visit: https://www.riso.co.uk/

The CPD That Changed My Life

Professional development can be unexpectedly transformative, as CONNY BRANDT shares how key training sessions shaped her confidence, leadership and personal growth in ways she never anticipated

You’ve attended the course, come back with some notes, and you fill in the survey: Was the training useful? Was the speaker engaging? You do your best to answer the questions, maybe thinking about the things that you intend to do following the training. Or maybe you are not yet sure how you will use what you have learned. Do you ever reflect on your training three months, six months, 12 months down the line, to evaluate whether it has made a difference?

Most of the training courses I have attended have made some difference – they made me aware of a useful resource, helped me understand a piece of legislation or gave me a new approach to an issue. However, some courses have had a really big impact on me, both personally and professionally:

CONFIDENCE BUILDING (ROSS MCWILLIAM, ISBL CONFERENCE)

You know when you are sitting in a room full of people, and someone asks for a volunteer to go first and give feedback from an activity or answer a question? I am now often the first to put my hand up, or the first to put my name on a list. I never used to be, but I loved this session on confidence building, which made me realise that I actually would like to be the person who goes first and gave me the courage to go for it.

LEADERSHIP KEYNOTE (RYAN HAWK, NNOSS CONFERENCE)

I fought hard to be where I am now, and to be viewed as a strategic school leader rather than a glorified administrator. At times, this could make me very precious about my role, about how I was treated and about who did what in school.

Do you ever reflect on your training three months, six months, twelve months down the line?

This session helped me change my perspective and see it in the bigger context, focusing more on the impact for the school overall rather than my personal views (which in turn improved my performance and how I am seen as a leader).

CHIMP MANAGEMENT (SCHOOL INSET)

If I had to choose just one course that had the biggest impact, this would be it. Chimp Management really developed my understanding of myself and others, and how to manage both myself and those around me. As well as being invaluable when handling difficult situations at work, it also helped me gain control over a personal issue that I’d had for pretty much my whole life, but never been able to address successfully – that is until I realised that it was not me, it was my chimp.

As I am writing these, I think of more sessions that also had a real impact. We wear so many hats in our roles, being able to develop as professionals is just so important!

I had the privilege of meeting Dr Steve Peters at a conference and took the opportunity to approach him to say that Chimp Management had changed my life. His response? “No – you changed your own life. I just gave you the tools”. A powerful message that CPD is as impactful as we make it!

Did I know how big an impact these sessions would have? I didn’t – they just looked like they might be good, or they were arranged by my school. So, if you think you haven’t got time for training, or that CPD is not your priority, I would say go for it and make time – you never know what you might gain!

LEAD ON:

EMOTIONAL INTELLIGENCE FOR SBLS

Leadership is no longer just about making strategic decisions and enforcing policies. Here, RUSSELL DALTON explores the core elements of emotional intelligence and how it can impact your management style

Successful leaders must possess high levels of emotional intelligence (EI) to effectively manage teams, build strong relationships and drive organisational success. EI plays a pivotal role in leadership development, influencing how leaders perceive and manage their own emotions and those of

others. For school business leaders (SBLs), EI is especially crucial.

SBLs work within complex educational settings where they must balance financial management, human resources and operational efficiency while fostering a positive school culture. By developing their EI, SBLs

can improve communication, resolve conflicts and lead with empathy and resilience. This article explores the five key areas of EI - self-awareness, selfregulation, motivation, empathy and social skills - and how SBLs can utilise these areas to become more effective leaders and build stronger teams.

Emotional intelligence is a cornerstone of effective leadership

SELF-AWARENESS

What is self-awareness? Selfawareness is the ability to recognise and understand one’s own emotions, strengths, weaknesses, values and impact on others. Leaders with high self-awareness are conscious of their behaviour and how it affects those around them.

How can SBLs use self-awareness to develop as leaders?

Reflect on Strengths and Weaknesses - SBLs should take time to assess their leadership style, identify areas for improvement, and seek feedback from colleagues. Recognise Emotional Triggers - Understanding what causes emotional reactions can help SBLs remain composed and make rational decisions.

Seek Constructive FeedbackEngaging in regular self-reflection and welcoming feedback from peers and team members can help improve leadership effectiveness.

Practicing MindfulnessMindfulness techniques can enhance self-awareness by helping individuals remain present and conscious of their emotional state.

When SBLs develop selfawareness, they are better equipped to make thoughtful decisions, communicate effectively and lead with authenticity.

SELF-REGULATION

What is self-regulation? Selfregulation refers to the ability to control emotions, adapt to changing circumstances and remain calm under pressure. Leaders with strong self-regulation are able to manage stress effectively and respond to challenges with a level-headed approach.

How can SBLs use self-regulation to build stronger teams?

Stay Composed - SBLs often handle budget constraints, staff conflicts and policy changes. Maintaining composure helps foster a stable and positive work environment.

Demonstrate Integrity and Accountability - Leaders who regulate their emotions and act consistently with their values earn the trust and respect of their teams.

Pause Before Reacting - Taking a moment to assess a situation before responding can prevent emotional outbursts and encourage thoughtful decision-making.

