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FOREWORD
The new academic year is underway and once again our schools are humming with activity as communities come together after the summer break (which, for once, bene ted from proper holiday weather and saw the country bathed in sunshine!).
As I have done for several years, I spent some of the summer months judging entries in the Independent Schools of the Year Awards. As always, it was impossible not to be impressed by the range of activities and depth of support which independent school students enjoy. But this year, what struck me most was the sheer resilience of the sector and the extraordinary level of innovation and enthusiasm colleagues in every part of the country are exhibiting in the most challenging of times and, often, in the face of severe nancial di culties.
Let’s not feel downhearted about the difficulties which litter our path…’
Alongside awe-inspiring stories of achievement in sport and the performing arts as well academic excellence, I am ever more impressed by the way in which our schools wrap their arms around their students to ensure that personal wellbeing and robust mental health is always a rst priority. And so often that care extends well beyond a school career, as alumni continue to receive support as they move through education into the working world. This must not be lost.
At a time when the Government and much of the media can fairly be described as being ‘unenthusiastic’ about the independent sector, leaving many of us feeling under the cosh, it is surely critical that we ensure we all take time to recognise and acknowledge the huge, collective contribution our schools make to society. Let’s not feel downhearted about the di culties which litter our path but try to ensure that we do all we can to share the stories of achievement and excellence that the autumn ‘awards season’ seeks to amplify.
It is time that the country’s leaders paused to consider the havoc they are wreaking in this important part of British education. They need to recognise the damage this is likely to cause – not only to our schools but to the wider educational community as a whole, perhaps particularly in the areas of cross-sector partnerships and social mobility.
Ministers claim that ‘growth’ is their key focus, yet they are wantonly damaging an industry responsible for signi cant economic activity as well as educational excellence. They need to be told this repeatedly in a way which cannot be ignored.
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The positive impact of sport
What the Past has to Teach Us A look back at all-girls’ boarding schools 50+ years ago
Steady Voices in Times of Change The importance of e ective communication in moments of crisis
Where Science meets Philosophy Creating today’s learning spaces
Workers’ Rights: The Continuing Story
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Secret Headmaster Resistance is futile! The rise of the school takeover
SUCCESS ALWAYS COMES SECOND THE
POSITIVE
IMPACT OF SPORT
Gavin Horgan explores the philosophy underpinning sport at Millfield School and explains why he believes it is so important in preparing students for life beyond education.
It is a fact that 37% of primary school leavers in the UK are overweight or obese. One in ve children have a probable mental health disorder. There is a myriad of reasons why school sport is a ‘good thing’ but these two facts must be amongst the most powerful. It goes further than that though: we know that, as a nation, we are living through a physical and mental health crisis – and we also know that crisis is at its most acute in the young. The positive impact of sport on physical and mental health is clearly understood. School sport therefore
is not just a ‘good thing’, it must be a fundamental tenet of our development plans at school, regional and national levels. We also need to be brave enough to recognise that what we have been providing in the past, in many cases, was not good enough. I am a massive fan of children playing footie at break with their jumpers for goalposts, but that isn’t enough given the scale of the challenges that we face. In too many cases it feels like schools, organisations and government believe sport is a bolt-on, a nice to have, an afterthought.
Mill eld
Mill eld is synonymous with sport. Mill eld alumni, and even sometimes students, have competed at every Olympics since 1956. At the Paris Olympics in 2024, if Mill eld was a country it would have ranked 18th in the medals table, just below Kenya (and above 73 other countries). In 11 of the last 12 years, Mill eld has been crowned the UK’s nest sports school. In fact, the only year that hasn’t happened was during the pandemic. 75% of applicants to the school are applying primarily
At the Paris Olympics in 2024, if Millfield was a country it would have ranked 18th in the medals table...
because of sport. When people visit the school, whatever their motivation, it is natural that their heads are turned by the world-class facilities: Olympic-size pool, indoor arena, specialist gyms, multiple astros; it feels like a world far away from a school or even a university – maybe more akin to an Olympic village.
But looking at sports results and facilities, it is easy to miss what matters most in the Mill eld programme. It is also easy – and sometimes convenient – for others to dismiss Mill eld as a di erent world that has nothing to o er. That’s a mistake. The facilities at Mill eld are a relatively recent addition but the results have been consistent over decades. There is a philosophy and culture that has evolved somewhat di erently to other school environments. That philosophy and culture is replicable –and it does not rely on glorious facilities.
Does school sport need to change?
Is the world of school sport really that di erent from 20 years ago – and does it need to be di erent? Well, there is an assumption that there will be an increased need to support students’ mental health in the future. Given the statistics above and elsewhere, that assumption seems fair. There will also be a greater need to prepare students for life outside school; the demands of the workplace and world are changing rapidly, and the other support mechanisms that used to exist in a child’s life – such as health and social care or local councils – have been so drastically underfunded that they are crippled; so again, that assumption seems fair. Equally, it is a joy that new sports are achieving prominence far more quickly than in the past; just look at what has happened with padel and pickleball, depending on which half of the globe you are in. But all this means a more agile
sports context is required in schools. Finally, there is rightly less acceptance of injury, especially concussion, and many schools – and indeed individual sports’ governing bodies – have been slow to recognise this. So, I believe it is fair to say that the world of school sport should be radically di erent from 20 years ago.
A good school sports programme o ers answers to so many of the questions that we face in schools. It o ers opportunities to optimise success in other areas of personal development and, maybe more importantly, in life –mitigating future threats and increasing the chance of bringing opportunities to fruition by allowing assimilation with those greater or di erent to yourself.
So, what are the building blocks of the Mill eld sport philosophy and culture? There are several strands and, if they are explicitly considered within a youth sport environment, they are likely to bring about improvement.
Diversity: People speak of The Mill eld Mix: a recognition that diversity is a good thing which needs to be actively cultivated. Children at the school are not forced into one sport and will rarely be training in only a single sport at a time. Children of all levels will be welcomed in
all sports and we will nd a place for them.
Students who are on pathways outside of school will be supported and encouraged to maintain those pathways. We believe that schools must always recognise that they are part of a much bigger world and if we allow the horizons to close in and all that matters is what happens in school or between two schools, we foster parochial, inward thinking. At Mill eld, across all sports at rst team level, between 30% and 95% of xtures are not against other schools, they are against clubs or universities. Our links to NGBs, Olympians and people from all over the world, alongside local partnership programmes with a network of state schools and local organisations, raise awareness of the outside world and di erent versions of excellence. These not only o er alternate visions for a student’s future but also round out character, encourage values-based goals and aid self-exploration of which sport is right for a student to achieve success/brilliance in (and when). Central to this aspect is an understanding of neurodivergent qualities and of appropriate coaching methods to improve outputs.
Challenge: Whether that understanding is achieved through seeing other sports and taking best practice from a variety of them, or by ensuring that students are challenged – experiencing lows or failure in a sporting context
– these vital life lessons which foster all-so-important resilience may be more complex to achieve in the classroom than on the sports eld. However, they are as important in both. Such challenge teaches students improved emotional control, to normalise self-re ection and form habits of self-improvement.
Responsibility: Good sports programmes develop planning skills. Students should learn to manage their own representative pathways, balancing multisport, listening to one’s body and deciding what is the most appropriate in terms of strength and conditioning, nutrition, sleep and a host of other factors. If a school’s sports programme involves a team sheet stuck up by a part-time stranger who doesn’t know the children then it is starting in entirely the wrong place.
Fun: Within all sports programmes there must be an explicit demonstration that having fun and working as part of a team (even and especially in individual sports) is a fundamental part of life and society. It seems all too often that we have lost our way on this, whether in the world of professional sport or within society more widely. As part of the active pursuit of fun, students should be challenged to be courageous and to enjoy and discover stu about themselves through sport. They should
recognise that they can be part of helping others to have fun – and that in doing so there will be improved performance.
Making it happen
What is required to make this happen? Because it doesn’t feel like it needs an Olympic pool! The answer lies in people, culture and holistic considerations. There is an issue of resource here, but it is one that I believe can be worked around depending on the resources available. As far as is humanly possible, sports sta should be full time. If getting the sports programme right really matters – as we have seen it does – and if a sports programme is to have a positive impact on so many other areas of life – as we have seen it can – then why wouldn’t you prioritise your sports sta ng?
There needs to be consideration of holistic student athlete support from nutrition to strength and conditioning and from physio to learning support. That is as much a mindset and a prioritisation exercise as it is a question of resources. At Mill eld, our full-time boarding environment allows us to maximise time with students and we have a prep school with a matching philosophy that can allow easier assimilation.
But whether you are resource-heavy, boarding or day, schools need to make
these holistic considerations central and fully informed rather than the stu of two afternoons a week.
Purveyors of hope
Schools are purveyors of hope; we invest all our energy and passion in the education game out of a deep-seated belief that the world can be a better place and that the best way of achieving that is through supporting children to discover their brilliance and to meaningfully contribute to a better world.
School sports programmes already answer many of the burning questions in our world, but given some explicit consideration we believe they could answer so many more of the challenges we face. A good school sports programme has two principal outcomes: rstly, that the community lives a culture of high standards, teamwork, audacity and inclusivity and, secondly, that it facilitates balanced programmes that are practicable (including for children performing to a high level in multiple sports) and o ers children e ective pathways for their time in school and, even more importantly, beyond school. They deliver mental and physical strength, improve executive function (decision-making, problem-solving, emotional control) and embrace neurodiversity.
These are the goals for the student athletes at Mill eld; they are the priorities that are regularly stressed through the sports programme and in all areas of life. Any success in competition comes secondary to that – but it usually comes! ●
GAVIN HORGAN is the Headmaster of Millfield School.
– IN CONVERSATION WITH –CHERYL GIOVANNONI
De ning your own dreams
Whilst most of Cheryl’s career was spent in marketing, advertising and branding at WPP, her early prospects seemed very di erent. Cheryl tells her story, keen to make the point that she wasn’t prepared to be de ned by stereotypes or someone else’s dreams:
The Girls’ Day School Trust
Founded in 1872, the Girls’ Day School Trust (GDST) is a family of 24 independent schools and two academies passionately committed to girls-only education. GDST schools are here to help girls learn without limits so that they can go on to live lives without limits. The GDST has an inspirational alumnae of over 100,000 women, providing a huge number of mentoring and networking opportunities.
Cheryl Giovannoni is Chief Executive O cer of GDST.
Zoe MacDougall talks to Cheryl Giovannoni about the GDST and its role in supporting and advocating for all-girls’ education.
“I grew up one of four girls in South Africa. My mother’s greatest ambition for all of us was to nd ourselves husbands, get married and have four children of our own. I was Head Girl of my school and I did really well academically. Then my mother sent me to nishing school, where I learnt cordon bleu cooking, typing and ower arranging. I enrolled myself at the Open University and I studied for my degree part-time whilst working as a secretary in Ogilvy and Mather advertising, Johannesburg. Unusually, my very rst boss in advertising was a woman. She couldn’t believe that I was a secretary. She told me I was brilliant and that there had to be something more for me. She promoted me to be a research executive in her team. She really got behind me and became an advocate for me in the professional environment in which I worked. I went on to be CEO of Ogilvy and Mather London.”
