Independent School Management Plus Magazine, Winter 2026

Winter 2026

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Unfair Dismissal How the law is changing

COV I D -1 9 REVISITED

Learning the lessons from a terrible time BURSARS

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MANAGEMENT plus Incorporating Conference & Common Room William Clarence Education Green Park House, 15 Stratton Street, Mayfair, London W1J 8LQ Tel: +44 (0)207 412 8988 williamclarence.com EDITOR David Moncrieff david@williamclarence.com EDITORIAL ADVISORY BOARD Dr Helen Wright Educational consultant, former Head of St Mary’s Calne and President of the Girls’ Schools Association Oliver Smith CEO of AMCIS Andrew Lewer MP for Northampton South 2017-24; former Chair of the All-Party Parliamentary Group for Independent Education Ian Hunt School board member in the UK and Middle East, leader of international educational projects and a contributor to the national press Richard Harman CEO of AGBIS. Previously Headmaster of Aldenham and subsequently Uppingham. Past Chairman of the BSA and HMC Louise Bennett CEO of the IDPE (the Institute of Development Professionals in Education) David Walker Director, BSA Nick Gallop Headmaster, Brighton College International School, Bangkok; regular contributor to the TES and editor of Politics Review Jeanette Cochrane CEO of the Girls’ School Association Ben Vessey Former Head of Canford School and Director HMC C/E European Projects DESIGN & PRINT Fellows Media Ltd The Gallery, Southam Lane, Cheltenham GL52 3PB 01242 259241 | hello@fellowsmedia.com ADVERTISING Alice Ireson, Fellows Media alice.ireson@fellowsmedia.com | 01242 259245 PUBLISHER William Clarence Education Ltd The William Clarence Education Group is a leading education publisher and provider of admissions, recruitment and careers solutions for parents, leaders and schools across the world.

DISTRIBUTION Print and digital copies of Independent School Management Plus are distributed to headteachers, principals, bursars, marketing, development and admissions leads in every independent school in the UK, plus British international schools overseas.

The magazine is published four times a year.

FOREWORD

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arch 2026 will mark the sixth anniversary of the first COVID-19 Lockdown. For many of us, this is a period we would prefer to forget or, at the very least, consign to the back of our minds.

But is this a sensible approach to take? Surely, if we shut our minds to the horrors of that time, there is a risk that the important lessons our sector learned about navigating our way through a public health emergency will be lost?

The UK Government’s COVID-19 Inquiry grinds slowly on, and its final conclusions and recommendations will not emerge for a long time to come; as yet there is not even a date for the publication of the Module 8 report looking at the impact of the pandemic on Children and Young Important People. Consequently, there is a genuine risk that insights the ‘lived experience’ of our school communities could may never be formally captured and codified.

Important insights could atrophy. atrophy.

The period of the pandemic saw success and failure within the independent school sector.

The support provided for students was almost universally exemplary. Staff went above and beyond what could be reasonably expected of them, delivering much-lauded positive educational and societal outcomes. Yet we also know that many of those same students and staff suffered from stress, depression and a sense of isolation which is still impacting their lives today. In parallel, our leadership teams confronted – and largely resolved – challenges never previously anticipated. But both they – and their schools – often creaked under the strain in a manner which is perhaps not always fully acknowledged.

This edition of Independent School Management Plus looks back to that extraordinary period in 2020-21, with many distinguished contributors sharing their recollections of working within our sector at that time and the lessons which they believe – in their different areas of specialism – should be captured and conserved.

By their very nature, we all hope that emergency plans will remain unneeded and unused. But there is a high probability that there will be another pandemic in the lifetime of some of us, so let’s make sure that we are as prepared as possible, and our successors do not find themselves saying “What did they do last time?”.

David Moncrieff © William Clarence Education No part of this magazine may be reproduced without the permission of the publisher.

The information contained in Independent School Management Plus has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, disappointment, negligence or damage caused by reliance on the information contained within this publication is hereby excluded to the fullest extent permitted by law.

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Unfair Dismissal How the law is changing

COV I D -1 9 REVISITED Learning the lessons from a terrible time BURSARS

HEADS

ADMISSIONS

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DEVELOPMENT

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ON THE COVER COVID-19 Revisited

COVID-19 REVISITED

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In Conversation

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Cross-sector Partnerships after COVID-19

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AMCIS

The Educational Impact The Inquiry insights to-date

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Fighting for the Sector Recollections from Westminster

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Leading Through the Unimaginable What school leaders learned from the lockdown years

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In Conversation Sindre Vandvik

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Cross-sector Partnerships after COVID-19 Thriving and closing the gap

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The Agile Board Governing for the next unthinkable crisis

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From Gut Feel to Digital Fidelity How UK schools rewrote the admissions rulebook during the pandemic

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Navigating Uncertainty Abingdon School’s development journey through the pandemic and beyond

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Secret Headmaster To test, or not to test, that is the question...

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Unfair Dismissal What’s changing?

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GSA The GSA appoints Jeanette Cochrane as its new Chief Executive

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BSA Responding to changing international markets: A structured approach

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AMCIS ‘A’ is for Authentic Admissions

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IDPE Prioritising Professional Development

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AGBIS Local Advisory Boards: An invaluable asset

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COVID-19 REVISITED

THE EDUCATIONAL IMPACT THE COVID INQUIRY INSIGHTS TO-DATE

As the COVID-19 Inquiry progresses, a range of insights are starting to emerge around education. There is, as yet, no date for the publication of the Inquiry’s report and recommendations on the impact of the pandemic on Children and Young People.

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ithin the educational community there is some dispute about the relative contribution of school closures versus the Government’s wider lockdown policies and some health experts emphasise that school closures were part of a broader infection control strategy and care should therefore be taken to avoid portraying school closures as the principal driver of harm rather than Lockdown more broadly.

Profound and long-lasting harms In relation to England, the Inquiry finds that children and young people suffered profound and long-lasting harms from pandemic policies, particularly school closures.

Evidence gathered from 600 children and young people and from witness statements shows widespread loss of learning, social interaction and access to health and welfare services – effects described as ‘profound’, ‘life-changing’ and in some cases ‘lasting’.

Government failure to plan A central criticism is that the Department for Education (DfE) and central government failed to plan adequately for school closures and remote provision in early 2020. Multiple witnesses told the Inquiry the DfE had no contingency planning for large-scale closures, leaving schools, trusts and local systems to improvise remote teaching, safeguarding and meal provision.