Develop Healthy Coping Mechanisms - Engaging in activities such as exercise, hobbies, or relaxation techniques can help manage stress effectively.

By mastering self-regulation, SBLs can lead by example, demonstrating patience and stability even in high-pressure environments.

MOTIVATION

What is motivation? Motivation in EI refers to the drive to achieve goals, maintain optimism, and remain committed to personal and professional development. Highly motivated leaders inspire and energise their teams, even in the face of obstacles.

How can SBLs use motivation to strengthen leadership?

Set Achievable goals - By establishing short-term and long-term goals, SBLs can stay focused and driven to achieve success.

Foster a Growth MindsetEncouraging continuous learning and professional development can help SBLs and their teams grow.

Lead by ExampleDemonstrating passion and enthusiasm for their work can inspire team members to stay committed and motivated.

Celebrate SuccessesRecognising achievements, both big and small, helps sustain enthusiasm and a sense of accomplishment.

A motivated leader is not only productive but also energises and uplifts their team, creating an environment where everyone strives for excellence.

EMPATHY

What is empathy? Empathy is the ability to understand and share the feelings of others. It enables leaders to connect with their team members, appreciate different perspectives and create a supportive work environment.

How can SBLs use empathy to enhance leadership?

Actively Listen - By genuinely listening to concerns and feedback, SBLs can foster open communication and build trust.

Address Conflict With Sensitivity - Handling disagreements with understanding and fairness can lead to positive resolutions and strengthened relationships.

Consider Different NeedsUnderstanding the challenges faced by teachers, support staff and students allows SBLs to make informed and compassionate decisions.

Support Emotional Wellbeing - Recognising stress and burnout among staff members and offering support can improve morale and productivity.

Empathetic leadership results in a more engaged and loyal team, where individuals feel valued and understood.

SOCIAL SKILLS

What are social skills? Social skills in EI involve effective communication, conflict resolution and relationshipbuilding. Leaders with strong social skills foster collaboration and create a positive workplace culture.

How can SBLs use social skills to build stronger teams?

Communicate Clearly - Ensuring that team members understand expectations, goals, and changes helps reduce misunderstandings.

Resolve Conflicts Effectively - Addressing conflicts with a problemsolving mindset helps maintain harmony and team cohesion.

Encourage CollaborationPromoting a culture of mutual support and cooperation enhances overall organisational performance.

Networking and Relationships - Building connections with peers and other professionals can provide valuable insights and opportunities for growth.

A leader with strong social skills can unify a team, resolve conflicts efficiently and create a positive and productive workplace culture.

Emotional intelligence is a cornerstone of effective leadership,

particularly for school business leaders who navigate complex educational and operational landscapes. By developing self-awareness, self-regulation, motivation, empathy and social skills, SBLs can enhance their leadership capabilities, strengthen relationships and build high-performing teams.

Investing in emotional intelligence not only improves individual leadership effectiveness but also contributes to a more positive and productive school environment. By leading with emotional intelligence, SBLs can foster resilience, adaptability and innovation within their teams, ultimately driving long-term success.

A motivated leader is not only productive but also energises and uplifts their team

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Feeding the Future: Reducing Food Waste in Schools

Do you know your plate waste from your production waste? In this article, the UK Schools Sustainability Network (UKSSN) explores the critical issue of food waste in schools and offers practical strategies for more sustainable catering practices

Following our article last month about waste and recycling, this month we are focusing on catering and food waste. And it’s a real issue, according to WRAP (Waste and Resources Action Programme), in the UK alone, over 400,000 tonnes of food are wasted by the food service sector each year, with schools contributing a substantial portion to this figure. BusinessWaste.co.uk believe that schools generate 80,382 tonnes of food waste annually in the UK. Unsurprisingly, half of this is reported to be fruit and vegetables! The total UK schools’ food waste equates to 155,283 tonnes of CO2 being released into the atmosphere. So, tackling food waste in your school can help reduce your school’s carbon footprint considerably. By 31 March 2025, all schools in England have a legal duty to take all reasonable steps to apply the waste hierarchy and meet the new recycling and waste collection measures. This means separating waste in accordance with their waste collector:

● dry recyclable materials

● food waste

● black bin waste (residual waste)

WHAT IS FOOD WASTE?

In schools, food waste can occur at every stage, from preparation and storage to serving and consumption. They can be categorised as production waste, plate waste and counter waste – the food that doesn’t get purchased or put on a plate.

WHY SHOULD IT BE ON YOUR CLIMATE ACTION PLAN?

If this food waste goes to landfill it will emit harmful greenhouse gases, like methane, as it rots. Anaerobic digestion and composting are the preferable methods of processing any food waste.

STEPS YOUR SCHOOL COULD TAKE

● Waste audits: Conduct regular food waste audits to identify where and why waste is occurring. This can help pinpoint areas for improvement, such as overproduction or food wastage in specific meal components. Data from audits can be used to adjust menu planning and serving strategies.

● Educating students and staff: A crucial component of reducing food waste is educating students and staff about the importance of reducing waste. By raising awareness about food waste and its environmental impact, schools can foster a culture of sustainability. Encouraging students to take only what they can eat, offering food in a way that makes it easy to manage portions, and creating “wastefree” initiatives can help significantly reduce waste.