Making an impact in the education sector
In 2016, looking for something more in her career where she could make a real di erence to the lives of young people, Cheryl turned to the world of education. Unsure of how the pivot to a new sector would be received, Cheryl tackled the matter head on in her interview with the GDST. She pointed out where her experience in fostering a sense of community and engagement through the sharing of values and storytelling would bene t the GDST in promoting its outstanding educational o er.
“One of the questions I was asked in my interview was why they should employ me when I had chosen not to send my daughters to single-sex schools. And I said to them, “The reason you should hire me is because my daughters sat the exams for two GDST schools but we decided as a family not to choose a GDST education. You didn’t tell me what
the GDST really stood for or convince me about the bene ts of a single-sex education. But I can help you to build awareness and an appreciation of the values of a GDST education in others.”
Now, Cheryl talks with a passion about girls’ education, which is undeniably convincing: “I have spent the last nine years in this job focussing on why an all-girls’ education is hugely bene cial. It’s the very best way for girls to learn. Girls’ schools aren’t nunneries. They’re not a way to protect girls from the real world. They’re spaces where girls are the central focus of all endeavour; places where they get the best possible opportunities to grow, to develop, to build resilience and con dence, to experiment and to learn how to fail. The argument that you have to be co-ed to prepare girls to go out into a co-gender workforce just doesn’t hold water; they will probably graduate to be in a co-ed world with greater con dence and better agency as a result of their girls-only education.”
A family of schools
The GDST describes itself as a family of schools. Cheryl clari es why this is the case:
“Family is about a human connection between our schools and between the people within them. I believe that true collaboration comes from family values. We work together. We don’t always agree! But we are all striving for the same overall outcomes and bene ts.
“We’ve shaped the organisation so that we pull together as a family. For example, we have Trust Consultant Teachers (TCTs), who take a day per week to focus on a speci c specialism to support the whole organisation. We have TCTs in SEND, in STEM, in creative arts, sport, PSHE, languages – and more. We organise conferences and collaborations at subject level so that our specialists as well as our
leadership teams can come together.
“Our family ethos is really paying dividends. It means we can share smaller subjects as a collective. For instance, if we’re to keep modern foreign languages (MFL) alive, which is a real challenge for schools right now, we have 26 schools which can o er MFL and we can do so in a really interesting way. We can keep a broad range of subjects available and we’re thinking about how we can do that, using technology and AI and really getting collaboration working across the GDST.”
Growth
The number of GDST member schools has always been in the mid-twenties and, although member schools have seen some mergers, until recently no new schools had joined the Trust for 17 years. Now, growth is an important development strategy, but criteria for membership remains the same.
All our expertise and decades of research is about how girls learn best.
Decisively, Cheryl explains: “There are lots of girls’ schools that would join us if they could, but we have strict criteria. We cannot save failing schools in the brutal environment we all nd ourselves in. It’s by mutual agreement that a school would join us. We’ve recently expanded to bring in Redmaids’ High School in Bristol, because we have such shared values. I think there is a de nite trend towards individual schools joining groups. There are enormous nancial bene ts from economies of scale in everything from catering to photocopy paper to energy supply. It’s a challenging market. There are several schools that we would consider and with whom we would have a very serious conversation.”
Responding to the co-educational trend
Currently, the UK independent schools’ sector is swaying towards more co-educational settings. That’s not something that GDST schools will ever consider. But, as a erce advocate of girls’ education, Cheryl pitches for a wider impact in this changing market: “All our expertise and decades of research is about how girls learn best. I would challenge any school that is going co-ed to have done that depth and breadth of work. We’ve recently completed a research project to provide a toolkit for teachers and parents of girls, whether they are in co-ed or singlesex schools. These tools are embedded in classroom, curriculum and culture. Our advocacy is very much based on the toolkit, which can be applied in the classroom. We hope that enlightened Heads, who are leading co-ed schools, will get their teachers to implement our research by thinking through these toolkits. If boys’ schools are interested in bringing in girls and going co-ed, what we would love to see is our research being embraced as expertise about how girls learn. It would be madness not to have at least looked at this research if you are developing a co-ed strategy.”
Working for the GDST
There are speci c bene ts for employees in GDST schools, which Cheryl highlights:
“We have an enormous CPD programme called GDST Learn, through which we run about 2,000 di erent courses annually. We’re also launching an Employee Value Proposition, focussed on the bene ts of working for the GDST. We have an annual Engage survey with our sta . Every school is expected to develop an action plan based on their Engage results. We measure sta engagement, enablement and empowerment in their role. And we benchmark ourselves against other employers in terms of overall sta satisfaction. Our goal is to be the employer of choice in the sector.”
at Putney High School, Cheryl came across the Facilities Manager who told her how much he personally valued helping girls learn without limits. For Cheryl, this chance encounter got to the heart of the matter of how a commitment to the GDST mission permeates the whole organisation.
A global perspective
Another bene t of a GDST career is membership of the International Coalition of Girls’ Schools (ICGS), which represents over 500 schools across 16 di erent countries and brings with it opportunities for research, networking and access to global resources. At the ICGS Conference in Philadelphia this year, Wimbledon High School enjoyed presenting their recent active research project, which investigated how agency can be enhanced in girls by engaging student voice and agency in curriculum design. It was the winning entry for the Researcher of the Year Award.
Conversations at the conference illustrated current global threats and opportunities in girls’ education: “There were several presentations about agency and mentorship programmes. And lots of conversations about how girls and women are being disproportionately a ected by climate change and global con ict. The growth of masculine toxicity in the Silicon Valley corridors doesn’t help men or women. Additionally, there was a big focus on Arti cial Intelligence – women are a third less likely to use AI than men. The reason cited, from a Harvard study, is because women see AI as cheating! But women will have fewer job opportunities if they don’t embrace AI and that won’t help the gender pay gap.”
Perhaps most importantly, Cheryl believes that the GDST o ers sta the ful lment of knowing that they’re making an impact. Recently, spending time
Perhaps the most important take-away from Philadelphia was joy. Cheryl came away refreshed and invigorated: “Because of the turmoil we’re going through in this country, we’re not seeing the pure joy in what a girls’ education can be about. It was hugely inspiring to be around all these people who care.”
In conversation with Cheryl, I was equally refreshed and invigorated about the value of a girls-only education and the bene ts of career opportunities with the GDST. ●
ZOE MACDOUGALL is an educational commentator with extensive teaching experience in the independent and maintained sectors.
A RECIPE FOR PROGRESS:
APETITO AND ISA UNCOVER THE REALITIES OF INDEPENDENT SCHOOL CATERING
At a time when providing nutritious, cost-e ective, and high-quality school meals has become increasingly complex for many schools, apetito, one of the UK’s fastest growing school caterers is stepping forward to address these challenges head-on.
To explore the key ndings of its ‘Shaping the Future of Independent School Catering Report’, released earlier this year in collaboration with the Independent School Association (ISA), apetito are launching a brand-new webinar.
Hosted by Peter Woodro e, Deputy Chief Executive of ISA, it brings together key voices from across the sector to explore and examine the complexities and possibilities of independent school catering that the report uncovered.
Joining Peter on the panel is Rudolf Eliott Lockhart, CEO of ISA who o ers strategic insights into the evolving needs of independent schools, Rupert Weber, General Manager of apetito’s Education Division who shares strategic ideas about how independent schools can solve the catering challenges they are currently
facing and James Stacey, Managing Partner of ISCC who brings a consultancy perspective on how schools can achieve operational and catering e ciencies.
This webinar delves into the evolving landscape of catering in independent schools, o ering a clear and comprehensive perspective on the challenges and opportunities shaping the sector today. Drawing on extensive qualitative and quantitative research involving around 60 Headteachers, Bursars, Business Managers, and Catering
Managers from across the UK, the webinar examines each of the key report themes.
The Key Findings: What Schools Are Saying
The webinar explores the ndings and shares practical strategies on how to deliver high-quality school meals without compromising on nutrition or pupil wellbeing. Discussions by the panel cover:
• Cost Concerns: Unpicking how schools can balance catering budgets while maintaining quality.
• Food Quality and Nutrition: How can schools o er high-quality nutritious meals that give pupils the fuel they need to learn.
• Pupil and Parent Engagement: Why there’s a growing need to involve families and pupils in food choices and education.
• Tacking the Labour Crisis: The impact of sta and skills shortages in school kitchens and how to mitigate these issues.
• Food Safety and Allergies: Why e ectively managing dietary needs safely and inclusively is a nonnegotiable for schools.
• Education and Sustainability: How important it is for schools to teach food education and adopt more sustainable catering practices.
The Three Biggest Catering Challenges Facing Independent Schools
When apetito began analysing the data collected for the report, three priorities emerged as the most pressing concerns for independent schools in relation to catering: cost, quality, and nutrition. During the webinar each speaker shared insights on how these challenges are being addressed and what more can be done to support schools in delivering excellent food provision.
schools state that actually achieving high-quality school
This webinar begins with taking a closer look at one of the rst key issues independent schools identi ed - the concerns around cost. With budgets tightening across the sector, it’s no surprise that cost is the top concern. In fact, 91% of schools identi ed it as one of their top three challenges. The panel’s discussion focused on how schools can balance the needs to manage costs with their goal of providing high-quality meals and shared changes schools can make to reduce the nancial burden of their catering operations.
The report ndings also shows that majority of schools rank quality as one of their top three priorities when it comes to providing school meals. However, what the data also showed us was that more than two in three
meals is one of their top challenges. At this point in the discussion the panel o ered insights into how rising costs and the ongoing labour crisis are having a real impact, with schools nding it increasingly hard to o er high-quality meals and, in too many cases, school menus are lacking variety and nutritional balance. They shared insights and steps schools can take to deliver better quality meals for pupils.
More and more schools focused on o ering a variety of balanced and healthy meal options to ensure that pupils are o ered nutritious meals. Whilst this aspiration is to be applauded, the research does uncover that 25% of schools are concerned that their pupils’ nutritional needs are not being met and nearly 1 in 3 schools don’t have a positive view of the variety of their school meal options, which shows there is room for improvement in a signi cant number of independent schools. The panel discussion focused on the challenges schools face in o ering broad and nutritious menus and what changes schools can make to diversify their menus and o er a variety of balanced and healthy meal options.
webinar ondemand by following the QR Code:
Unlocking the Future: Learn How to Revolutionise School Meals
When apetito set out to begin this research project it wanted to examine the true landscape of independent school catering. Partnering with the ISA and ISCC for this webinar has allowed apetito to dive deep into both the challenges and successes schools face when it comes to their catering. This webinar is a valuable resource, enabling school leaders and catering teams to learn from industry professionals how to deliver an excellent school meal provision. ●
Transform Your School Catering
Reach out to apetito’s Education team and discover how apetito can transform your independent school’s catering with a focus on quality, ease and signi cant cost savings by visiting apetito.link/ISMP or contacting 0117 463 3563.