The lack of departmental planning and clarity is described as an ‘extraordinary dereliction of duty’ by some witnesses.

Remote education: serious inequalities The Inquiry identifies inequality in remote education as a major driver of damage. Children from low-income families, those in overcrowded homes, with limited digital access, or with parents unable to supervise learning were disproportionately affected. The digital divide, inconsistent access to devices and broadband, and weak support for special educational needs (SEN) pupils magnified educational loss and widened attainment gaps.

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Safeguarding and welfare Safeguarding and welfare concerns are repeatedly highlighted. School closures disrupted access to safeguarding oversight, school-based mental health support, immunisations and free school meals. The Inquiry heard that identifying and protecting vulnerable children became considerably harder when in-person attendance fell. Many witnesses argued the Government underestimated these non-educational harms when deciding policy.

Chaotic operational responses The Inquiry also critiques specific operational responses: the chaotic handling of examinations in 2020, slow and sometimes inadequate financial and practical support for catch-up, and piecemeal guidance that changed rapidly and left schools to interpret complex rules. These failures caused stress for pupils, parents and staff and undermined public confidence.

The Inquiry’s child-led research and testimony emphasise not only short-term anxiety and loneliness, but also reduced aspiration, disrupted career and educational trajectories for some older pupils, and lost Early Years development for the youngest children. ●

Looking to the future

Key themes • There is a need for national contingency plans to keep teaching, safeguarding and essential services running in emergencies.

• Much-improved digital access and the availability of devices is essential to ensure remote learning is immediate and equitable.

• SEN and mental health support during future school closures must be strengthened.

• Clearer safeguarding protocols must be established for at-risk children learning remotely.

• Early Years provision needs especial protection.

• Long-term investment is required to address harm the pandemic caused to children.

Winter 2026 | schoolmanagementplus.com | 7

COVID-19 REVISITED

FIGHTING FOR THE SECTOR RECOLLECTIONS FROM WESTMINSTER Andrew Lewer recalls the challenges he faced and the battles he fought as a parliamentary champion for independent education during the pandemic.

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ust when I thought I was out, they pull me back in!” The anguished cry from Michael Corleone in The Godfather, Part Three came to mind immediately when I was asked to cast

my mind back five years or so and reflect upon possible lessons learned from my political experiences during the COVID-19 pandemic.

I had often wondered why there was

so little literature, so little projection of a sense of a collective memory, around the ‘Spanish’ influenza pandemic of 1918-20, relative to the colossal amount that there is for the First World War. But having lived through our own pandemic, the reasons why are more obvious and it is certainly my own instinct to avoid the topic and not have to take myself back there.

Yet, of course, it was such an immense event with equally immense impacts.

With the very real potential for something like it to happen again, it is surely right to see if some lessons can be learned, particularly as regards independent education.

Britain revealed?

The first lesson is ‘education-ish’ in that my view of this country – which had previously had some elements of the ‘Whig version of history’ to it – has changed and, alas, been diminished. I had always felt that, in Britain, we were somehow different as a country and that our respect for individual liberty was inextinguishable. This notion has been dispelled. I recall with particular distaste the emails I received from some constituents informing on their neighbours for having more than the prescribed number of people in their garden or going for more than the permitted number of walks outside their home per day. And their asking what I was going to do about it? (I will leave you to imagine the answer.) As CS Lewis once wrote: ‘Of all tyrannies, a tyranny sincerely exercised for the good of its victims may be the most oppressive. It would be better to live under robber barons than under omnipotent moral busybodies.’

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COVID-19 REVISITED

Public discourse Another unsettling and equally revealing episode was the reaction to a post I made on Twitter/X about a meeting between the Secretary of State for Education, Nadhim Zahawi, Miriam Cates MP and I on the subject of face masks in school.

Although having a very clear – and not positive – view about these myself, I was already mindful of the passions they stirred at the time in both directions.

I therefore put out a very anodyne tweet with a photograph of the three of us meeting and a simple reference to the future prospects for dispensing with masks. Notwithstanding this deliberately bland choice of words, I experienced (for the first – and I can now say probably the last – time) a social media post going ‘viral’.

This was not a happy event. I had sometimes been slightly dismayed that my tweets about constituency visits to small engineering businesses or to meet with the Council Cabinet Member for Highways had not achieved the level of engagement I may have hoped for. However, that low level of interest was almost infinitely preferable to the hatred-ridden vitriol in many of the comments I received this time. That by even suggesting children should not be covering up their faces for the rest of their childhoods I was, somehow, putting

competition for the town’s Sixth Formers. huge numbers of lives in danger etc. The I named this the Spencer Perceval Cup sheer volume of this vitriol led to one of after Northampton’s most famous MP my friends in Parliament alerting activists and the only one to have served as in the other ‘no masks and back to school’ Prime Minister. As many people – and camp. After 24 hours of many, many particularly hundreds ardent of hostile Lessons learned? Well one was the pub quizzers comments, I then that ‘Yes, Prime Minister’ is as – know, experienced much a handbook as a comedy. Perceval’s time as Prime 24 hours Minister came of much to a grim end when he was assassinated more supportive messages coming in in 1812. Pointing out the very spot where at equal, if not even higher, volumes. this took place within the Palace of This did come as something of a relief, Westminster was always a prominent part although on occasion the tone was of my tours of Parliament for constituents equally eye-watering. This would seem and school groups. The debating to be illustrative of the passions that competition functioned almost like a the COVID-19 pandemic unleashed. control group for the effects of COVID. Yes, But I think it also speaks to a broader pre-pandemic there were many shy and coarsening of public discourse over the uncertain Sixth Formers taking part, but last decade or so. there were also a good number of strong A loss of confidence and confident speakers.

An ostensibly contradictory phenomenon There is no question that when the to be observed as a result of COVID-19 to debating competition resumed postthe aforesaid increase in boisterousness, pandemic, confidence levels had declined has been the damage to the confidence markedly. Although improvements in the of young people in engaging with others course of the day’s debating were still and in public speaking. This is a change discernible they seemed to be of a lesser that I unquestionably encountered degree of magnitude. Furthermore, it during my time as an MP. One of the became much more difficult to persuade most enjoyable events that I organised schools to field teams of Sixth Formers in Northampton was a public speaking at all, the state schools in particular. In some ways this only increased the value of holding the Spencer Perceval each year post-COVID. It was also a practical and ground-level way of bringing state and independent school Sixth Formers together. Having spoken at length about the benefits of state/independent school partnerships and hosting the Independent School Council’s annual publication of Celebrating Partnerships in the Commons, this meant a great deal to me.