● Menu planning and portion control: One of the most effective ways to minimise food waste is through careful menu planning and ensuring portion sizes are appropriate. Offering smaller portion sizes with the option to take more if needed can help reduce excess food.

● Redistribution of leftovers: Where safe to do so, consider redistributing surplus food to students who may need it. Schools can partner with local charities or food banks to donate unserved food, ensuring that it doesn’t go to waste while supporting the local community.

● Composting: Implementing a composting system allows schools to divert food waste from landfills and turn it into valuable compost for use in school gardens or local community spaces. This creates a sustainable closed-loop system where food waste is recycled into new growth.

Catering services in schools has a profound environmental impact, particularly in terms of food waste, energy use, and carbon emissions associated with food sourcing and preparation. This not only harms the environment but also affects the school’s budget, wasted food represents wasted resources. Sustainable catering is not only about reducing waste but also about offering meals that have a lower environmental impact. Plantbased meals are a central part of sustainable school catering, as they generally require fewer resources and generate lower greenhouse gas emissions than meatbased dishes.

Steps your school could take to be a more sustainable catering provider:

● Focus on sourcing locally, seasonal and ethically produced food

● Create seasonal menus

● Promote plant-based options, which have a lower environmental impact.

Tackling food waste in your school can help reduce your school’s carbon footprint considerably

The production of plant-based ingredients generally uses fewer resources such as water, land, and energy. Plantbased options can help reduce the risk of obesity and chronic diseases, while also catering to a variety of dietary preferences, including vegetarian and vegan diets

● Purchase Fair Trade-certified items, such as coffee, bananas, and chocolate, to ensure that producers are paid fairly and that environmental standards are met By taking proactive steps to reduce food waste and implement sustainable catering practices, schools can significantly lower their carbon footprint and contribute to a healthier planet. By educating students and staff, conducting waste audits and offering more sustainable menu options, schools can make a positive impact that benefits both the environment and the community. 

Feeling Under the COSHH?

COSHH

is one of those acronyms which is more well known than what it stands for - Control of Substances Hazardous to Health Regulations 2002 (as amended).

JO

MARCHANT explains

what you need

to know when it comes to staying safe

Let’s start with what substances are considered to be ‘hazardous to health’. COSHH covers chemicals, products containing chemicals, fumes, vapours, mists, dusts, nanotechnology, gas and asphyxiating gases, biological agents (germs), and germs that cause diseases. Hazardous substances most likely to be found in schools include acids and caustic substances, disinfectants, glues, solvents, and paints. Schools need to ensure that students, staff and visitors (which includes contractors) aren’t exposed to health hazards by how they use substances hazardous to health. Set out below are some examples of best practice and what to consider when using these substances.

CHEMICALS

It’s easy to forget that chemicals in schools are used the most by your cleaners rather than your Science staff. It’s important, therefore, to ensure that your cleaners (whether in-house or contract cleaners) have received suitable and sufficient training in the storage and use of chemicals. They should be stored in a locked cupboard during the school day in a suitable location. The school should also ensure that safety data sheets, for each chemical, are easily accessible by cleaners as these detail how they should be stored, handled and transported, and what action should be taken if a person comes into direct contact with the chemical.

TOP TIP: If you suffer from that frustrating issue of cleaners leaving their cleaning chemicals in classrooms after their shift, I find that taking a photo of it in situ and e-mailing it to their supervisor usually solves the problem!

PRODUCTS CONTAINING CHEMICALS

Glue sticks look quite innocuous, but they do contain chemicals, as do other adhesives used in Art. To ensure all such products are used safely, carry out an audit of where these products are used and by whom. Then ensure that the relevant staff have received COSHH training. Staff should also be aware of the need for appropriate ventilation of learning spaces when such products are being used.

FUMES, VAPOUR AND MISTS

Fume cupboards are designed to capture and remove air-borne hazardous substances generated during science experiments to limit the risk of exposure to people. Science staff using fume cupboards must be trained in their safe operation, including checking that it is working as required. Fume cupboards must be inspected and tested every 14 months to ensure that they remain in good working order.

To ensure all such products are used safely, carry out an audit of where these products are used and by whom

BIOLOGICAL AGENTS

Biological agents include viruses and bacteria. An example of a biological agent would be blood and bodily fluids, such as vomit. When cleaning up bodily fluids, suitable personal protective equipment such as disposable gloves and aprons should be worn, and staff should be trained in how to do this to avoid exposing themselves or others to infection.

DUSTS

Dust extraction units are designed to control dust by capturing it from a specific source, such as a mitre saw. Wood dust is a significant health hazard which may cause asthma so to minimise the hazard from it any wood dust on floors should be vacuumed up and not swept.

If cleaners are responsible for cleaning up wood dust, schools have a legal obligation to ensure that they are doing so in such a way that does not put their health at risk.

BE AWARE: The Health & Safety Executive has previously issued a school with an improvement notice for failing to protect design & technology staff from the risk of exposure to wood dust.

GAS AND ASPHYXIATING GASES

Many schools still have gas boilers, water heaters and gas appliances in their catering kitchens. The law requires landlords to ensure an annual gas safety check is carried out on all gas appliances in your school as evidenced by a gas safety certificate. Catering staff may refuse to work in a catering kitchen where the gas safety certificate has expired.