WHAT THE PAST HAS TO TEACH US
A LOOK BACK AT ALL-GIRLS’ BOARDING SCHOOLS 50+ YEARS AGO
Andrew Lewer has been scanning the pages of a study of all-girls’ boarding schools and considers both the unexpected truths it reveals and its very real relevance to our sector today.
It has been strangely overlooked since it was produced in 1971, but –given the pressure the independent education sector is currently under and the hostility towards boarding schools that is in part behind that – it seems a good time to bring Dr Mallory Wober’s English Girls’ Boarding Schools and its rich seam of sociological and psychological analysis to a new audience.
Dr Mallory Wober secured quite extraordinary access to over 20 girls’ boarding schools in the late 1960s. Although his research stemmed from a Department of Education initiative under a government hostile to independent education, in a Gramsci-ite way – and working from a unit at King’s College, Cambridge, with a not dissimilar outlook – he did not allow this stance to influence his work. Instead, we have a work that combines insights into a lost world – there are no all-girls’, all-boarding schools left in the UK since Benenden admitted a small number of day girls in 2021 –with timeless observations about human nature, the impact of institutions and of prevailing outlooks –or zeitgeists – upon it.
Rare and rarer still
Not only are the contents fascinating, the actual copy of the book used in writing this article has its own special history. English Girls’ Boarding Schools is a rare book in any case, but to have a copy of it that started its existence actually in an English girls’ boarding school must be rarer still. The neatly pasted-in bookplate carries the crest of St Leonard’s–May eld School Library, with ‘Prefect’s Room’ noted at the top. There is but one handwritten comment on the text, but it tends to suggest that the whole book was read by at least one girl while it – and she – resided at St Leonard’s–May eld, given that it appears on page 225 of 300! And it ts in well with the theme of the book! In very neat handwriting, the statement ‘NOT TRUE’ is to be found next to one of Dr Wober’s observation: ‘Boarders are less likely to say
they are happy in school, but they are more likely than day girls to say they get on well with the family at home.’
Fascinating perspective
It is discovering what girls think about their education that makes this book so much more than a conventional sociological or psychological text. Although there is this one uno cial handwritten comment in it, the whole
book is full of o cial quotations from girls themselves. This provides a fascinating perspective into the lives of girls at boarding schools at the time, in a way that a book that was simply full of charts, statistics and academic observations would not. It also supplies insights which are possibly more reliable than those provided as reminiscences in Ysenda Maxtone Graham’s well-regarded Terms & Conditions: Life in Girls’ Boarding Schools, 1939-1979 or that found in the pages of ction (particularly unreliable on this subject!). Perceptive sta that Dr Wober spoke to in the 1960s had the gift of prophesy, stating: ‘… girls who grumble deeply about their school predicament… may when they leave… look back with nostalgia, revisit their old school [and] renew pleasant memories they hadn’t realised were being established.’
…memories are happy and lives were well lived.
Useful purpose
In looking at this world of 1960s boarding schools, the book ful ls the useful purpose of illustrating that many girls were happy with their education and with their life, including their family life, while at boarding school. It is understandable that a message is often put out in the 21st century that boarding has totally changed because of the – now – well-documented cases of abuse that took place in the past. It is right to state that nobody should underestimate the impact upon the minority of individuals who su ered in this dreadful way while accepting that, for many, memories are happy and lives were well lived.
Sociological study
Dr Wober recognised that the extensive use of quotations would make the book more readable, but at its heart it is a serious sociological study. This reminds one of Larkin’s poem, An
Arundel Tomb, where what was at the time an incidental feature – the knight and his lady holding hands forever in stone – became over time its defining and most compelling characteristic. However, Dr Wober uses quotations to illustrate points, not of themselves to make them – and he is admirably honest in describing their limitations for sociological purposes. He supplies one half of a quotation by a 17-year-old girl which could be used to strengthen a negative point of view about boarding: ‘You have to sign a promise to obey [rules]... Honestly it’s all very stupid... the water facilities are terrible... [the] evening service is usually dead boring... it left several of us feeling depressed and fed up’ , but he then follows this up with the second half, which would appear to contradict it completely. Our pupil goes on to say ‘Boarding school... broadens the mind... you love your parents more. I hope boarding schools are still around when it’s time for my children to go to school.’
A challenge
It was quite the challenge – and required extensive use of my contacts across the political and academic world to achieve it – but I tracked Dr Wober down, living in North London in his 90th year. He went on, after the publication of English Girls’ Boarding Schools in 1971, to write sociological and psychological studies on a huge range of topics and was active until only a few years ago. When we spoke, he re ected to me that I am the rst person to seek to engage with him about his book seriously for half a century. Alas, this also means that much of his original research material has now been lost. Given that Dr Wober made lengthy visits to over 20 girls’ boarding schools in the late 1960s, and that every school he visited distributed his questionnaire to a considerable number of pupils, it would be interesting to know if anybody remembers his visits. Where better to ask that question than in these pages?!
Redressing the balance
In my conversations with Dr Wober, he was very clear-sighted about the fact that both previous research and the general preoccupation at the time
Faith
was about boys’ education (he referenced the in uence of Lindsay Anderson’s If… several times). He therefore saw his research as an important opportunity to redress the balance, stating in the book: ‘The education of girls in England has always been given less attention than that of boys; to make up for this neglect we have to adopt crudely over-simpli ed views and thus few English institutions su er as much from stereotyping as girls’ boarding schools. This book is an attempt to replace prejudice with observation and stereotype with real people.’
The book addresses important questions that have great relevance to this day: What are the e ects of singlesex boarding? How much homesickness is there? How does boarding a ect family life? What do schools, sta and the girls themselves see as the aims of ‘the system’? What are the individual outlooks of girls depending on their personality type: conformists, rebels or ‘keeping one’s head down’ types etc?
It is clear that there was less rebellion and less of a hidden ‘other life’ away from that o cially organised in girls’ schools compared to boys’. Regimes were, overall, much less ‘traditional’ than today’s stereotype would lead one to suppose. An example of girls having to attend a Christmas dance in uniform with no boys invited is given by Dr Wober as an atypical extreme, not the norm. The book uncovers a very mixed attitude to religious observance – or certainly belief – with a strong distinction between girls’ own faith in God (which most did hold) and a general dislike of chapel attendance and group prayers. Again, an example given was as a rare extreme and not as the norm: ‘At one school during morning prayers, prefects’ duty was to look down the lines and call to attention, by surname, any girl whose eyes were wandering’. Much more prevalent was this outlook: ‘I myself hate the ritual of church service yet have a rm belief in the Christian faith. I can be closer to God by sitting and thinking for an hour in a bathroom than by singing hymns and saying long prayers in church’.
Then and now?
A love of poetry – writing it as much as reading it – by the girls was a very strong thread through Dr Wober’s research (does this endure to any extent in this social media age?). References to class, accent and background appear that may jar in a modern ear, ‘I come from Yorkshire and su ered from frequent reprimands in my junior forms about my accent. Now everyone has accepted it – I hope.’ However, lest we feel too superior in 2025 about that, we may ponder whether pressure to t in over
body image or topics such as global warming and gender/trans issues are all that di erent? Also challenging the stereotypical image held today, Dr Wober recollects a good number of schools making weekly and more exible boarding provision available even then, together with new, innovative curricula changes. However, in terms of xtures and ttings it was still generally the case in the 1960s that only the communal ‘Drawing Room’ environments shared by sta and pupils, and the sta ’s own accommodation, had much in the way of a homely feel.
Inevitably, all of us involved in the independent education sector are, now more than ever, absorbed with day-to-day pressures, with nance, with statistics and with the current pupils whose learning and development we support. Most of my columns re ect those pressures and will continue to do so. But it has been good to look back and re ect upon those whose shoulders we stand upon and to hear their voices. To have had the opportunity to speak with Dr Wober, despite his ill-health preventing our meeting in person as yet, has been the icing on the cake of an exploration of a book that deserves its extra moment in the spotlight. ●
ANDREW LEWER MBE is an independent school governor and advises a number of independent education businesses. As an MP, he founded and chaired the All Party Parliamentary Group for Independent Education 2017-24.
STEADY VOICES IN TIMES OF CHANGE THE IMPORTANCE OF EFFECTIVE COMMUNICATION IN MOMENTS OF CRISIS
Jack Myers explains why a crisisrelated communications strategy needs to be carefully navigated to keep key stakeholders on-side.
The independent school sector is no stranger to change with recent VAT reforms and other pressures exacerbating the need for many institutions to adapt to an evolving landscape. From consideration of mergers, sales and closures to leadership transitions and emergency-driven adjustments – such as the rapid pivot to remote learning during the pandemic – schools must remain agile and adept at navigating complex transformations. Each type of change brings unique challenges, not least in communications, where clarity, timing and empathy can make the di erence between maintaining stakeholder trust or su ering irreversible reputational damage.
Understanding the spectrum of change
Change in schools can take many forms. Structural changes, such as moving to a co-educational model or merging with another institution, demand careful messaging around inclusivity, continuity and shared values. Leadership transitions, whether sudden or planned, require reassurance that academic standards and pastoral care will remain stable. Emergency-driven change – such as the sudden adoption of remote learning – adds another layer of complexity, testing internal communications, technological readiness and stakeholder con dence. Even closures, often the result of nancial pressures, demand a sensitive, highly coordinated approach to deliver di cult news with empathy.
Crisis communications: dos and don’ts
Do:
Collaborate with legal and HR from the start
Identify key stakeholders and tailor messaging accordingly
Consider timing and sequencing carefully
Ensure legal complexities are explained clearly
Provide channels for feedback and questions
Reinforce bene ts of change, where possible
Prepare contingency communications for potential leaks or escalations
Don’t:
Rush announcements without internal alignment
Fail to prepare for di cult questions
Rely on technical jargon or abstract language to avoid direct communication
Treat communications as a oneo event rather than an ongoing dialogue
Whatever the change, communications must be strategic. Parents, sta , alumni, and pupils interpret signals not just from formal announcements but from everyday conversations, internal memos and WhatsApp groups. Missteps can quickly escalate concerns into reputational risks, particularly in a sector where trust is paramount.
Reputational risk in the sector
Independent schools operate in an environment where reputation is closely tied to enrolment and long-term viability. Poorly managed communications can trigger enrolment declines, sta attrition, or negative media coverage. Even if the underlying business decision is unavoidable, how the message is conveyed in uences whether stakeholders perceive it as credible.
Reputational risk arises not just from the content of the message but from its delivery. Generic, boilerplate communications, overly technical memos, or late disclosures can all undermine con dence. Conversely, a carefully structured communications plan, developed whilst headspace
Missteps can quickly escalate concerns into reputational risks …
is clear, demonstrates competence, transparency and care – reinforcing the school’s credibility even amid challenging circumstances.
Messaging to key stakeholders
E ective communications start with identifying key audiences and tailoring messages, including the level of detail required to address their concerns. Parents want reassurance about educational quality, continuity and pastoral care. Sta need clarity on job security, reporting lines and operational changes. Pupils respond best to age-appropriate explanations, while donors may need context on the strategic rationale.