Unintended consequences One of my proudest achievements during my time as an MP and where I made a genuine difference came about in support of independent schools during the pandemic. When quite severe F Winter 2026 | schoolmanagementplus.com | 9

COVID-19 REVISITED

restrictions upon people travelling into the UK from abroad came about, it created but one of the very many unintended consequences of hastily put together regulation in the COVID years. This was the entirely unsatisfactory situation of children coming to boarding school being required to quarantine in very large airport hotels filled with miscellaneous adults from all over the world. My efforts to change this, with the tireless support of the Boarding Schools Association and its CEO Robin Fletcher in particular, illustrated two important phenomena.

Lack of understanding in Whitehall The knowledge and understanding of independent education and – to a far greater degree – boarding schools in particular is very limited in Whitehall and in most of Westminster. It was clear when the mask mandates came in for secondary, but not for primary, that traditional prep schools (but middle schools too) had not been thought about. So, the already dismaying sight of children wearing masks for school was compounded into ludicrousness by one year group in a prep or middle school being uncovered while another had to mask up. How much more profoundly unaware, then, was ‘the blob’ when it came to introducing travel restrictions for those in residential education? Quite clearly, boarding schools had not been part of the thinking for those making these regulations at all, rather they had focused on students at universities and colleges.

Action this day This led to the other phenomena being revealed or rather ‘confirmed’, which was the dysfunction of government and never more so than in a crisis. Although having children, some quite young, staying alone in vast airport hotels in places 10 | schoolmanagementplus.com | Winter 2026

like Heathrow and Gatwick was clearly a safeguarding risk (and more of a probability than a risk, I felt), trying to get the regulations changed was frustrating and difficult, even for an MP from the governing party. I got nowhere with the Department for Education, nowhere with the Home Office (who knew?) and in the end I had to cut through the process entirely and get hold of the Prime Minister directly.

Even then it required the light political arts of persuasion and diplomacy and the darker arts of making it clear that I had put this risk in writing and I would not hesitate to go public about who had been made aware if nothing changed and a child was harmed. My hero on the inside was Alex Burghart MP, who was Boris Johnson’s Parliamentary Private Secretary. He ‘got it’ when I outlined the issue and the frustrations I had experienced and ensured it got the attention and ‘action this day’ that was

needed at Number 10. So it was that boarders got a derogation from the COVID regulations for overseas travel and were permitted to quarantine at school. I look back on the work that I, with the support of sector colleagues, accomplished on that subject with great pride. Lessons learned? Well one was that Yes, Prime Minister is as much a handbook as a comedy.

Reverberations The publication of the first stage of the UK COVID-19 Inquiry reveals the divisive nature of the whole subject is as intensely felt as ever. Many of us lost friends or relatives in those awful times, I know I did, and the reverberations societally and economically will be with us for a long time. Post-elected politics, I am less inclined to come up with some – likely to be bogus – grand theory of COVID. Nevertheless, I feel there were educationrelevant lessons I learned and which are worth sharing, even if they are not overall, especially edifying ones. ●

ANDREW LEWER MBE is an independent school governor and works with a number of independent education businesses. As an MP, he founded and chaired the All-Party Parliamentary Group for Independent Education, 2017-24.

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COVID-19 REVISITED

LEADING THROUGH THE UNIMAGINABLE WHAT SCHOOL LEADERS LEARNED FROM THE LOCKDOWN YEARS

Dr Helen Wright shares the insights she gained through observing school leaders operating during the pandemic and urges colleagues to learn the lessons from that time.

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hen the world closed its doors in March 2020, school leaders faced challenges for which no manual could have prepared them. I was not on the front line of those decisions, having moved on from school headship six years before, but I watched them unfold from several vantage points – as a coach and adviser to leaders around the world, and as a board member, including as the chair of an international school. From those perspectives, I saw a landscape of leadership under stress, including the exhaustion, the deep uncertainty and the visceral realisation that the futures of hundreds and hundreds of children and staff depended on the decisions that were made. I also saw moral courage and breathtaking ingenuity, and this made me deeply proud to be human at this time in our history.

The sixth anniversary of the first lockdown invites reflection not just on what schools did – although this is worthy of commendation and awe – but also, and primarily, on what we all learned. The pandemic was a pivotal 12 | schoolmanagementplus.com | Winter 2026

moment in our understanding of what education is and could be; it is worth us taking the time to remind ourselves of this, and to reflect on what we might need to revisit, to power our forward-thinking.

anxiety without transmitting it, staying transparent without surrendering hope.

These patterns, which I observed in schools across the world, highlighted that effective leadership is situational, but is also grounded in The lessons something enduring: What we learned about flexibility, self-awareness, empathy about leadership and the ability to keep on agency and In the first weeks of learning and growing. The the diversity crisis, the previous most resilient leaders were polished routines of those who stayed reflective, of learners’ leadership dissolved, and needs risk being and who paused just long were replaced with an enough to make sense forgotten. intensity of focus that was of what was happening, phenomenal. Plans had drawing on the insights of to change daily – sometimes hourly – others, before sharing with their teams in because of external edicts; clear, accurate a reflective calmness. and immediate communication became an essential. The leaders who grew What we learned through that time learned that authority about schools was not about certainty but about The pandemic exposed that schools are moral steadiness – about being clear, not mechanical systems to be managed; honest and human when there was no rather, they are living ecosystems rulebook to follow. Many discovered that sustained by relationships, trust and leadership in uncertainty is less about shared purpose. When formal structures control than about navigating; it is an faltered – i.e. when inspection frameworks exercise in emotional balance, holding paused, policies shifted and plans

COVID-19 REVISITED

I am convinced that the pandemic years revealed education’s deepest truth: that schools are living communities whose strength lies in trust, care and adaptability.

dissolved – it was the informal networks that kept schools alive. From my vantage point on school boards, I saw this vividly.

Governance, too, had to evolve from oversight to awareness. Boards that thrived were those that recognised they were part of the same living organism – listening, supporting, adapting – rather than mere arbiters of performance.

What emerged was a new understanding of leadership as ecological. The most effective leaders were those who could read the rhythms of their communities, sense imbalance and redirect energy. They led through connection, not command, and they cultivated conditions in which others could thrive. This ecological view of leadership remains one of the most important and, arguably, least fully absorbed lessons of the pandemic years. It challenges the managerial structures that are often imposed on education systems and replaces them with something far more complex and human: stewardship of a living community.

Lessons Unlearned?