TOP TIP:If you have gas appliances in your catering kitchen, ensure a copy of your latest gas safety certificate is displayed in the kitchen.

GERMS THAT CAUSE DISEASES

You may be surprised to discover that Legionnaires’ disease falls under the COSHH Regulations. Legionnaires’ disease is a severe form of pneumonia and can be caught by people when they breathe in mist that contains the Legionella bacteria, for example, from a spray tap or shower head. Mitigating actions are recorded in a separate Legionella risk assessment, also referred to as a water risk assessment.

COSHH RISK ASSESSMENT

In order to determine the risk from substances hazardous to health, you should ensure that your school has carried out a COSHH risk assessment by identifying what hazards exist in your school, assessing the risk from those hazards, controlling those risks by eliminating them altogether or implementing measures to reduce the risk, recording your findings and reviewing the controls you’ve put in place to ensure that they are effective. 

Jo Marchant is author of the bestselling The School Premises Handbook and her new book, Managing School Business Operations. Both can be purchased at amazon.co.uk or waterstones.com

Strategic Staffing Structures: What’s Working, What’s Next?

AHow can multi-academy trusts build agile, sustainable and future-ready staffing structures? KEVIN PARKER explores the art of strategic staffing and offers practical guidance for school business managers, CFOs and CEOs

s a school business manager, chief financial officer, or chief executive officer in a multi-academy trust, designing a staffing structure that meets both current needs and future goals is an ongoing challenge. Whether your trust is expanding, facing changes in pupil numbers, or responding to shifts in curriculum demands, your staffing model needs to be adaptable, financially sustainable, and aligned with the broader strategic vision of the trust.

In this article, we explore how to assess your current staffing structure and answer key strategic questions to guide your decisions. This process will enable you to plan while ensuring that your staffing model remains agile enough to respond to both immediate and long-term changes.

ASSESSING WHAT YOU ALREADY HAVE

Before making any decisions about future staffing, it’s essential to take a comprehensive look at your existing structure. Understanding where you stand will help you identify gaps and areas for improvement as well as align your staffing decisions with the broader strategic goals of the trust.

WHAT IS THE CURRENT STAFFING COMPOSITION ACROSS SCHOOLS AND CENTRAL TEAMS?

Begin by reviewing the number and type of staff employed in each school within your MAT and the central team. What does the current workforce look like in terms of roles (teachers, support staff, administrative, and leadership)? What is the staffing ratio for pupil support, SEN, and pastoral care?

A clear inventory will allow you to assess whether you have enough staff in critical areas like safeguarding, leadership, and subject specialisation.

IS THERE CLARITY IN ROLES AND RESPONSIBILITIES?

Are there any overlaps or ambiguities in responsibilities, particularly at leadership levels or within school support teams? Clear role definitions are vital to operational efficiency. If roles are unclear, the potential for duplicated work or gaps in responsibility grows, making it harder to deliver consistent outcomes. Consider where adjustments might be needed to streamline responsibilities or provide clearer leadership.

HOW DO CURRENT STAFFING STRUCTURES ALIGN WITH THE EDUCATIONAL OUTCOMES

YOU’RE AIMING FOR?

Are you seeing the expected results in pupil outcomes relative to the investment in staffing? Review the link between your current staffing structure and performance data. For instance, do schools with higher staffing in certain areas (e.g., STEM specialists or SEN support) show improved outcomes in those areas? Alternatively, are there areas where under-resourced staffing might be limiting progress? Understanding these connections can help guide future decisions.

Once you have assessed your current staffing, it’s time to focus on where you need to go in terms of growth, efficiency, and quality. This is where the strategic planning process becomes critical, as you evaluate what the trust’s future staffing structure needs to look like.

HOW WILL PUPIL NUMBERS AND DEMOGRAPHICS CHANGE IN THE NEXT THREE-FIVE YEARS?

One of the most significant factors influencing staffing needs is pupil numbers. If pupil numbers are expected to increase, particularly in specific schools, will the current staffing model be sufficient? Conversely, if numbers are decreasing, are there ways to adapt staffing levels to maintain financial sustainability?

Understanding the likely changes in pupil numbers - and their demographic composition (e.g., SEN, EAL, FSM) - is crucial for projecting future staffing requirements.

Example Questions:Are we expecting growth in specific schools or age groups? How will demographic changes (e.g., an increase in SEN pupils) affect the types of staff we need? How can we optimise staffing to ensure that any increase in pupil numbers doesn’t disproportionately inflate costs?

WHAT DOES THE TRUST’S GROWTH STRATEGY LOOK LIKE?

If your trust is expanding - whether through taking on new schools or increasing the number of pupils - how will your staffing structure scale? Are there plans to centralise or decentralise services (e.g., HR, finance, IT, or subject leadership)? As the trust grows, balancing centralisation with the need for local flexibility becomes increasingly important. How can you ensure that your central team provides consistent support while maintaining autonomy for individual schools?