Building consensus among these groups involves a careful balancing act: acknowledging concerns, providing concrete information and, if appropriate, highlighting bene ts without downplaying di culties.
Setting up e ective communication channels
Dialogue is central to successful change management. There are a variety of channels at a school’s disposal, including face-to-face brie ngs, email updates, dedicated web pages and Q&A sessions. Having a strong grasp of which channel(s) to engage will
help manage stakeholder expectations and reduce the risk of these key players turning to uno cial channels outside the school’s eld of vision.
Feedback loops are equally important. Collecting and analysing stakeholder responses can reveal misunderstandings, areas of concern and potential risks, allowing the leadership team to adjust messaging or provide additional support where needed.
Avoiding negative framing
Language matters. Negative framing emphasising loss or uncertainty can magnify anxiety. Even in di cult situations, messaging should focus on constructive narratives: the bene ts of collaboration, mitigation measures and safeguards in place and, perhaps most importantly, the continuity of educational standards. By choosing words carefully, schools can secure stakeholder engagement and minimise the risk of escalation.
Timing announcements and managing leaks
Timing is critical. While announcement schedules are often contingent on legal timetables, many schools fail to consider what else stakeholders will be dealing with when they receive the announcement. Indeed, news delivered before the weekend or holidays is more likely to agitate stakeholders as well as putting the school in a challenging position should questions need to be answered urgently outside working hours. It’s also important to consider message
sequencing, ensuring stakeholders are informed of important news in the right order.
Schools must also be prepared for potential leaks. Having pre-approved statements, di cult questions considered with answers prepared and contingency plans in place will ensure that any breach of con dentiality can be addressed without losing control of the narrative.
Collaboration with legal and HR teams
Change communications are rarely developed without legal and HR input. Legal and HR teams will provide essential guidance on legal and regulatory compliance as well as risk mitigation. Early collaboration with the communications team will ensure that messaging doesn’t expose a school to legal risk. Indeed, collaboration is particularly crucial in scenarios involving consultations where missteps could have serious legal as well as reputational consequences.
Post-change follow-up
Communications do not end with an announcement. Following up is essential both to reinforce the rationale underlying an action and to address ongoing questions or concerns. Postchange updates can highlight tangible outcomes and showcase achievements, consolidating trust and building stakeholder con dence.
A structured follow-up also provides an opportunity to re ect on lessons learned, re ne communications strategies and embed best practices for future change initiatives. In doing so, schools demonstrate accountability and commitment to their communities.
Navigation
Change is inevitable in today’s independent school sector, whether driven by strategy, circumstance or crisis; yet how a school communicates these changes can signi cantly a ect perceptions, morale and reputation.
Ultimately, e ective communication not only supports operational goals but strengthens trust, sustains engagement and preserves a school’s longterm reputation. By planning carefully, schools can minimise the risks inherent in navigating change. ●
JACK MYERS is Senior Account Director at Alder. To discuss your school’s challenges, contact Alder directly: enquiries@alder-uk.com
WOULD YOUR SCHOOL SURVIVE A REAL CYBER ATTACK?
For Independent Schools, being prepared isn’t just about responding to threats - it’s about building con dence, protecting the community, and maintaining trust. With the digital landscape growing more complex, a clear, well-tested plan ensures schools can act quickly and e ectively when challenges arise.
“Parents were tricked into paying school fees to a fraudster instead of the school.”
“The school website and parent portal are suddenly o ine - no one can get in.”
“Suspicious software has been found spreading across our school computers.”
“A sta or student account has been accessed without permission.”
“We received a threatening message demanding money to stop the attack.”
“Our student records and lesson plans have been locked - we can’t use them.”
The scenarios above re ect the types of cyber incidents we commonly see in Independent Schools. We work alongside sta and leadership teams to support recognition and response, but rst and foremost, we help ensure a robust plan is in place for when the inevitable happens. In today’s environment, cyber incidents are no longer a question of if but when - and with the right preparation, schools can respond swiftly to minimise disruption and protect their communities with con dence.
Our Top 5 Actions to ensure your school is prepared:
Our free Cyber Assessment identi es
ve key priorities to help schools prepare for, respond to, and recover from cyber incidents. Here’s a quick look:
1. Establish a Cyber Security Response Team
De ne clear roles and escalation procedures to ensure a coordinated response. Core members typically include an incident lead, DSL, SLT, IT, communications lead, and legal support. An extended team may involve HR, insurers, and external consultants.
breaches, malware, fraud, or unauthorised access and assign priorities, escalation routes, and response times to ensure swift, e ective action and minimise risk.
5. Use an Action Tracker
2. Create an Incident Reporting Plan
Set out how incidents are reported from di erent sources and de ne the appropriate response for each type, ensuring they’re recognised quickly and handled consistently.
3. Plan for the Full Incident Lifecycle
Our Cyber Incident Response Plan gives schools a clear roadmap to identify, contain, and recover from incidents while protecting the community. Our Incident Response Checklist translates this into actionshowing managers what to do, who to involve, and how to keep teams informed for fast, con dent responses.
4. Classify and Prioritise Incidents
Categorise incidents - like data
Equip the Incident Manager with step-by-step guidance covering communications, evidence collection, reporting, and post-incident review with actionable recommendations. Drawing on our experience working exclusively with Independent Schools, our Incident Response Framework gives Incident Managers clear guidance on what to do, who to involve, and how to keep the community informed. Tailored to each school, it builds resilience with practical, sector-speci c advice - from incident planning to safeguarding sensitive data - helping Independent Schools stay prepared, compliant, and con dent in their cyber security approach.
Unsure where to get started? Find out more or book a conversation with one of our consultants. ●
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WHERE SCIENCE MEETS PHILOSOPHY
CREATING TODAY’S LEARNING SPACES
Joanne Ladds explores the role of neuroscience in the creation of new learning spaces at Woldingham School and draws out key insights which could inform similar projects in other schools.
The story begins not in a laboratory but in the writings of Primo Levi, the Italian chemist and Holocaust survivor. Levi’s memoir, The Periodic Table, used the building blocks of chemistry as metaphors for life, weaving profound truths into the structure of the elements.
For Woldingham School, Levi’s philosophy has been reimagined as an architectural framework. Classrooms, libraries and common rooms are no longer simply functional spaces – they are carefully crafted environments built around the four ancient elements: earth, air, re and water.
Each zone serves a distinct purpose. Water ows with compassion and communication. Fire embodies passion and drive. Earth represents stability and collaboration. Air, light and spacious, is for silent re ection.
The results, sta say, are astonishing. Girls who once viewed study as a duty now speak of discovery as an adventure. Teachers describe pupils who show greater independence, deeper focus and a newfound resilience.
This isn’t just a cosmetic facelift – it’s a revolution grounded in neuroscience.
The science of learning spaces
Neuroarchitecture may sound like something from a sci- novel, but its principles are increasingly shaping how we understand human behaviour. The theory is simple yet profound: the spaces we inhabit don’t just in uence how we feel, they shape how we think, learn and interact.
Patterns, textures, lighting and acoustics can subtly alter our emotions, our levels of stress, even the way our brains form new connections. The wrong design can hinder concentration and sti e creativity. The right one can unlock potential previously thought unreachable.
At Woldingham, researchers have spent
three years mapping desired learning behaviours to architectural features, creating a model that could be replicated in schools across the world. It’s a method rooted in meticulous observation – tracking language use, analysing collaboration patterns, measuring wellbeing.
As one senior teacher puts it: “We’ve always known the classroom mattered. But now we can prove it.”
Water: The power of compassion
The rst of the zones, water, ows through Woldingham’s library. This is no ordinary library, hushed and intimidating. Instead, it is a place of compassion, where girls gather in small groups, exchange ideas and build understanding beyond the syllabus. Soft lighting, curved lines and calming colours give the space a sense of warmth.
This isn’t just a cosmetic facelift – it’s a revolution grounded in neuroscience.
Students can work alone, but most choose to collaborate, developing skills as vital in the boardroom as they are in the classroom: communication, empathy and curiosity.
Investment here has been signi cant – 29 per cent of the project’s budget –but the returns are striking. Language tracking shows richer vocabulary, longer discussions and greater con dence in sharing opinions.
As one pupil explained: “It’s not just about reading books. It’s about discovering yourself.”
Earth: Grounded in nature
Move into the earth zone and you nd a green, collaborative hub. Wooden panelling, biophilic design and natural textures echo the outside world, creating an atmosphere of stability and calm.
Here, 30 per cent of the design e ort has gone into building an environment that nurtures pedagogy itself – the art of teaching. The focus is on collaboration, pattern-making and problem-solving.
Teachers report that girls take more ownership of their learning here. Independent projects ourish. Group discussions feel more natural, less forced. Students talk about feeling 'grounded' and 'connected' in ways they had never experienced before.
Science backs this up: exposure to natural materials has been shown to reduce stress, improve cognition and enhance memory. At Woldingham, theory meets practice in the most tangible of ways.
Fire: The spark of knowledge
Then there is re. Bold, energising and uncompromising, this red-brick zone accounts for 13% of the school’s redesign. With diagonal patterns and striking design features, it embodies determination and passion.
This is where knowledge acquisition is pushed hardest. It is about ambition, drive and feeding a thirst for answers. Girls come here to stretch themselves, to debate ercely, to discover what they are truly capable of.
One Sixth Former summed it up perfectly: “It makes you want to ght for ideas. You walk in and you feel unstoppable.”
Air: Breathing space for re ection
Finally, comes air – the silent study zone, making up 28 per cent of the design. If water is about compassion, earth about collaboration and re about passion, then air is about balance.
Bright, uncluttered and serene, it
o ers breathing space. Here, pupils absorb knowledge at their own pace, away from distractions. Teachers say the impact on focus has been profound.
Together, the four elements interlock, supporting and enhancing one another. Air ows around earth and re, water seeps through every space, creating a system as elegant as it is e ective.
A eet; not a lone tanker
But Woldingham is not a lone vessel. The school is part of a vast eet of educational institutions, all navigating the turbulent seas of modern life.
One wrong turn – just a degree o course – and a school can nd itself stranded, cut o from its community and failing its pupils. But guided carefully, with the right tools and vision, schools can sail con dently into the future.
Those tools, increasingly, are scienti c.
Researchers at Woldingham are using large language learning models – akin to the arti cial intelligence that now powers search engines and chatbots – to connect vast datasets on behaviour, cognition and learning.
The aim is not to replace teachers but to give them sharper insights, enabling more adaptive, personalised education. It’s about making the unconscious conscious – revealing patterns that would once have gone unnoticed.
The human touch
For all the technology, one truth remains: education is about people.
The most beautiful library means nothing without the girls who bring it to life. The most advanced AI is meaningless without compassionate teachers who understand when to push, when to comfort and when to stand back.
Design matters – but timing matters more. Success, sta say, lies in those crucial 'nudge points'– moments of challenge introduced just when a pupil is ready to face them.
This is adaptive teaching at its nest, woven into the very fabric of Woldingham’s spaces. It is a performance as delicate as it is deliberate, demanding skill, intuition and care.