For all that was learned, much remains undone. The pandemic taught us that schools are places of connection – but it also revealed that not all students flourish in the same kind of connection. Amid the stories of struggle with online learning were quieter stories of thriving. Some children, freed from the social intensity of school life, found confidence and focus in this new approach to their education. Some learned more effectively at their own pace, with fewer distractions. For a significant minority, the hybrid models improvised during lockdown unlocked ways of learning that traditional structures had never enabled.

This should have been a revelation. It showed that ‘school’ – in its familiar physical form – is not universally optimal. Yet, five years on, most systems have reverted almost entirely to the old model. The lessons about flexibility, agency and the diversity of learners’ needs risk being forgotten. If we truly meant it when we said we would ‘build back better’, we should be more adventurous now. Hybrid education, thoughtfully designed, could extend opportunity and choice. It could allow schools to become more personalised ecosystems – adaptable to each learner’s rhythm, rather than uniform by design. The pandemic gave us proof that education can operate differently; the challenge now is to act on that evidence, not retreat from it.

At the heart of this ecological awakening lay a profound moral recalibration. When every plan disintegrated, what endured was moral purpose. Schools remembered why they really and truly exist: namely to nurture future generations and give continuity of learning and care. The crisis stripped education to its ethical core. Leaders and teachers rediscovered the everyday acts of service that define the profession: checking on a child’s wellbeing before their homework, supporting families in distress, valuing care as highly as performance. What emerged was not sentimentality, but clarity and focus on our higher goal as educators.

Six years on Six years on, I still think of the leaders I worked alongside – in schools and boardrooms across the world – and what their collective experience taught me. I remain in awe of the leaders who led schools through this time. I am convinced that the pandemic years revealed education’s deepest truth: that schools are living communities whose strength lies in trust, care and adaptability. Whether we honour those lessons will depend on our willingness to keep evolving, and to lead with moral clarity and imaginative courage.

And when the next pandemic or global disaster arrives, let us remember all of these lessons, and draw upon them. We know we can do this! ●

DR HELEN WRIGHT is a former President of the GSA and Vice Chair of the ISC. With three major headships under her belt, she now works in international education and advises, recruits and coaches senior leaders.

Winter 2026 | schoolmanagementplus.com | 13

COVID-19 REVISITED

– IN CONVERSATION WITH –

SINDRE VANDVIK

CANFORD’S COVID-19 STORY Sindre Vandvik, Housemaster at Canford School, recalls the unprecedented experience of the COVID-19 lockdowns.

He talks to Zoe MacDougall about lessons learnt from those extraordinary times and discusses the impact of the pandemic on young people.

SINDRE VANDVIK

Looking back

In some ways, the Coronavirus experience in 2020-2021 feels like a long time ago.

Reminiscing, it’s almost like reading a science fiction story; a narrative of a parallel universe running alongside but removed from our own. As Sindre Vandvik looks back, the details of that strange reality re-emerge.

At Canford School, contingency planning was in full swing in early 2020, as the first hints about the concept of locking down began to emerge from Government sources. Sindre recalls: “As a school, senior management were on it – we had a contingency plan well before we had to lock down. Government press releases and general media comment in January and February 2020 gave signs that we would go in that direction. Two members of senior management were charged with developing contingency plans: what would we do IF a lockdown was initiated? We had training on Teams and we got ready to go with online learning.”

In March 2020, when the country first went into lockdown, Canford swung into its new way of life. The School was emptied out of all pupils who could go home. Learning, co-curricular Canford School is a co-educational boarding and day school for 650 pupils aged 13-18. Located five miles from the coast in Dorset, it enjoys 250 acres of its own grounds and is structured around ten houses.

Sindre Vandvik is Housemaster in Court House, where he has been a tutor since 2007, having joined Canford School in 2006. Additionally, Sindre teaches English and coaches football.

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activities and pastoral care went online. Sindre re-lives some of the details of that time: “The online school day stuck to its usual routines and structures. Lesson times remained the same.

Sports teachers presented videos and assemblies were recorded.

Tutor meetings were also conducted online; we talked to the pupils about practical things, checked up on them, celebrated birthdays and so on. We found ourselves dressing up, doing quizzes, trying to infuse some jollity into life in this strange time. We had daily meetings and social activities with different combinations of year groups.”

It sounds good! But, as Sindre adds, “Doing that with pupils through the medium of Teams is nowhere near what you would be doing with them every day in school. Inevitably, we had pupils who engaged with us online – and those who didn’t.”

The international experience For international pupils at Canford, unable to travel home, the experience was very different. On a practical note, Sindre describes how the School set up one of the boarding houses as an international house, with a skeletal staff, and all meals were taken in-house rather than in the main dining hall. He goes on to talk about his memories of that time for his international pupils.

“The most negative aspect of COVID was the impact on our international pupils, particularly those from China. Chinese restrictions were much, much more severe than ours. Even a long time after restrictions were lifted in the UK, Chinese limitations remained in place. One of our pupils didn’t see his parents for three years during his first experience of boarding – from Year 9 to Year 11. When pupils were eventually allowed to go home, after two years, they reached their home country to find that they were isolated in airport hotels before being allowed out. For two weeks, someone knocked on your door

COVID-19 REVISITED

with your food, and that was it. There was no human interaction at all during that period. It was imprisonment, a form of torture.”

Sindre’s vivid words conjure up strong emotions. Checking in with his students over email, one of the boys let him know that they were locked up in hotels. Sindre and his team swung into action: “We contacted them all. These were holiday times. They finished their isolation, spent a couple of days with family, then came back to School.”

We took a pause in our conversation. It would be disrespectful to those young people to do anything other than fall silent and visualise their COVID experience with empathy and compassion.

Back-to-School bubbles – Lockdowns II and III With ever-changing Government guidelines came a return to school for most pupils. Sindre continues his COVID narrative: “Bubbled up in a boys’ boarding house, we did the things we would normally do – PlayStation, table tennis, pool, darts, volleyball in the garden. After a while we operated in year group bubbles. We were creative with social distancing in order to enjoy sporting activities. So, sport and co-curricular could still happen but in a limited way. For a whole year, we could only compete internally, with fixtures between year groups and houses.

“It was an ‘open prison’ experience. We were all locked in our houses. But we made a little gym in the garden, which was the only outside space we were allowed to use. And the boys loved it. We also created a ‘Come Dining’ experience all the way

through lockdown for the international boarding community. That was a lovely outcome of the COVID experience.

The gallows humour was such that everyone had a fabulous time.”