Example Questions: What areas of staffing can be centralised to increase efficiency across the trust? How do we ensure leadership capacity grows alongside the expansion of the trust? Should certain functions (e.g., specialisms in subjects or pastoral care) be centralised, or should schools retain autonomy in these areas?

As the trust grows, balancing centralisation with the need for local flexibility becomes increasingly important

WHAT IMPACT WILL CURRICULUM CHANGES HAVE ON STAFFING?

Are changes to the national curriculum, or shifts in local priorities, requiring additional expertise or new roles? For instance, a greater emphasis on STEM education might necessitate hiring more specialised teachers, or changes in safeguarding requirements might require additional staff. Are there sufficient resources allocated to CPD to ensure that teachers and leaders have the skills to meet these evolving demands?

Example Questions: Do we have the right balance of staff to deliver an evolving curriculum, especially in subjects like STEM or arts education? Should we allocate more resources to staff development in emerging areas (e.g., digital learning, mental health)? Are we adequately staffed to meet the needs of pupils with additional or complex learning needs?

How can we optimise the balance between financial sustainability and staffing quality? Staffing is one of the largest areas of expenditure for any MAT and balancing cost with quality is an ongoing challenge.

What efficiencies can be achieved without compromising the quality of education or support? Are there ways to reduce overheads through shared services or better procurement practices? Also, are you maximising the potential of existing staff to avoid unnecessary recruitment costs, while ensuring they are not overburdened?

Example Questions:Are there areas where we could centralise non-teaching roles (e.g., finance, HR, admin) to save costs while maintaining school-level flexibility? How can we ensure that staffing levels are matched to need rather than desire? What steps can we take to reduce turnover and ensure retention, especially in hard-to-fill roles?

WHAT IS OUR STRATEGY FOR DEVELOPING LEADERS WITHIN THE TRUST?

As the trust grows, leadership development becomes more critical. Are current leaders able to provide sufficient support to new schools or increased staff numbers? How can you develop future leaders within your schools? A focus on talent development and succession planning can ensure that leadership gaps are addressed early, preventing future strain on senior leadership teams.

Example Questions: Do we have a clear succession plan in place for leadership roles across the trust? How can we develop more leadership capacity at both central and school levels to ensure long-term sustainability? Are we providing enough development opportunities to nurture internal talent, or do we rely too heavily on external hires?

Strategic staffing planning is not a one-time exercise but an ongoing process

A CONTINUOUS REVIEW AND ADAPTATION PROCESS

Strategic staffing planning is not a one-time exercise but an ongoing process. To ensure your staffing structure is both responsive and sustainable, it’s essential to regularly assess both your current model and future needs. By asking the right questions and carefully evaluating both your staffing levels and the trust’s strategic objectives, you can build a framework that supports both operational efficiency and high educational outcomes.

For SBMs, CFOs and CEOs, the key is to balance the immediate needs of the trust with its future ambitions. Whether expanding, adapting to curriculum changes, or ensuring that resources are aligned with pupil needs, your staffing structure must be agile, cost-effective, and capable of delivering on the trust’s educational vision.

By consistently revisiting your staffing strategy and aligning it with both current realities and future goals, you will not only optimise the use of your resources but also create an environment that fosters growth, leadership and academic success across the MAT. 

The Neonatal Care (Leave and Pay) Act 2023: What it Means for Employers

As of 6th April 2025, employees have a dedicated statutory right to leave and potentially pay if their baby requires specialist neonatal care. In this article, Forbes outlines the legal and practical considerations employers must address

The Neonatal Care (Leave and Pay) Act 2023 defines neonatal care as the medical care of a child that starts within 28 days of birth. The right to leave is a day one right, whilst to be eligible for pay, there are service and earning requirements. Employers should be mindful of the complex rules in the legislation surrounding the notice and leave provisions, as well as the following considerations:

WORKFORCE PLANNING

Employees will typically take NCL at the end of their other parental leave entitlements, however employers may encounter situations where employees choose to end their maternity leave at 39 weeks and transition directly to NCL and Statutory Neonatal Care Pay for up to 12 weeks. This could result in some employees effectively taking almost a full year of paid leave.

IMPORTANCE OF POLICIES

Employers will need a clear policy setting out the statutory right to neonatal care leave and pay, as well as any enhanced rights they may offer. This policy should clearly explain the process for requesting NCL and the entitlements available.

ENHANCEMENT CONSIDERATIONS

Some employers have already announced early implementation of a neonatal care leave and pay policy, while others may now look to enhance their offering following the full details of the statutory scheme being confirmed, considering both the needs of their workforce and staying competitive in the talent market. Communicating these enhancements clearly to employees will be essential.

HR AND LINE MANAGER TRAINING

Given the complexities of this new right, employers should consider offering training for their HR staff and line managers, particularly in relation to the nuances of the notice requirements.

REDUNDANCY – PRIORITY STATUS

If a redundancy situation arises whilst an individual is on NCL, or after they have returned from a period of at least six consecutive weeks of NCL and are within 18 months of the child’s date of birth or placement for adoption, the employee is entitled to be offered a suitable alternative vacancy with the employer if one is available, similar to the protection which applies during pregnancy and other types of family leave.