The alchemy of learning
To outsiders, the results can look like magic. Pupils more engaged, teachers more inspired, spaces alive with energy. But behind the scenes lies not alchemy but hard science.
Researchers speak of neural avalanches, of scaling coherence, of neurotransmitter signalling and lattice formation. They talk of applying thermodynamics to classroom temperature, of material science from macro to nanoscale.
It is a language most parents will never hear – but they will see its impact in their daughters’ con dence, curiosity and joy.
As one head of department explains: “Great teaching is an art. But it is also a science. And when you put the two together, that’s when the magic really happens.”
Towards a brighter future
The Woldingham experiment is still young, but its in uence is already spreading. Schools across Britain and beyond are watching closely, eager to replicate its success.
The vision is bold: a future where classrooms are no longer grim, functional boxes but dynamic environments that
foster creativity, resilience and selfdiscovery. Where technology supports, rather than dictates, education. Where every child feels not just taught but truly understood.
For the girls of Woldingham, the journey is already underway. They are discovering that learning is not a duty but a joy, not a burden but a voyage.
And for the rest of us, the message is clear: the future of education is here, and it is brighter, bolder and more human than we ever imagined.
There is science to great teaching: it’s art, it’s inspiration. ●
Dr Joanne Ladds is an Associate Education Consultant at Noble+Eaton
Biophilic classroom design: key takeaways
•Design with purpose, not decoration – Spaces shaped around natural elements (water, earth, re, air) support distinct learning behaviours like collaboration, re ection and drive.
•Embed neuroscience into architecture – Lighting, textures, acoustics and patterns directly in uence stress, focus and memory, turning classrooms into catalysts for deeper, more resilient learning.
•Foster emotional and social growth – Biophilic, compassionate spaces encourage communication, empathy and con dence, developing interpersonal skills that are as vital as academic achievement.
•Prioritise adaptability and balance – Di erent zones provide variety: calming libraries, collaborative hubs, energising debate spaces and quiet re ection areas, allowing students to thrive in diverse ways.
•Blend science with human connection – Data-driven design can guide environments, but success relies on teachers’ intuition and timing, ensuring learning feels personal, joyful and meaningful.
What should schools look for in an assessment?
Bernadetta
Brzyska,
Head of Research
& Statistics at GL Assessment, provides a checklist every school should ask before they buy.
‘All that glisters is not gold,’ Shakespeare admonished. Or ‘Just because it’s viral doesn’t mean it’s valuable,’ as teachers might warn today.
What’s true of information online is true also of assessments. Not all assessments are created equal. And what may look super cially enticing could be substantively lacking.
With more assessment options than ever before, schools are facing a bewildering choice. Should they select the assessment with the shiny new user interface that promises instant access on multiple devices, or the one that has proven consistently reliable but has stricter device rules? Do they choose the cut-price, standalone alternative or the one that works with companion tests to help schools triangulate data? Do they want a quick x based on thousands of data points that may not be balanced, or a more robust assessment that is rigorously trialled on nationally representative samples of students?
EDUCATOR, BEWARE. NOT ALL ASSESSMENTS ARE CREATED EQUAL…
results can be benchmarked against national norms? If it isn’t – or is based on an unbalanced subset of students – then it can’t be used to make meaningful comparisons.
2. Is it regularly reviewed?
Good quality assessments are continually reviewed to ensure they align with best practice and schools’ expectations and that they are still measuring the factors they claim to measure.
on actual students. If an assessment hasn’t been, it can’t be considered robust.
5. Is it transparent? Can customers see a technical report that shows how the assessment was built and validated? Some information will be commercially sensitive and not published, but much of it won’t be and should be available on request.
To help schools decide which tests are not only appropriate for them but also meet the highest statistical standards, Head of Research & Statistics Bernadetta Brzyska suggests a few questions you can ask of any assessment provider: 1. Is it standardised ‘nationally’? Is it based on a large, representative sample of the school population, so
3. Is it reliable? Does it provide consistent results across di erent groups and settings? If an assessment claims it can be taken in a variety of ways, that will inevitably call into question its reliability if those settings or devices haven’t been thoroughly researched and tested.
4. Is it developed to high standards? An essential part of test development is trialling questions with real students. Excellent writers and rigorous reviewing processes will produce good questions – but to be sure they aren’t misunderstood or unintentionally confusing, they need to be road tested
6. Are diagnostic insights included? The best assessments enable you to identify potential barriers to learning and provide teachers with the information needed for targeted interventions and personalised learning strategies.
7. Is the reporting easy to interpret? Your data specialist may understand the results of any assessment, but what about classroom teachers, school leaders or parents? Reports should be tailored for di erent stakeholders, and accessible in a range of formats.
If the answer to any of these is ‘no’ or isn’t clear, are you sure the assessment under consideration is right for your school? ●
WORKERS’ RIGHTS: THE CONTINUING STORY
THE IMPACT OF THE EVOLVING LEGISLATION COULD BE SIGNIFICANT FOR OUR SCHOOLS
In her previous article covering the Labour Government’s Employment Rights Bill, Louise Brenlund explained how the putative legislation has been hailed as 'the biggest upgrade to workers’ rights in a generation', and that its implementation is likely to have a range of implications for independent schools, particularly in terms of employment practices, the protection of employees and compliance with new legal requirements.
The Employment Rights Bill ('the Bill') was initially anticipated to become law in July, with parts of the legislation coming into force this autumn, but there has been a signi cant shift from this position. This update outlines where the legislation now stands and what independent schools should be doing to prepare.
When will the Bill become law?
In July, the Government published an implementation roadmap which set out a timeline which anticipated that initial measures would take e ect upon Royal Assent or soon after. The roadmap con rmed that a phasing approach would be taken to both the consultations and implementation for the rest of the measures. We would then start to see more detail as to how it’s proposed that the new laws will work in practice.
It is now anticipated that, given the extensive consultation planned by the Government, the timetable may slip.
Signi cant development
The Report Stage took place in the House of Lords in July when amendments to the Bill were debated and voted upon by the Lords.
There is signi cant unease about the implementation of the Bill from within British industry, amidst concerns over additional costs and administrative burdens. Those concerns are re ected in amendments that the Lords have proposed.
Government-backed amendments were agreed and published with substantial and previously unannounced changes to legislation, including: Dilution of the re and rehire provisions – Under the amendments, a dismissal will be automatically unfair only when the employer is trying to impose a ‘restricted variation’, currently de ned as
a change to pay, pensions, contractual hours or holiday, or any attempt to add a new exibility clause on those topics and the six-point consultation checklist has been dropped. All other contractual changes remain subject to the ’ordinary reasonableness’ test on unfair dismissal and will not be automatically unfair. Automatically unfair dismissals will have uncapped compensation unless the employer can prove ‘calamitous’ nancial distress. If the defence is made out, a tribunal would then revert to the normal reasonableness test.
It will also be automatically unfair to dismiss employees simply to replace
them with agency workers or contractors unless the nancial distress test is made out.
This practice is less common in the education sector but may occur if budget constraints require changes to terms and conditions.
The ban on non-disclosure agreements relating to workplace harassment or discrimination – The drafting will signi cantly curtail the use of non-disclosure provisions in employment contracts, settlement agreements or other deals in relation to alleged harassment or discrimination. The protection will be broad to cover allegations against the business or sta , regardless of whether ‘the speaker’ or someone else was the victim.
This means that routine insistence on con dentiality in these circumstances is likely to become high risk and settlement agreement terms will need to be reviewed. Schools should start reviewing any documentation covering these practices and be ready to make amendments.
Extending bereavement leave to include pre-24-week baby loss –
Parents who lose a pregnancy before 24 weeks will be entitled to unpaid time o to grieve without fear of losing their job. The Bill suggests at least one week for both the person that was pregnant and their partner. There will be consultation as to if that should be longer and what evidence might be required.
The enhanced rights provided by the new legislation aim to support staff through challenging life events, potentially improving morale and retention.
More surprisingly, the House of Lords agreed to several substantial non-government amendments that materially alter the Government's original proposals (as such, these proposals may not be accepted):
Zero-hours workers – The employer's duty to proactively o er a guaranteed hours contract has been converted into a worker's right to request such a contract. Under the amendment, if a worker makes a formal request for a guaranteed hours contract, employers would be required to o er one. This would work in a similar way to exible working requests.
Only those averaging at least eight hours a week over the previous 26 weeks could apply, removing the leverage for more casual sta . A strict pay parity test will be imposed for agency workers with any guaranteed-hours o er.
Unfair dismissal qualifying period – Rather than becoming a day-one right as originally proposed, there will be a six-month qualifying period.
Enhanced whistleblowing protections – Under the proposals, the de nition of ‘qualifying disclosure’ would be simpli ed and broadened. Protections would only apply where disclosure is genuinely in the public
interest, not just that the worker reasonably believes it. A new statutory body, the O ce of the Whistleblower would be established. They will set standards, o er reporting and have powers to order enforcement or redress.
Large employers, those in nancial services or those at money laundering risk – which could include independent schools – would be required to take reasonable steps to investigate protected disclosures.
Right to be accompanied – A Lords’ amendment provides an extension to the right to be accompanied at disciplinary and grievance hearings to include a 'certi ed professional companion' (although the precise detail of this remains unclear at this stage).
Trade union ballot thresholds – The 50% turnout requirement for industrial action ballots would be retained.
What next?
The Bill will return to the House of Commons for consideration of the Lord’s amendments.
As several of the amendments undermine key manifesto commitments, particularly day one unfair dismissal rights and the guaranteed hours o er, there is likely to be some ‘toing and froing’ between the Houses until agreement is reached.
It is unclear whether the Government will adapt its planned timeline for implementation of the legislation if it is held up in Parliament. Based on the roadmap and developments to date, the following is an indicative timeline that independent schools should take note of:
The Bill is expected to become law in the autumn of 2025 with some immediate trade union changes. By April 2026, it is expected that:
• the new Fair Work Agency will be up and running;
• day one rights to statutory paternity leave and unpaid parental leave will replace existing length of service qualifying periods;
• statutory sick pay will be available from the rst day of absence and to all workers;
• the maximum protective award for failures in collective redundancy consultation will double from 90 to 180 days;
• there will be reforms to whistleblowing law and electronic and workplace balloting;
• gender pay gap and menopause action plans will be introduced on a voluntary basis.
It is anticipated that the other measures approved in the legislation will come into force during 2026-27.
Listening
Whilst still looking to modernise workplace rights, the delay seems to be a sign that ministers may nally be listening to businesses about the need to rebalance rights.
The Employment Rights Bill represents a substantial shift in the employment landscape. While some measures – such as giving sta more secure contracts and day one rights to claim unfair dismissal – may initially appear daunting for school leaders, they also o er potential bene ts in terms of improved sta morale, reduced turnover and better work-life balance.
What does this mean for independent schools?
The Government’s roadmap is a useful resource for school leaders to stay informed and plan ahead, but it will be important to keep on top of developments and ensure that reforms are addressed appropriately. Some reforms will impact some schools more than others, but each school will need to assess this and make adjustments accordingly.