Life lessons

One of our pupils didn’t see his parents for three years during his first experience of boarding...

Sindre’s recollections of COVID prompted him to reflect on the valuable life lessons that he feels he learnt. His key point is: “Don’t panic! We had to listen to the initial media hysteria suggesting that we were all about to die. It quickly became clear that, whilst this was a difficult and dangerous thing, life needed to keep rolling on. We needed to make sense of it in order to survive. That’s why, in our personal bubbles, we became Joe Wicks-addicts and baked our sourdough bread. I learnt the lesson that unforeseen, unprecedented events are going to happen in your lifetime, and they’re not necessarily as grave as they might first seem.”

As part of his COVID reflections, Sindre expounds on the importance of other people in our lives: “The biggest lesson that we can carry through the whole thing is the idea that people need people. No one needs that more than teenagers. The period of separation from their peers that many teenagers experienced was really, really hard. And in fact, this reinforces the value of boarding. When we were all existing in bubbles, the boarding school bubbles were big ones. F Winter 2026 | schoolmanagementplus.com | 15

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It was an ‘open prison’ experience. We were all locked in our house.

“A boarding house is a very large, very strangely shaped family.

You can’t help interacting with each other. The family feeling that we have within a boarding school was strengthened during the COVID experience. We were, and are, a band of brothers.

Teenagers are quite narcissistic beings. They often don’t see much further than their own bellybuttons. But during the lockdown period, forced into each other’s confined company, they really learnt the value of peer relationships.”

Recognising the COVID impact Much has been said in the media about the impact of COVID-19 lockdowns on young people. Sindre comments: “The pupils who were already with us during the COVID period, I would argue, didn’t show particular signs of being affected by the lockdown experience after the event. When we opened up again, we noticed the damage done to children who came to us having experienced lockdown at prep school. Many of them came with real limitations in terms of social etiquette and a noticeable lack of understanding about communal living. In fact, they were quite feral. They were very unruly.

“Peer learning and adapting to what’s going on around you is part of growing up, and these children didn’t get that. They didn’t learn to read the nuance, to recognise when someone is slightly annoyed with you, or slightly on edge for you to stop doing whatever you’re doing. So, they would keep going until those around them were pushed to their limits.

“It’s only with our current Fourth Form [Year 10], i.e. September 2024 entry, that we’ve seen a return to pre-COVID behaviours.

This cohort were well-mannered and responsive when they arrived. They needed one reminder about behaviour, not several, or constant, reminders. Before that, we’ve had to work really hard as a boarding team to teach the pupils how to behave, what’s OK and what’s not OK when you’re living with others and sharing spaces. In lockdown, it was a case of anything goes.

Children got used to being schooled online, where, if they chose 16 | schoolmanagementplus.com | Winter 2026

to, they could switch off the sound and do some gaming, or sit there and nod compliantly, whilst surreptitiously reading a book. Within the curriculum, there’s no doubt that learning was impacted. As an English teacher, I can confirm that basic grammar and literacy skills have been weaker.”

For Sindre, his reflections reinforce his firm belief in the importance of the teacher-pupil relationship, which disappeared when learning was transferred onto screens. As he says: “When people are interviewed about their favourite teacher, it’s never because they were amazing at algebra, it’s always about the personal connection. That’s the key component of an effective school experience.”

Looking forward Drawing our reminiscences and reflections to a close, we wonder if a pandemic will re-occur, when that might be, what the response will be in schools, and how it will differ from our experiences in 2020 and 2021. Looking forward, Sindre recognises that we now inhabit a world where onscreen connections have become normalised. Additionally, he acknowledges that the impersonality of Artificial Intelligence continues to feed into what and how children learn. But in conclusion, Sindre continues to emphasise the paramount importance of the personal teacher-pupil relationship. It was lost during lockdowns, but it isn’t something that he wants to lose again. ●

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

17 | schoolmanagementplus.com | Autumn 2025

Winter 2026 | schoolmanagementplus.com | 17

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COVID-19 REVISITED

CROSS-SECTOR PARTNERSHIPS AFTER COVID-19

THRIVING AND CLOSING THE GAP

Christina Astin explores how, in many cases, COVID-19 acted as an accelerator rather than a brake on cross-sector partnerships, most of which continue to flourish today.

I

n March 2020, schools closed – and the doors remained closed to visitors for well over a year. An existential threat to partnership activity? Far from it... New platforms brought new ways of engaging; schools worked closely together across the sectors to cope with the challenges presented and new partnerships emerged to help address the issues caused by lockdown.

Back in 2021, I wrote about how partnerships could be part of the solution to closing the gap postCOVID-19. In this article I’ll be both looking at how that’s been going and considering how schools navigated the ‘new normal’, examining the kinds of projects that were developed and what the legacy is now, five years later.

One teacher said to me: “COVID-19 meant we were all in the same boat, suddenly. It was a catalyst to what and how we do things now.” Schools of all types were grappling with online teaching, learning and testing – and managing ‘bubbles’ in schools. Many independent schools were able to get up and running quickly with remote teaching, sharing resources and providing advocacy to others in their own and the maintained sector.

How school partnerships changed during COVID-19 Everyone involved with school partnerships will attest that they shifted and evolved materially during the pandemic, most notably in the following ways: New platforms Established partnerships quickly pivoted to make use of the new platforms that we all adopted and with which we quickly became familiar: Teams, Zoom, Google Classroom... It became increasingly important for teachers from the partnerships schools to be able to connect with each other, not only to share learning in this strange, new world of teaching, but also to reduce stress, isolation and burnout.

Claire Bridger, Programme Manager for East Kent Schools Together, says: “We took activity online as part of our #FeelGoodFriday programme, which aimed to maintain our sense of community, provide wellbeing-focused activities and boost confidence at a time when many were feeling isolated or struggling with their sense of belonging.

In particular, the Big Sing Virtual Choir from home was a great success and really helped to keep the partnership together.”

Bolton School’s Director of Partnerships, Jon Hitchin, re-invented their popular maths competitions into online quizzes.

Jon says: “Fourteen primary schools took part … and it was fantastic to see social media lighting up with photos of children...” Now half-termly, the competition has expanded – including overseas! Gavin Stone, Deputy Head at Yarm Preparatory School, says: “We moved our Digital Leaders Programme online once we and other schools got over the initial ‘humps’ such as access, data protection, etc. We produced online safety guides, tech tips for pupils and teachers.”

(Their Digital Leaders are pupils from Years 4-6 trained to teach other children using VR equipment.)