Communicating clearly to employees will be essential

WELLBEING CONSIDERATIONS

The effects of a traumatic birth or a baby spending time in neonatal care can lead to both physical and mental health challenges. Taking a proactive approach to wellbeing when the employee returns to work is essential to understanding what support they may need.

FINAL THOUGHTS

The implementation of the Neonatal Care (Leave and Pay) Act brings significant changes that will support parents during an incredibly challenging time but also requires employers to navigate a range of legal, operational, and wellbeing considerations. Employers will need to be proactive in adapting their policies and practices. This is a sponsored article, brought to you by Forbes For further details visit: www.forbessolicitors.co.uk/ articles/the-neonatal-care-leave-and-pay-act-2023 To get advice for your organisation, email EducationGroup@ forbessolicitors.co.uk or call us on 0800 689 3206

SWITCHED ON

The

NEU Slams AI Classroom Rollout Plans

As reported by Sky News, the teachers’ union warns governmentbacked AI tools could threaten teaching assistant jobs without proper sector input. NEU general secretary Daniel Kebede said that the Department for Education (DfE) was “running away with itself” in its plans to develop AI-powered tools without proper consultation with the education sector. His concerns come after the government announced £1 million in funding for 16 tech companies in January to develop AI tools aimed at assisting with feedback and marking, as part of a broader initiative to improve education standards.

While acknowledging that AI could have benefits in reducing workload for teachers, Kebede cautioned against its potential misuse. “If it is used to free up educators’ time so they can focus more effectively, then fair enough,” he said. “But we will resist any direction that seeks to de-professionalise, deskill, or replace teaching assistants.”

Government Pledges £45M for School Wi-Fi

As reported by Gov.uk, a new £45 million investment aims to ensure better connectivity for students nationwide. The funding will support schools across the country in upgrading essential technology infrastructure, including £25 million dedicated to improving wireless networks this year. This initiative is part of the government’s wider Plan for Change, aimed at breaking the link between children’s backgrounds and their academic success.

The investment comes amid findings from the 2023 Technology in Schools Survey, which revealed that only 63% of schools currently have fully functional Wi-Fi throughout their premises. To further support digital development in education, the government has launched a consultation to gather views on its six core digital standards — a set of essential guidelines for ensuring strong tech infrastructure, connectivity, digital security, and leadership in schools. The aim is for all institutions to meet these standards by 2030. So far, connectivity improvements have benefited 1.3 million pupils across 3,700 schools.

MAC has worked with more than 500 schools and academies nationally providing strategic estates management services and advice on all aspects of construction projects.

With office bases across the UK and multi-disciplinary expert teams, we aim to support our clients to manage their estate in line with the ‘Good Estate Management’ principles outlined by the DfE. Our team has an excellent understanding of working with schools and academies and we are committed to securing the best possible outcomes for children and young people through delivering essential improvements to the learning environment.

Our Services

If you need further information or a free initial consultation, please get in touch!

Jonathan Jones BSc (Hons) MA, MCIOB Director, National Education Services T: 07943 049 754 E: jonathanjones@macconsultingltd.com

It’s

Time to ‘Think Different’ TECHNO GEEK

Remember the time in school when you had to use different devices for carrying out planning, gathering information and task management? NIGEL MILLIGAN does, and he wants schools to know there is a better way

Ithink back to the days when I was based in the nursery at the first primary school I was working in. We had to gather evidence and record everything onto a spreadsheet to see the progress of the children. This involved gathering lots of comments written on Post-it notes, offloading photos from digital cameras and then printing them off to add into each child’s evidence fileall very time-consuming.

In 2010 when the very first iPad was launched, I proposed the idea of using iPads to cut down the processes above by recreating the evidence files for each child in the Evernote App. Straight away the time and cost saving benefits showed. There was also the ability to allow others in the school to view the evidence using the collaboration options at the time. This was a very innovative period when many challenges started to be solved using the iPad. It wasn’t too long before the school realised the power of iPad use across the school. This led to a full 1:1 roll out for all staff and pupils.

USES BEYOND CONSUMPTION

When the iPad was first introduced it had a very mixed reception. Not everyone understood the huge list of benefits that it offered. The first big win for our school was the fact that the iPad was instantly usable without wasting time. One of the biggest criticisms of the iPad was that it would only ever be good for consumption of content and not for creating content. The iPad sits perfectly in the range of task complexity versus task duration as per the following three device types:

● Mobile Phones - Small tasks / Short duration

● iPad - Mid size tasks / Medium duration

● Traditional Computers - complex tasks / Longer duration

When you factor in all the apps and features that the iPad provides along with a long battery life and the ability to take it anywhere in school, it leaves the world of laptops behind. There are so many creative uses for the iPad and when used with a stylus such as

the Apple Pencil, or other third-party options, it takes on a whole new level. The ability to produce art, record and create music, produce video productions and much more means the iPad is now way beyond a simple consumption device.

ANYTIME, ANY PLACE, ANYWHERE

As the iPad has become more powerful over the last few years it has now become the only device that is in use for many people. The iPad has opened a whole new world for them where traditional laptops failed. For example, my Mum travels the world on cruises and takes her iPad everywhere. The camera and ability to connect to wi-fi anywhere allows her to keep in touch whilst she is away as well as using social media etc. With my own iPad, I can do everything I need to on it and the ability to connect it to external screens and a USB mouse and keyboard means I often use this as a desktop replacement.