The enhanced rights provided by the new legislation aim to support sta through challenging life events, potentially improving morale and retention. These need to be re ected in each independent school’s people strategy and sta wellbeing policies. It will be crucial to review policies to ensure they comply with the 'day one' eligibility and operational processes that ensure cover is viable for sta absences.
Day one rights and probationary periods are likely to have the biggest impact on schools, as this will mean a fundamental change in how sta are managed in their rst two years of employment. For SLT and other managers, this will mean:
• more immediate and thorough performance management procedures for new starters. Consequently, it is essential to review probation policies and documentation to ensure clarity and consistency;
• the potential for increased disputes or grievances within the rst year of employment, given the immediate availability of unfair dismissal rights. Schools will need to ensure their recruitment procedures are robust and they are able to identify issues early. It will be important that line managers are trained to understand both how probationary periods operate and the processes to follow in order to minimise the risk of successful unfair dismissal claims.
Nevertheless, there will be concerns around costs and administration. Schools that adapt early, engage in forward planning and ensure compliance are likely to see smoother transitions. Here are some next steps to consider:
• Audit existing contracts: Identify which sta are on zero-hours or agency contracts; consider whether some could be moved to guaranteedhours contracts, particularly if they regularly work set hours.
• Update policies: Ensure your sta handbook, recruitment policies, probation processes and shift/ cancellation policies re ect the new requirements.
• Communicate with agencies: Con rm how the new obligations around shift noti cations, cancellations and payment will be handled. Clarity here can prevent disputes and unexpected charges.
• Plan your budget: Factor in potential increases in SSP and the possibility of paying sta for cancelled or curtailed shifts.
Greater clarity
Schools now have greater clarity over the timeframe for implementation and are likely to be breathing a sigh of relief at the news that the vast majority of measures proposed by the Bill will not be in force until late 2026 at the earliest At this stage, however, schools should begin to re ect upon how the changes may impact their current working arrangements, policies and procedures and plan accordingly. ●
LOUISE BRENLUND is Partner and Head of Employment at Warners
Solicitors; for further information, please contact her on 01732 375325 or email l.brenlund@warners.law
LEADING SCHOOLS THROUGH UNCERTAINTY
WHAT THE SCHOOLS’ FUNDRAISING AND ENGAGEMENT DATA TELLS
US
Annabel Green considers the key messages emerging from IDPE’s most recent benchmarking report, which collectively underline the critical contribution development makes to school income.
Independent schools are navigating one of the most challenging operating environments in decades. The introduction of VAT on fees, alongside rising costs and shifting parental expectations, is reshaping how schools think about resilience. For many Heads and school leaders, the question is no longer whether to invest in development but how to do so with con dence, clarity and impact.
The IDPE 2025 Schools’ Fundraising and Engagement Benchmarking Report arrives at exactly the right time, providing insights into the contexts and strategies that are driving philanthropy in schools. Drawing on the experience of 180 development o ces, including 161 independent schools, it highlights a sector that is not retreating, but raising more, achieving stronger returns and embedding philanthropy more deeply into school life.
On average, development now contributes around 5% of total school income. Across the two years under review (2022–24); development o ces reported £313.6 million in total funds raised, with average annual income per o ce increasing by 50% compared with the previous benchmarking cycle (2018–21). In short: development is not
only holding steady in turbulent times; it is becoming stronger.
What benchmarking o ers schools is perspective: the chance to step back, compare and understand what’s driving results across the sector. It helps leaders identify where their development function sits today, what they might reasonably expect tomorrow and where to focus resources for the greatest impact.
Sustained investment pays o
Perhaps the most consistent nding in the report is that sustained investment matters.
O ces in their rst three years raised an average of £372,964 per year, contributing just 3% of all funds raised. By contrast, those established for more than 20 years generated an average of £2.16 million annually – nearly six times more – and accounted for 57% of funds raised.
relationship building, the compounding e ect of stewardship and the trust that develops over time between a school and its community. It also highlights the risks of a stop–start approach. Where development is paused or underresourced, momentum is quickly lost and rebuilding can take years.
Engagement drives impact
If sustained investment provides the foundation, engagement provides the energy – and its impact should not be underestimated.
On average, development now contributes around 5% of total school income.
The benchmarking shows that schools that deliver more events, invest in regular and wide-ranging communications and build independent alumni platforms are achieving the strongest results.
This re ects the long-term nature of
This matters because engagement underpins the two biggest drivers of philanthropic success: major gifts and legacies. Major gifts account for nearly 80% of all philanthropic income across
the sector, but they do not happen overnight – they are often the result of years of consistent communication, connection and trust. Legacies show the same pattern. Development o ces established for more than 20 years, delivering sustained programmes of engagement that foster connection and a sense of belonging, reported average annual legacy income of £409,000 compared with just £12,800 in new o ces.
And the impact of engagement goes further than nancial returns. Alumni and parents are increasingly volunteering their time and expertise – o ering careers talks, mentoring and professional networks that enhance pupils’ opportunities and broaden their horizons. In this way, engagement not only fuels fundraising but enriches the educational experience and strengthens the whole school community.
What’s more, the benchmarking demonstrates that all development o ces – big and small – can deliver impactful engagement programmes. With a team of one – just 0.8FTE – the case study from Nottingham Girls’ High School illustrates this clearly:
“At NGHS, our network is our superpower. It sits at the heart of our school community and plays a vital role in the experiences we o er today’s students. We run a high volume of events each year because representation and role modelling matter. Pupils bene t enormously from hearing directly from alumnae who share honest insights, advice and experience. Events also create space for alumnae to give back and they do so generously.
Our programme includes an annual reunion, a biennial fundraising ball and a wide range of bespoke careers-focused events. These are delivered strategically across the year in collaboration with the marketing and careers teams. Strong internal relationships help manage the workload, as does the clear, long-term plan aligned with our 150th anniversary in September 2025.
This structure has enabled us to build sustained engagement with our alumnae community. That consistency has been instrumental in increasing major gift income in 2023–24. Successes include our bursary campaign Her Future, Your Gift, the Class of 2024 Leavers’ Deposit appeal and renewed support from a key major donor. We’ve made a clear link between engagement and giving, not through one-o asks, but by showing alumnae the impact of their ongoing involvement.”
– Aisling Hooper, Philanthropy and Alumnae Manager, Nottingham Girls’ High School GDST.
Leadership shapes culture
The growing role of Heads in development is another de ning trend. More leaders are dedicating more time to fundraising and engagement, integrating development into wholeschool strategy and modelling a culture of philanthropy.
In schools raising more than £500,000 a year, over 90% of Heads are actively involved in development, compared with 74% in 2022. Their presence sets the tone: when Heads prioritise fundraising, the data shows that governors and sta follow suit and pupils are more actively engaged with development activities. The school community sees philanthropy as integral to its future.
Yet the data highlights a blind spot. Deputy Heads remain largely absent from development, even in high-income schools. As future leaders, their lack of exposure risks creating a leadership pipeline less prepared for a funding model where philanthropy plays an increasingly important role.
The message for Heads is clear: your visible involvement is one of the strongest predictors of fundraising success.
ROI strengthens with time
One of the most important messages
Key Messages
Independent schools cannot a ord to view development as optional. The evidence from the IDPE Schools’ Fundraising and Engagement 2025 Benchmarking Report is clear:
• Sustained investment pays o .
• Engagement drives impact.
• Leadership shapes culture.
• ROI strengthens with time.
• Benchmarking provides the evidence to plan with con dence.
for school leaders is that while development delivers value, it does so on a timescale that requires patience. Early returns can look modest, but the benchmarking shows a clear trajectory: the longer an o ce has been established, the stronger its return.
Newer o ces, particularly those raising under £100,000 a year, often struggle to break even. This is not a sign of failure but of investment: these schools are still laying the groundwork, building data and reconnecting with their communities. By contrast, o ces established for over 20 years typically deliver average returns exceeding 5:1. In the top-performing schools, the gure can reach as high as £14.9 for every £1 invested.
The important point for Heads and governors is that ROI should not be judged on a single year’s performance. Development income is rarely linear; it is shaped by the timing of legacies, campaigns and major gifts. What matters is the long-term trajectory.
...development is not only holding steady in turbulent times; it is becoming stronger.
St Dunstan’s College’s development journey clearly illustrates this. An independent co-educational day prep and senior school in South-East London, its rst development o ce was established in 2020 and, over the past ve years, the school has gradually built its fundraising programme. While philanthropic income has grown steadily, a one-o legacy gift in 2022–23 and increased development expenditure in 2023–24 highlight how return on investment can uctuate over time.
“Recognising that sustainable fundraising takes time, we now operate on a 10-year strategic plan. This includes phased growth of our team, realistic annual fundraising targets and our longterm ambition of building a £10 million Endowment Fund. We also maintain an aspirational ‘wish list’ of projects that rely on less predictable funding, with a particular focus on legacy giving.
Over the years, we have built strong trust with both the governing body and leadership team. Their ongoing support has been essential. We report against clear KPIs every term, ensuring transparency and accountability at every stage of our development journey.
One of the most critical elements in establishing a successful development office is credibility. Accurate and
transparent record-keeping is essential – not just for internal reporting, but to reinforce confidence and support financial efficiency. While there are occasional quick wins, real momentum takes time. The first couple of years were intentionally quiet while we focused on laying strong foundations, cultivating relationships and building internal trust. Fundraising is a long game and time is a critical ingredient for success.”
–
Isabelle Blake-James, Director of Philanthropy and Alumni Relations, St Dunstan’s College.
Benchmarking builds con dence
For schools still at an early stage, benchmarking provides more than context: it provides con dence. By comparing their progress with sector averages, schools can manage internal expectations, advocate for resource and demonstrate to governors that development is not about goodwill alone, but about tangible returns. Such reassurance is vital.
Development o ces may be small, or in their infancy, but benchmarking shows that they are part of a sector-wide pattern of growth, resilience and longterm impact.
Leading with con dence
For school leaders, the challenge is not whether to invest, but how to lead. That means committing in the long term, embedding engagement across the school community, modelling philanthropy from the top and using benchmarking data to guide decisions and reassure stakeholders.
Development is not a quick x. But in an era of rising costs and fee pressure, it is one of the most powerful tools schools have to build resilience, strengthen community and secure opportunity for future generations. ●
ANNABEL GREEN is Head of Content at IDPE. If you would like a copy of the IDPE 2025 Schools’ Fundraising and Engagement Benchmarking Report, please visit idpe.org.uk or contact info@idpe.org.uk.
THE FD FORUM
STRONGER TOGETHER IN SCHOOL FINANCE
SHARED CHALLENGES. SHARED SOLUTIONS. REAL BENEFITS FOR YOUR SCHOOL
Every nance leader in education knows the challenge: balancing budgets, suppliers, and unexpected costs, all while keeping student outcomes front of mind. Imagine a network where peers share insights, practical tips, and support –helping you meet every challenge with con dence.
The FD Forum, established in 2007, provides exactly that. It is a trusted network for nance directors, bursars, and school business managers. Originally created for the Academies sector, it has since expanded to include colleagues from Independent Schools, re ecting the shared challenges across the sector.