Advocacy Some schools took their advocacy role a stage further in response to the pandemic. Graeme Lawrie, Director of Partnerships at ACS International Schools, commissioned a whole playlist of videos to support schools with their remote teaching during the pandemic.

Advice on the safety of singing together was shared by Radley College’s Director of Music, Sam Gladstone.

New partnerships Some groundbreaking new partnerships developed from scratch, taking advantage of the new ways of working to engage new audiences more equitably. One of these F Winter 2026 | schoolmanagementplus.com | 19

COVID-19 REVISITED

“I remember how fearful we were across schools in March 2020 that Lockdown would close down our collaborative work. In fact, it led us to work together more closely and more equitably than ever.”

Dr Joe Spence, former Chair, SSLP is ExpertEd, a collaborative project driven by Oundle School, with support from others. ExpertEd was born out of lockdown to bring experts straight into multiple classrooms via Zoom webinars.

Gordon Montgomery, Oundle’s Deputy Head (Partnerships), told me: “COVID-19 drove us to develop a new skillset.

We asked ourselves: how can we utilise those skills to connect with young people?”

ExpertEd’s strands include: enriching the curriculum, engaging with families and presenting live interviews with famous figures such as astronaut Helen Sharman. ExpertEd has reached over 45,000 children aged 9-13 and continues to increase cultural and science capital and raise aspirations. Southwark Schools Learning Partnership (SSLP) launched two hugely successful series of webinars during lockdown. One of these, ‘So you want to be a …?’, brought young professionals to talk to Years 9 and 10 about their work, challenging stereotypes.

Another new project was Lumina Tutoring, which started with a small group of Harrow School teachers

supporting children-in-care with 1:1 lessons. Soon a cluster of independent schools joined in, offering their own volunteer teachers so more looked-after children could count on consistent academic support throughout lockdown.

Gitanjali Bhattacharya, Lumina’s Director, tells me: “Lumina has supported more than 60 care-experienced young people.

On average, pupils who fully engage see a +2 grade uplift.”

What is the legacy of these projects five years on?

All of the projects described here (and countless others) have continued, even expanded since COVID-19. The COVID learning gap and widening disadvantage are still acute needs which schools are working together in partnership to meet.

Latymer Upper School’s project, Attain, is one example of a programme providing free catch-up support; it focuses on the disadvantaged pupils who had fallen the furthest behind.

There is impressive data around its impact on students’ attention, confidence and readiness to be back in school.

Practical subjects were hardest hit by the physical separation of lockdown: art, design, STEM, music, drama.

Partnerships have stepped in to fill this void and there are many examples of hands-on projects continuing across the UK involving poetry, Photos courtesy of Music Flood debating, musical theatre, science

20 | schoolmanagementplus.com | Winter 2026

workshops or dance. Radley’s Music Flood project started with assemblies filmed for local primary schools and now involves hundreds of Radley students partnering with Abingdon Music Centre to provide daily music in 16 schools.

Sam Gladstone says: “It became a habit: anything we did for our own students we shared with everyone.” Now, five years on, Radley musicians say: “This is what we do.”

Online meetings widened access, whether for partnership steering, subject clusters or student collaborations. Claire Bridger comments: “Transport and logistics can prove pretty challenging so the ability to access opportunities for teaching and support staff and students virtually has been welcomed.”

A big challenge for schools postCOVID-19 has been the effect on mental health and wellbeing, a challenge taken up effectively by many partnerships. OX14’s peer support leads are Year 12 students from a cross-sector mix of schools across Abingdon; they come together for collective training, enriched by their different lived experiences.

Teacher recruitment and retention have also taken a hit, but there are many partnerships around the country that exist to support staff and ease the crisis.

Examples include the Physics and Maths SCITT operating out of RGS Newcastle, and the languages resources provided for teachers by the WoLLoW project in Norwich School.

The COVID lockdowns seemed to threaten partnerships between schools, but in reality provided an opportunity for growth with a sustained and measurable legacy which are helping to address disadvantage and close the educational gap. ●

CHRISTINA ASTIN advises schools, businesses and charities on their educational partnerships and outreach, plus training and leadership coaching. astinconsulting.com

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“Our State of the Nation Report, launched earlier this year in partnership with the Independent School Association, revealed a critical staffing crisis in independent school kitchens. A striking 70% of schools identified labour shortages as one of their top three catering challenges. The post-pandemic landscape has seen a significant decline in the number of chefs returning to the workforce, leaving school kitchens severely understaffed and struggling to deliver quality school meals. Schools are also contenting with the fact that the cost of staffing has risen significantly as measures like the rise in National Insurance contributions continue to be felt and schools are feeling more pressure than ever.

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COVID-19 REVISITED

THE AGILE BOARD

GOVERNING FOR THE NEXT UNTHINKABLE CRISIS Richard Harman discusses how the challenges of the pandemic demonstrated the importance of governing bodies adopting an ‘agile governance’ model which helps insulate their schools against future operational shockwaves...

I

n late January 2020, I was invited to deliver an AGBIS update, in person, to the governing body of a well-known school in the West of England. In what turned out to be my last on-site visit before the pandemic hit, I had been asked to talk about ‘Black Swan’ events.

The Board felt (rightly) that they were doing most things well but needed to be prepared for the unexpected. So, I delivered a talk entitled ‘What could possibly go wrong?’

A few weeks later, we had the answer.

As we now know, the COVID-19 pandemic was an unprecedented shock that tested the very foundations of independent school governance. The lessons learned during that period – and everything that has unfolded since – have moved ‘best

practice’ from an The pandemic proved that a slow, aspirational ideal to a mandate committee-driven model of governance for survival. For can be a liability in a crisis. governors and senior staff, the path to future resilience is now defined by one reactive executive management that, critical concept: agile governance. while necessary, risked compromising In those opening months of the their primary strategic duty. first 2020 lockdown, governing bodies Now, with a degree of operational found themselves facing a challenge normality restored but with renewed unparalleled since the Second World shocks to our ecosystem, the crucial War. The strategic calm of the boardroom task for every independent school was replaced by the urgent, operational Board is not to simply to revert to old demands of mass school closures, a pre-pandemic habits, but to embed sudden shift to remote learning, frequent the hard-won lessons of that era. This is short notice changes of government where the concept of agile governance, policy and existential financial uncertainty. as articulated by AGBIS, becomes the Boards were forced into a mode of essential blueprint for the future.