SAMR MODEL

The iPad raised the attention of the SAMR Model, which is a Framework created by Dr Ruben Puentedura and categorises four areas of technological integration.

Substitution

Replaces traditional standalone devices

Augmentation

Add video and external links to a presentation

Modification

The use of additional feedback and collaboration tools

Redefinition

Share content created with the rest of the world for collaboration and engagement.

The iPad sits perfectly in the range of task complexity versus task duration

The SAMR model is a great resource for schools to help teachers ensure they are getting the best value from the iPads. The iPad straight away fits the base level of substitution as it is a perfect substitute for standalone devices such as camera, video camera, audio recorder, calculator, diary, notebook, laptop, scanner and much more.

The other levels need to become embedded as part of the ongoing journey. This can only be done if the SAMR model is explained and promoted as part of the ongoing staff training and support.

REDUCING WASTE THROUGH EFFICIENCY

The overall lifecycle of the iPad has made it a very cost-effective solution for schools and has helped reduce electronic waste. An iPad will support the latest iPadOS for up to six years. For example, the 6th Generation iPad released in 2018 has now ceased supporting the latest iPadOS 18 launched in the autumn of 2024. However, it remains on the previous latest version 17 which will still support the apps you use for another few years yet.

The true power of the iPad comes for teaching staff as it allows for full collaboration across the school

The iPads that we are currently planning to retire in 2025 are the 10-year-old iPad Air 2iPadOS 15 with many of the latest apps in use requiring 15 as a minimum to run.

This does show that it is possible to invest in iPads and make use of them for up to 10 years if required. In practice, the older devices do struggle after around seven years due to having lower storage capacity and depleted battery life. Here is the strategic plan that St Herbert’s RC Primary School in Oldham has adopted over the past ten years which has enabled them to maintain an active and sustainable use of iPads in school:

● Early Years iPads - iPad Air 2

● TA / Support Staff iPads - 6th Gen iPad

● Teacher / SLT iPads - 9th Gen iPad

● Key Stage 1 Class Set - 9th Gen iPad (3yr lease with Apple Finance)

● Lower Key Stage 2 Class Sets - 10th Gen iPad (3yr lease with Apple Finance)

● Upper Key Stage 2 Class Sets - 10th Gen iPad (3yr lease with Apple Finance)

The staff devices which are purchased have set the hand-down process to TA’s then to Early Years. This ensures that the main teaching staff have the latest iPad possible

to ensure they have the best teaching tools available. The true power of the iPad comes for teaching staff as it allows for full collaboration across the school and untethered teaching in class with the use of AirPlay via an Apple TV or AirServer installed on a Mac or PC.

THE FUTURE OF USE IN SCHOOLS

1:1 iPad deployment is much more affordable and would be more so if the DfE embraced the fact that this is the future and reduces paper use along with other cost benefits for schools.

In primary school particularly, the iPad along with Chromebooks (or Google Flex converted devices) has transformed the way that the internet and all digital resources are accessed. There is no longer a valid argument to force conventional approaches on schools. This is simply down to school leaders having the confidence and vision to challenge the solutions that many IT teams and providers are constantly locking them into. The devices must be the best option for the pupils and not what’s best for the IT Departments. It’s an interesting fact that most homes today don’t have a computer but use mobile devices such as smart phones and tablets. The modern workplace has changed with many day-to-day operational tasks being carried out using mobile devices. High end creative work is still carried out on Windows PCs and Macs.

iPads can significantly enhance learning for pupils in a variety of ways, transforming the traditional approach into a more engaging and personalised learning experience. The wealth of apps and accessibility features are just the starting point of what is possible. In the famous words created by the team at Apple, “Think different”

Why Artificial Intelligence Should Work with Us, Not for Us

Artificial intelligence or intelligent assistant?

GARY HENDERSON reminds us that rather than plotting world domination, AI might be instrumental in helping us brainstorm our next big idea

Artificial Intelligence (AI) has been the subject of countless debates, movies and even a few conspiracy theories. While some envision a dystopian future where robots rule the world, others see an era where AI and robots do everything for us, from cooking dinner to filing taxes. Some have worries about over-reliance, bias and data privacy issues while others see enhanced creativity, reduced workload and increased efficiency.

However, the most promising, and in my opinion realistic, vision for AI is not one where it replaces humans or does everything for us, but rather, acts as an assistant that works with us. Imagine having a personal Sherlock Holmes by your side, minus the pipe and the penchant for danger.

THE MYTH OF REPLACEMENT

The idea that AI will replace humans in the workforce has been a major topic of concern. It conjures images of robots taking over jobs, leaving humans redundant and unemployed. Or, if we believe the movies, taking over the world to either enslave or eradicate humans. However, this fear is largely unfoundedcurrently AI solutions continue to be very narrow in their focus and functionality, which I suspect will continue to be the case for some years to come. While it’s true that AI can automate certain tasks, it lacks empathy and nuanced thinking among several other traits and skills which humans bring to the table. Think of AI as a sous-chef in a bustling kitchen; it can chop onions and stir sauces, but the head chef (that’s you) is the one who creates the magic.