At its heart, the FD Forum helps schools run as e ciently as possible, maximising resources for the bene t of students. Members access a con dential, collaborative space to test ideas, exchange strategies, and gain practical insight – from nancial planning and budgeting to supplier evaluation.
Thanks to the support of The FD Forum Directory, membership is kept a ordable at just £100 per year –an exceptional value for access to this network and for a limited time, new members can enjoy three months free. ●
To join this progressive, supportive community, email katie@ thefdforum.co.uk or visit thefdforum.co.uk and follow us on LinkedIn: The FD Forum.
CHAMPIONING FEMALE LEADERSHIP IN GIRLS’ SCHOOLS
Lindsey Hughes, President of the Girls’ Schools Association 2025-26, is proud to champion female empowerment in schools. A senior educational leader, she shares her vision for the year ahead and perspectives on lifting-up girls, young women and female colleagues, through fearless leadership.
sets reveal that diverse leadership teams, including women, report up to 25% higher satisfaction and retention.
Ideliberately chose Fearless Females: Leadership that Lifts Girls Up (the conference for those who lead and those they empower) as the theme for this year’s GSA Annual Conference for Heads. Girls’ schools cultivate an environment where female leadership is not just an ideal but the norm: girls hold every leadership role. At Channing, we create visible role models from reception pupils on the school council to senior school head girls chairing council meetings. This builds a transformative ‘no limits’ mindset.
The development of female leadership in our schools is equally vital for the women we employ
Research shows that when women lead, organisations thrive. McKinsey & Co. reports that companies with women in executive roles are 25% more likely to outperform nancially, and multiple data
How can we be more intentional about identifying, developing and promoting female talent in our schools?
The McKinsey report, The Inner Game of Women CEOs, highlights four hallmarks of great women leaders:
• Purpose over ego
• Strategic, generous relationships
• Big-picture thinking with sharp execution
• Con dence with humility.
Yet, Leadership Circle’s most recent research shows that women often underestimate their skills and in uence –despite female leaders showing up more e ectively than their male counterparts across every management and age level. And they are more likely than men to feel overloaded and overcommitted.
Creative working practices
It is vital that we challenge the outdated idea that leadership can only be full time, with a more open and creative approach to working practices in schools.
‘By adopting more flexible and intentional approaches, we can build cultures where every woman feels seen, valued and empowered to lead. As we champion our colleagues, we enrich our schools and send a powerful message to our students: here, women lead and so can you.’
I look forward to a year of leadership which lifts up girls and women. ●
How can we better support our colleagues in school?
• Actively review female sta skills and competencies in SLT meetings or in 1:1s with middle leaders to identify the talent pipeline.
• Tap into excellent existing networks and coaching such as the GSA’s BrightLead programme, the grassroots network WomenEd, and ASCL Women Leaders’ Network.
• Create opportunities beyond traditional promotions into middle and senior leadership through formalised secondments, project roles and cross-stage or whole-school responsibilities.
• Ensure maternity doesn’t derail careers. The Maternity Teacher Paternity Teacher (MTPT) Project provides CPD and networking for women, and men, during leave.
• Embrace part-time leadership and exible working.
LINDSEY HUGHES is GSA President and Headmistress at Channing School.
NOT ‘SUPPORT STAFF’ BUT ‘CO-OWNERS’
Oliver Smith urges schools to consider involving their entire staff bodies in discussions around future strategic direction, mirroring the approach of many major companies.
In many independent schools, marketing, communications and admissions teams are integral to success – shaping reputation, driving enrolment and contributing to long-term nancial security. Yet, in some schools, these colleagues still feel a step removed from core decision-making, sometimes treated as playing a supporting role to teaching sta rather than as strategic partners; this was a frustration that AMCIS director Remco Weeda (Director of External Relations, Scarborough College) expressed most succinctly in the last edition of this magazine.
After three months in the independent school sector, I am intrigued to know ‘what if’ marketing, communications and admissions colleagues were not ‘support sta ’ but instead ‘co-owners’? What if every member of sta – from the Head to the receptionist – had their voice heard and felt like a co-owner of the school’s future? And what if all independent schools embraced the reality – already recognised by many – that they are both centres of learning and sophisticated businesses requiring innovation, creativity and shared responsibility?
Employee ownership
Before joining AMCIS in June, I spent ten years working in the employee ownership sector with organisations such as John Lewis, LUSH, Richer Sounds and Aardman Animations (of Wallace and Gromit fame). Across the UK, there are now more than 2,400 employee-owned businesses. While each has its own legal and nancial framework, the real transformation lies in culture. Ownership, after all, is not just a matter of structure – it is a mindset of openness, agency and collective purpose that is the responsibility of everyone to embody.
Could independent schools take inspiration from this model? What would it look like to share key nancial insights with sta , not to cause pressure, but to foster understanding and spark ideas? Could
strategy discussions involve a wider range of colleagues – particularly those who see challenges and opportunities up close in their daily work?
This is not a radical departure from tradition. In fact, John Spedan Lewis pioneered employee ownership a century ago, proving that transparency, collaboration and equality can be powerful drivers of organisational success.
OLIVER SMITH is CEO of AMCIS.
Let’s really push the boundaries of thinking and explore building environments that encourage creativity and innovation.
Pushing the boundaries
As a newcomer to the sector, I o er this not as criticism but as curiosity – and as an invitation. Let’s really push the boundaries of thinking and explore building environments that encourage creativity and innovation. Schools are already adept at fostering creativity, agency and problem-solving in students. Why not mirror those same values for sta , ensuring everyone feels they have a genuine stake in shaping the culture and success of their workplace?
Independent schools face complex challenges: economic pressures, shifting demographics and changing expectations from parents and pupils. Meeting them will require fresh thinking, diverse perspectives and a sense of shared purpose. A coownership mindset, whether formal or cultural, could help unlock that.
Independent schools are already places where potential is nurtured. Why not extend that spirit to those who make it all possible – and invite everyone to help write the next chapter in your school’s success? ●
ASK THE EXPERT: MYTH-BUSTING
ENERGY PROCUREMENT FOR SCHOOLS
Confused by energy contracts and market jargon? Zenergi’s Director of Energy Markets and Procurement, Alex Payne, shares the truths every independent school should know when it comes to energy procurement and what to watch out for when choosing a contract.
from non-commodity charges, like levies and taxes, which uctuate. We help independent schools x many of these additional costs, so you can avoid budget surprises and plan with certainty.
QQ: Does securing a long-term contract mean you lose exibility?
Q: What do independent schools need to know about energy procurement contracts? Are they all the same?
Not at all. We’ve designed our procurement strategy to give schools choice and control. Fixed-price contracts work well if you need budget certainty. But if you want to take advantage of market dips, we o er exible options where you buy energy in tranches, rather than all at once.
Q: Are exible contracts only for big organisations?
Put simply: no. It’s true that exible contracts have minimum volume requirements, which can rule out smaller schools. But, that doesn’t mean you have to miss out.
Zenergi groups smaller schools into baskets. This allows us to trade collectively and unlock competitive prices usually reserved for larger organisations, giving you budget certainty and the ability to make the most of falling market prices. With our Zen Secure approach, you buy energy in chunks as prices move and lock in a nal xed price at the right
About the expert
time, while our Zen Hybrid strategy allows you to take some of your energy volume closer to the month of supply. That reduces budget certainty, but it can lead to lower costs if prices are favourable.
Q: A lot of brokers or consultants disappear once the contract’s secured. Is that the case with Zenergi?
De nitely not. We’re with you for the full contract lifecycle, ensuring your meters go live on time, bills are accurate and suppliers deliver as promised. If there’s a problem, we aim to x it before you even know it’s there.
Our Energy and Risk team monitors the market daily, providing real-time updates and monthly summaries. It’s not about ooding you with data. It’s about giving clear insights that help you feel con dent when making decisions.
not
Q: Do xed prices cover everything?
Not always and that’s where schools can get caught out. Many xed-price contracts only cover wholesale energy. But up to half of your bill can come
Contract length should suit you, not the broker. Consultants are often tempted to lock customers into long term deals for ease, but we look at your needs and the market prices to recommend the best option. Whether that’s a one-year, two year, or multi-year contract.
Some schools want shorter terms to stay agile, others prefer xed, long term certainty. Either way, it’s important to have control over when you lock in pricing, so you’re never stuck overpaying.
Q you
Q: How can schools stay on top of market changes without being overwhelmed?
We’ve created Market Watch, a free daily update service for schools. It gives a clear, easy-to-understand summary of market movements, trends and forecasts. You don’t have to be an expert, you just need the right insight to make smarter, more con dent decisions.
Scan the QR code to access our independent school leader’s guide to energy procurement. ●
Alex Payne manages an experienced team responsible for overseeing the development and implementation of procurement strategies that secure the best value for schools. If you’d like to speak to Alex’s team about your school’s energy procurement strategy, get in touch at hello@zenergi.co.uk Zenergi supports more than 300 independent schools with their energy and water, along their net zero journey, o ering everything from procurement and surveys to regulatory compliance and more. Find out more at zenergi.co.uk
FUNDRAISING FUTURES
IDPE’S
LATEST REPORT
As schools seek to grow non-fee income, Louise Bennett reports that the Institute of Development Professionals in Education (IDPE) has released a new report that provides school leaders with practical guidance on how to establish and grow effective development programmes.
Drawing on sector-wide research, benchmarking and best practice, IDPE’s report, Fundraising Futures: Transforming UK schools’ philanthropy, outlines the six key factors for fundraising success.
• Active leadership – E ective fundraising begins with the senior leadership team. Active leadership requires direct involvement: attending donor events, sharing the school’s needs, acknowledging gifts and celebrating successes.
• Coherent strategy – A strong fundraising programme is built on a clear strategy aligned with the school’s mission and values. By setting speci c goals – such as funding bursaries, infrastructure, or partnerships –schools can focus their e orts and e ectively communicate a persuasive case for support.
• Sustained investment –Fundraising requires a long-term commitment; success depends on sustained investment in people, skills and infrastructure. IDPE benchmarking shows that schools with long-established development programmes achieve a much higher return on investment than those just starting out.
• Consistent engagement – Regular, meaningful engagement with alumni and parents – through events, communications and volunteering – lays the foundation for increased
philanthropic income, nurturing relationships and keeping the school visible to the community.
• Philanthropic culture –School leaders play a pivotal role in cultivating a culture of giving. Fundraising messages and achievements should be woven into all communications, engaging sta and pupils as fundraising champions and normalising philanthropy as part of the school’s identity.
• Demonstrable impact – Sharing the impact of donations – using stories, data and testimonials – recognises the di erence donors are making and encourages future support.
New to fundraising
For school leaders new to fundraising, where should you start?
• De ne your fundraising ask –what do you need money for and why? What di erence will philanthropy make to the lives of young people? And to the wider community?
• Map your school’s networks –benchmark against similar types of school and survey existing or potential donors in order to understand donor motivations and the potential wealth within your community, to create achievable targets.
• Expand existing resource – consider a part-time role or initially, combining fundraising with a role that uses similar skills; use current activities such as
school events or newsletters to build connections with your community; leverage an existing school database for relationship management.