Defining the future: An agile mandate Agile governance is a modern approach to leadership designed to help governing bodies respond quickly and effectively to change while staying aligned with their school’s mission and vision. The pandemic proved that a slow, committee-driven model of governance can be a liability in a crisis.

The core tenets of this agile approach – flexible decision-making, collaboration, transparency and effective risk management – were, in fact, what allowed the most resilient schools to pivot so swiftly. The key learning is that this agility must be the default setting, not merely an emergency posture. F Winter 2026 | schoolmanagementplus.com | 23

COVID-19 REVISITED

Redrawing the Board-Head partnership The pandemic temporarily blurred the crucial line between a Board’s strategic function and the Head’s operational one.

Trustees found themselves engaged in day-to-day decisions – should we shift to remote classes, and what resources must we deploy? This was a necessary emergency measure, but its prolonged continuation is a recipe for poor governance and the undermining of executive leadership.

The lesson here is twofold: • Trust, autonomy and pace: Schools that fared best demonstrated a high level of trust between the Board and the Head, granting the leadership team the autonomy and permission needed to implement emergency measures at pace. The Board’s role became one of intense, rapid-cycle support and scrutiny, focusing less on how the Head was running the remote school and more on whether the key strategic pillars (safeguarding, financial solvency, educational continuity) were being upheld.

• The post-crisis audit: Boards would be well advised now to perform an honest audit of their pandemic practices to restore or tweak governance best

response. The AGBIS model calls for robust collaboration with the Head and leadership team to ensure decisions are well-informed and can be made at pace. This re-established partnership is essential for long-term health, ensuring

becoming a real consideration. Again, this has been compounded by the financial, demographic and political challenges that have followed in the last couple of years.

For an ‘Agile Board’, this translates into a permanent shift in how risk

The future … belongs to the Boards that embrace this agile mindset, seeing disruption not just as a threat, but as an opportunity to govern better. the Board returns to its critical role of setting the strategic horizon, not managing the daily itinerary. In this regard, commissioning an AGBIS review of governance would be a wise move – and our new approach will reflect the principles of agile governance as set out here.

The new financial and operational resilience The financial shockwave of the pandemic exposed vulnerabilities across the sector.

Independent schools faced an immediate loss of supplemental income from events, alongside pressure to offer fee reductions.

For many, the risk was existential, with the prospect of insolvency and mergers

management is approached. The pandemic transformed theoretical risks – such as ‘loss of premise’ or ‘national emergency’ – into immediate realities.

• Risk management as a living document: Governing bodies must ensure that their policies and procedures, particularly risk assessments and continuity plans, are wellconsidered and up to date. This means moving beyond a perfunctory annual review to proactive, stress-testing exercises that anticipate a wide range of disruptive scenarios – from health crises and political upheaval to cyber-attacks.

• Scenario planning: Financial planning must now include robust, worst-case-scenario modelling that accounts for steep drops in fee income, sustained teacher absence and the capital expenditure required for rapid infrastructure pivots (such as scaling IT for universal remote learning).

Effective management of risks is now synonymous with multi-year stresstesting of the school’s financial model.

Prioritising the ‘hidden curriculum’ Perhaps the deepest strategic lesson for governors was the radical shift in educational priority. Amid the crisis, the focus was pulled away from pure academic attainment towards the fundamental human needs of the school community. Teachers became ‘the community coalface’, prioritising the emotional wellbeing, mental health and social regulation of pupils above all else.

24 | schoolmanagementplus.com | Winter 2026

COVID-19 REVISITED

And staff wellbeing – including that of senior leaders – became a major issue too.

This experience demands a proactive review of strategic goals to formally elevate the ‘hidden curriculum’ – wellbeing, pastoral care and inclusivity – to a core strategic priority, not an optional extra.

• Wellbeing as a strategic asset: An Agile Board must now measure and hold the Head to account for student and staff wellbeing with the same rigour applied to inspection results or financial health.

The pandemic highlighted that pupil wellbeing is a prerequisite for learning and academic catch-up. Furthermore, the mental health support gap between independent and state schools, as noted in post-pandemic research, is (sadly, perhaps, for the schools system as a whole) a competitive advantage that must be maintained and grown.

• Equity and access: The crisis exacerbated existing inequalities, particularly regarding access to devices and effective remote teaching for less advantaged pupils. As independent schools are often registered charities, their governing bodies are strategically obliged to focus on transparency and accountability, as well as public benefit, to ensure that bursary pupils and those with specific needs are not left behind during future disruptions.

Leveraging technology to achieve pace The rapid adoption of virtual meeting technology was one of the pandemic’s most obvious governance changes. While the consensus remains that physical meetings are vital for strategy, developing nuance and building relationships, the crisis proved that Boards can and should make decisions at pace using technology; hybrid meetings, committees and working parties on Zoom or Teams, intelligent use of AI for summarising, streamlining reports, shaping executive summaries and project planning – all these elements need to be leveraged in our new world order.

• The hybrid default: An Agile Board should now permanently adopt a

hybrid model. Routine committee work, which benefits from focused, shorter interactions, can remain primarily virtual.

This not only allows for decisions to be made with greater speed but also widens the talent pool for recruiting governors who might be time or location-constrained, enhancing the Board’s capacity and expertise.

• Transparency and information flow: Utilising digital platforms for governance enhances transparency and accountability. The ability to share papers instantly and hold focused, emergency meetings allows the Board to better scrutinise information and support the leadership team when conditions are rapidly changing.

A permanent state of readiness The COVID-19 pandemic was the ultimate stress-test for independent school governance. It exposed the limitations of bureaucracy and rewarded agile governance – the capacity to be flexible, to manage risk proactively and to keep the school’s core mission at the heart of every urgent decision.

The task now for every governor and Head is to recognise that the world has entered a phase of unpredictable disruption. Agile governance is not a temporary framework for the next crisis; it is the permanent state of readiness required to ensure the longterm sustainability, competitive edge and faithful delivery of the educational mission of the independent school sector.

The future of independent education belongs to the Boards that embrace this agile mindset, seeing disruption not just as a threat, but as an opportunity to govern better.

And a final thought – all of the above can only be achieved if time and money is invested in developing the governance professional’s role. Often called the ‘Clerk’, sometimes ‘Director of Governance’, this role is the essential cog in the wheel enabling agile governance to function smoothly and at pace. It should be a dedicated, preferably stand-alone role, one that has the right professional standing and support. ●

COVID-era Governance: Key takeaways • COVID-19 exposed weaknesses in traditional, slow governance models.

• Agile governance – flexibility, transparency, rapid decisions – proved essential for resilience.