AI AS A TEAM PLAYER

AI’s true potential lies in its ability to complement human capabilities. For example, in healthcare, AI can analyse vast amounts of data to assist doctors in diagnosing diseases more accurately and quickly. AI brings its ability to spot patterns and anomalies in vast data sets to the [medical] table, while the human doctor brings bedside manners and experience of humans and how they react to medical diagnosis and treatment plans. I wouldn’t want AI to provide the diagnosis, as anyone who has ever googled their symptoms will likely agree, however, equally I have seen how doctors can misdiagnose or simply miss signs which AI would not. It’s not about replacing the doctor but providing them with powerful tools to make better decisions.

If we accept my favourite quote, that “the smartest person in the room is the room”, then a room including a doctor and an AI medical assistant must surely be better and smarter than a room containing a doctor alone.

ENHANCING CREATIVITY

Creativity is one area where humans shine, and AI can surprisingly help take this to new heights. In the world of art, music and literature, AI can assist in generating new ideas, exploring different styles, and even composing original pieces. It’s like having a never-ending brainstorming session with a collaborator who never gets tired and whose awareness of the written word, images or sound, is so much broader than we as humans will ever be capable of.

I have found in writing articles, in creating learning content and in developing presentation materials, along with many other activities, AI has repeatedly provided me with new avenues or perspectives to consider, new ideas, as well as corrections, feedback and advice.

EFFICIENCY AND PRODUCTIVITY

AI can also help with efficiency and productivity, however I feel there is a need to take care here. It is not necessarily about being able to do things faster or do more things. I will admit, in my use of AI, I haven’t necessarily found myself doing things quicker. I have, however, been able to spend less time on the more boring and monotonous aspects of tasks, and spend more time in the finer finessing.

For example, in creating an article or blog post I need to spend less time on working out my initial structure and putting together opening and closing paragraphs, which in turn allows me more time to read and re-read my content, to adjust and improve it. So maybe it takes me the same amount of time, but the time has been spent on more of what Bloom would refer to as the higher order thinking tasks rather than the lower order thinking tasks. With a result that is often better than I would have produced without the assistance of AI, surely this represents improved efficiency.

It’s like having a never-ending brainstorming session with a collaborator who never gets tired

The future of AI is not about creating a world where humans are obsolete. Instead, it’s about building a collaborative partnership where AI acts as a powerful assistant, helping us achieve more than we ever thought possible. By embracing AI as our ally, we can unlock new levels of creativity, efficiency and innovation. So, the next time you hear someone worrying about AI taking over, remind them that it’s not about replacement; it’s about teamwork. And who knows, maybe one day, your AI assistant will even help you write the next great article - just like this one!

LIVE IT

Time to take a few moments out for some light and interesting reading – a wellearned break from numbers and statistics!

Pawsport Problems?

A family’s relocation from New Zealand to Australia took an unexpected turn when they discovered their cat had been left on the plane and flown back home. Mittens, an eight-year-old Maine Coon, was booked on a one-way flight from Christchurch to Melbourne on 13 January. However, ground staff informed Ms Neas that the plane had returned to New Zealand - with Mittens still on board. The round trip meant the cat endured approximately seven and a half hours in the air.

Air New Zealand apologised for the mistake and confirmed it would cover all costs related to the pet’s travel. Despite the ordeal, Mittens - usually not the most affectionate cat - has been “the cuddliest she’s ever been,” according to Ms Neas.

LIFE HACK

Tired of fumbling through a jumble of keys? Simplify your search by applying a dab of brightly coloured nail varnish to each key. Choose a different shade for each door!

Brain Teaser:

What is unique about these words: revive, banana, grammar, voodoo, assess, potato, dresser, and uneven?

DID YOU KNOW?

May’s birthstone is the emerald, traditionally known for its association with renewal and new beginnings.

Why, sometimes I’ve believed six impossible things before breakfast

Alice in Wonderland

New Rainforest Takes Root in Devon

A new rainforest is taking root in England, where volunteers have spent the winter turning a once-barren field into a budding woodland. Around 2,500 saplings have been planted at Bowden Pillars, near the Devon market town of Totnes, with an additional 4,500 native trees set to be planted by the end of winter.

Temperate rainforests once covered large areas of the British Isles, but today only small, fragmented remnants remain. These rainforests are crucial carbon sinks and provide habitats for diverse wildlife. The Bowden Pillars initiative is part of a broader rainforest restoration programme led by The Wildlife Trusts, a federation of conservation charities, in collaboration with insurance giant Aviva.

Well, knock me down with a feather!

A BUMPY RIDE

Residents of a road in North Wales have turned their potholeridden street into an unlikely tourist attraction. In the village of Pontfadog, Wrexham, signs have been put up advertising “Pothole Land,” boasting the “deepest, longest, widest potholes in Wales.” One sign even promotes “two kilometres of awardwinning potholes with very little actual road to spoil your fun.” Tim Raddock, 57, who lives at the top of the road, told news reporters that the condition of the road was “extremely bad.” While the local council has started work to fill the potholes, many remain only partially repaired.

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