• Foster a culture of giving – make fundraising a regular feature of school life (include as part of sta meetings, inset days or even lessons), and encourage sta and pupils to learn about and participate in fundraising.
• Ask for support – seek external advice or relevant training to lay the foundations for long-term fundraising success. IDPE o ers training and support for school leaders looking to establish and lead e ective fundraising programmes in their school (including our Fundraising for School Leaders programme for Heads and new Fundraising for School Bursars programme; both courses start in November).
Unlocking fundraising potential
As we see in our most recent benchmarking report, annual philanthropic income in schools continues to grow. This new report o ers essential recommendations along with inspiring case studies to provide school leaders with a roadmap to transform the role philanthropy plays in schools. ●
LOUISE BENNETT is CEO of IDPE. For further support with your school’s fundraising or a free copy of the report, visit idpe.org.uk or contact Louise on ceo@idpe.org.uk.
THE ENDURING VALUE OF BOARDING IN EDUCATION
60 YEARS OF THE BSA
David Walker celebrates the evolving nature of boarding over the first 60 years of the BSA.
Throughout the academic year 2025–26, the Boarding Schools’ Association (BSA) is celebrating its 60th anniversary. Any milestone is an opportunity for re ection: six decades may feel like a long time, but in the context of boarding education, the Association is only at the beginning of its journey. Many of our member schools have histories stretching back several centuries, standing as pillars of tradition while evolving to meet the needs of new generations.
... boarding continues to cultivate collaboration, empathy and lifelong friendships.
The BSA’s role over the past 60 years has been to bring cohesion, advocacy and professional guidance to the sector, ensuring boarding continues to thrive, adapt and inspire – no matter how old the school or boarding provision.
A changing experience
Boarding in the 1960s was a vastly di erent experience to the one we see today. Structures were more rigid, pastoral care less formalised and expectations narrower. Boarding schools today place as much emphasis on wellbeing and holistic development as they do on academic achievement. Schools are now rooted by robust safeguarding procedures which focus on inclusivity and the cultivation of a nurturing environment where every young person can ourish.
Today, boarders are global citizens, immersed in cultures beyond their own. According to the 2025 ISC census, non-British pupils represented 4.7% of the total ISC pupil population, with 93% of non-British pupils whose parents live overseas choosing to board.
Technological advances have reshaped the boarding experience. From virtual classrooms to instant communication with family, digital protocols have strengthened pastoral care, enhanced learning opportunities and expanded the horizons of boarding provision in ways unimaginable 60 years ago.
Bene ts
While methods and structures of boarding have rightly evolved over time, its enduring bene ts remain remarkably consistent.
The communal nature of boarding continues to cultivate collaboration, empathy and lifelong friendships. Boarders still gain a unique sense of independence, with ample opportunity to develop soft skills far beyond the classroom – something employers and society value as highly as academic success.
Champion of excellence
In its 60 years, the BSA has established itself as a champion of excellence. Through professional training, policy advocacy, safeguarding standards and international collaboration, we ensure boarding schools maintain the highest levels of care and innovation.
BSA remains committed to leading boarding into the future and supporting schools as they respond to global shifts in education, technology and wellbeing. Our mission remains to ensure that boarding provision is not only relevant, but exemplary: places where young people can achieve academically, grow personally and leave prepared to contribute meaningfully to society.
The BSA’s journey may be just beginning, but our commitment to championing excellence in boarding is steadfast. Find out more at boarding.org.uk/60-years. ●
DAVID
WALKER is Director, BSA. BSA offers marketing audits and advice; to find out more, email boarding@bsa.org.uk
RAISING THE BAR: MEETING PARENTAL EXPECTATIONS IN A POST-VAT WORLD
The independent school sector is facing a de ning moment. With the VAT increase on school fees now in e ect, parents are becoming more discerning than ever. Rising costs mean rising expectations: families want measurable outcomes for the investment they make in their child’s education. Chief among these expectations is university success—o ers from Oxford, Cambridge, the Ivy League, and other top institutions in the UK and abroad.
We are starting to notice a pattern: families are moving students at Year 11 to schools with stronger track records for university admissions. For heads and bursars, this is more than a nancial concern; it goes to the heart of reputation, enrolment stability, and longterm viability. As independent schools close across the country, the pressure to deliver results has never been greater.
The reality is that providing robust university guidance requires more
than just one guidance counsellor. It demands in-depth knowledge of admissions processes across multiple systems—Oxbridge, Ivy League, European universities, and beyond. It requires subject-speci c expertise to help students prepare for interviews, admissions tests, and personal statements. No single school can realistically maintain all this knowledge internally, especially when applications now often begin two, three, even four years before submission.
This is where strategic partnerships can make a di erence. At Crimson Education, we work alongside schools to complement their existing provision, bringing in global expertise and specialist support. Our team includes former admissions o cers from Oxford, Cambridge, the Ivy League, and other top universities. Students working with Crimson are 2–10x more likely to gain admission to leading institutions.
For schools, o ering access to this level of guidance sends a powerful message to parents: we are investing in your child’s future. We understand the competitive landscape, and we are committed to delivering results that match your expectations.
Crucially, this is not about replacing school counsellors or careers sta . It is about enhancing provision—bringing in specialists who can provide the one-toone mentorship, interview preparation, and application strategy that students need to stand out. Whether it is navigating Oxbridge admissions tests or building an extracurricular pro le for Ivy League schools, quality expertise pays dividends when it comes to exit outcomes.
In a market where parents are increasingly prepared to vote with their feet, independent schools must adapt. Those that demonstrate a clear, resultsfocused university strategy will not only retain students but also strengthen their reputation for academic excellence. Partnering with organisations like Crimson is a practical way to meet rising expectations—and to ensure that, even in challenging times, your students continue to thrive at the highest levels. ●
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THE RISE OF THE SCHOOL TAKEOVER RESISTANCE IS FUTILE!
‘Your designation is now Bailius,’ said the Queen of Curriculum, ‘you are part of The Collective Academy, and your culture will adapt to service us. Existence as you know it is over.’
Assimilation
Over the past 15 years, there has been a considerable rise in the growth of senior schools and educational groups taking over prep schools to ensure their survival. This reminds me of an episode of Star Trek when Captain Jean-Luc Picard and the Starship Enterprise were facing one of their most formidable adversaries: the Borg. These cybernetic organisms, controlled by the Borg Queen, co-opted the technology and knowledge of other species via ‘assimilation’ and thus transformed individuals into ‘drones’ who became part of their ‘hive mind and collective.’
It has become apparent to me, and to many others, that the approach adopted by some of these senior schools and educational groups when ‘assimilating’ smaller schools could be compared to that of the Borg. So, beware…I have experienced both a failed merger and I have been part of a senior school group…
George Bailey recalls his own experiences of the growing phenomenon of standalone prep schools being acquired by bigger beasts in the educational galaxy.
The catalyst for mergers – whether between prep schools, with senior schools or educational groups (charities or for-pro t) – is predominantly based on changes in the school’s circumstance. It might be poor nancial management, demographic shifts, the 11+ and 13+ conundrum and, more recently, increased VAT/National Insurance/business rates. Taken together, it can become very hard for a standalone prep school to balance the books.
Bene ts and concerns
There are obvious bene ts from a merger –especially if one enters it from a position of reasonable strength. These may include nancial stability, sharing of best practice between schools, operational e ciencies and economies of scale and shared use of facilities. Continuity for parents and their children – especially during a crisis like COVID-19 or an ISI Inspection – is also hugely bene cial; the ‘mothership’ becomes a fantastic resource for compliance and regulatory guidance and advice.
The main concerns of Heads and governors of a prep school being taken over often involve the potential loss of the unique character and ethos
of their school. This can have a knock-on e ect with parents and their expectations – especially if they are not a fan of the senior school or educational group ‘their’ school will be joining. No one likes to lose their independence or control, but needs must when the devil drives…it can be either that or closure.
A proposition
It was in late January of my second year of headship that I had a call from the Head of a local, predominantly girls’ prep school with a proposition
No one likes to lose their independence or control, but needs must when the devil drives…
she wished to discuss. I had a rather clandestine meeting, o site, and it became clear she was struggling for pupil numbers and was wondering whether we would be interested in a merger of our two schools. We were quite di erent in many ways but, on paper, it seemed to make perfect sense as we had just gone co-ed and we needed some girls. Her school might be just the ticket.
The spring term took on a new complexion and, after a meeting of both sets of governors, it was decided that a merger seemed like an excellent idea. After reading the IAPS handbook on mergers and trying to understand the TUPE process, I started to work on the detail of such a venture. It was clear that other prep schools were doing the same thing, and I had heard of a number of others that had already closed or been taken under the wing of a senior school. You lost your autonomy but at least you had nancial security.
My Easter holidays were now busy as we had a tight timeline with the merger planned to take e ect in September. I recall sitting in my study, on Easter Sunday, working on the sta ng proposals whilst the village choir was singing ‘Christ the Lord is Risen Today’ in my church opposite. It all seemed to make sense, sort of. The job of a Head…never stops.
Phew!
Then, at the start of the summer term, the cosy little girls’ school who had come to us for help decided to pull out of the merger; they were going to close that summer instead. It was highly frustrating, and it didn’t help that they spent the next six months blaming us for the failed merger when it was they who had pulled the plug. What a waste of time
and no Easter eggs! In hindsight, the clear fee discrepancy between the two schools would have been a cause of concern for some parents and would possibly have a ected the success of the merger…phew! I was also pleased that I wouldn’t have to read Who Moved My Cheese? by Dr Spencer Johnson – how to cope with change management.
Button your beak
It was for my third headship that I joined a prep school which was already part of a large senior school group. It was clear from the outset that you had to fully embrace the brand and culture of the ‘mothership’. I was happy to do that for the most part. However, when ‘…the one who is many’ sometimes looked in my direction, I had to remember that I was part of a bigger beast and not get pissed o with some questionable missive. Button your beak and keep smiling! Overall, it was a positive experience, and it made a considerable di erence to the success of ‘my’ prep school – the pros de nitely outweighed the cons.
Overall, mergers and acquisitions in the educational world can be a good idea and most parties are happy and thrive. However, there are well-known examples of senior schools taking over prep schools where, within 18 months, one hears of the prep school closing as the business model just hasn’t work. This has happened within both the charitable educational groups and the more cutthroat world of the for-pro t out ts.
Do your homework before embarking on the journey.
Drones?
What I will say is that being a Head of a prep school in 2025 is taking on a di erent complexion from the past. Are some just becoming ‘drones’ forever under the in uence and whims of the ‘collective’? There is no doubt that being captain of your own ship is still a unique experience; it is only when the buck completely stops with you that you know what it is like to truly be a ‘leader’ – for good or ill. Food for thought?
‘Take o that tweed jacket, Bailius!’ ordered a nervy and anxious looking drone. ‘The directive is clear that only ultra-slim- t suits can be worn within The Collective Academy…resistance is futile.’ ●
GEORGE BAILEY is the pseudonym of a Headmaster who has, for the last 30 years, led an extraordinary life in the world of independent education.