• Boards must restore clear strategic–operational boundaries while maintaining trust and autonomy for Heads.

• Rigorous, dynamic risk management and multi-year financial stress-testing are now mandatory.

• Wellbeing, pastoral care and inclusivity must be elevated as core strategic priorities.

• Technology-enabled hybrid governance allows faster decisions and broader trustee recruitment.

• Clear, consistent information flow strengthens scrutiny and support in fast-changing situations.

• A permanent readiness mindset is essential for future shocks.

• Investment in professional governance roles underpins effective agile governance.

RICHARD HARMAN is Chief Executive of AGBIS. The AGBIS Governance Professionals’ Programme is the first fully accredited course in the sector aimed at this next generation of key leaders, and it is one of the most positive legacies from this time of turbulence and challenge. Find out more at: agbis.org.uk.

Winter 2026 | schoolmanagementplus.com | 25

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COVID-19 REVISITED

FROM GUT FEEL TO DIGITAL FIDELITY HOW UK SCHOOLS REWROTE THE ADMISSIONS RULEBOOK DURING THE PANDEMIC Emily Hargest considers how student recruitment changed during the pandemic and highlights the key lessons which she believes schools should carry forward when communicating with parents.

F

or as long as most of us can remember, the independent school sector has lived by a familiar mantra when it comes to admissions: ‘parents just know when a school is right’. Staff talked about the ‘gut feel’ families experienced as they walked around the school – the atmosphere, the warmth, the indefinable spark that sealed the decision. It was treated as something that simply couldn’t be replicated or engineered.

But professionals working in marketing and admissions have always had a slightly different view. We knew that gut instinct rested on very real, very measurable foundations: the tone of communication, the authenticity of pupil voice, the clarity of information, the relationships between staff and pupils and the emotional reassurance woven through every interaction. And we knew, too, that different families needed different cues. Some wanted academic clarity. Some wanted pastoral warmth. Some wanted futureproofing. All wanted to feel understood.

In other words, the ‘intangible’ was never truly intangible and the pandemic made that fact unavoidable. When COVID-19 shut our gates, the whole sector was suddenly forced to examine what really shaped parental perception. When families could no longer walk our corridors, everything had to be rebuilt digitally. And what emerged for many was a far clearer understanding of how decisions are made, what matters most to families, and how schools can articulate their value with purpose and precision.

A minority of schools were already ahead of the curve. Many more used the disruption as an accelerator. But for those still relying on the old model of ‘bring them in and let the school speak for itself’, the message now is simple. Parental expectations have moved on. The window to catch up is narrowing.

When COVID-19 shut our gates, the whole sector was suddenly forced to examine what really shaped parental perception.

Winter 2026 | schoolmanagementplus.com | 27

COVID-19 REVISITED

six years on: what the sector must remember We’ve returned to in-person tours. Classrooms are bustling again and open days are buzzing. But nothing has returned to how it was and nor should it; there are some key takeaways from the days of COVID-19: • The pandemic didn’t just change how we communicate. It revealed what parents actually value and how much of that can be shaped long before a family walks through the door.

• F ive years on, digital is not optional; insight is no longer a luxury and creativity must be used to answer an evidenced need. The gut feel is still there, but now we are better at understanding what creates it.

• The schools that are thriving today are those that have brought forward all the lessons from the pandemic and continue to adapt and challenge. They treat emotion and strategy not as opposites, but as partners, combining narrative with evidence, warmth with clarity and data with the human story.

• S chools must recognise that even the admissions journey begins long before families arrive on the school site for an open day and continues long after they leave.

The day creativity roared back to life I’ll admit something I suspect many in marketing and admissions will recognise.

Before COVID-19 arrived, I had settled into the comfortable rhythm of the admissions year. The annual cycle, the events we knew delivered, the reliable touchpoints. They worked, and we hit our targets. But they also made us complacent.

The sudden loss of onsite events was a shock but does anyone else remember it being exciting? We had to think differently and get inventive in ways we hadn’t needed to for years.

One of my favourite days from that period was spent with Heads of Departments whom I didn’t usually have much to do with, designing our own ‘subscription-box’ style kits for virtual Taster Days.

28 | schoolmanagementplus.com | Winter 2026

We packed themed boxes with clay, card games, squeezy globes and STEM bits and pieces, along with cartoon biography cards of the teachers involved, and then sent them to prospective pupils to open during live online sessions. It was hands-on, playful, a little chaotic and far more memorable than anything we could have replicated solely online.

Innovation is not always comfortable, but it is almost always invigorating. The danger postpandemic was that we slipped back into our old rhythms, so the constant challenge is to keep questioning, keep experimenting, keep building that creativity into the fabric of what we do.

Virtual Open Days: from emergency fix to strategic tool In the earliest days of lockdown, ‘virtual Open Day’ often meant a shaky webcam, bad sound and lighting, and harassed colleagues. But across the sector, quality escalated quickly as priorities shifted.

Felsted School in Essex was one of the early adopters of this. As Sophy Walker, then Head of Marketing at Felsted, recalls, “It changed the landscape of school marketing, forcing us fully into the digital world”.

The School won the TES Marketing Campaign of the Year in 2020, and Sophy believes this can in large part be credited to the School’s authentic video content, much of it captured through phone.

Parents wanted truth, warmth and credibility, and the School delivered.

That shift was seismic. The sector realised that digital wasn’t a poor substitute for physical events. It was a platform with its own strengths: accessibility, replay value, reach and the ability to give families meaningful insight long before they could visit. This remains no less true in today’s landscape.

When anecdote fell quiet – and insight stepped in For years, schools relied heavily on anecdotal feedback: the parent who buttonholed you at open day; the vocal voice on the WhatsApp group, the family who wrote a detailed email after their tour.

Valuable, yes, but heavily skewed.

With school sites closed, that approach simply didn’t work. Suddenly, schools had to listen to parents

COVID-19 REVISITED systematically, not selectively. Surveys were sent, engagement tracked and responses interrogated.

As James Leggett, Managing Director of MTM Consulting, observed: “During the pandemic, we saw a marked shift as an increased number of schools began looking properly at their data. Structured surveys, market insight and enquiry analysis replaced the old habit of listening only to the loudest voices. We still sometimes hear schools admit that they don’t survey their stakeholders, but thankfully this is now rare.”

For many marketing teams, this was liberating.

Decisions became clearer, messaging became sharper and assumptions were replaced with evidence.

Schools cannot afford to go back to the days where they were lacking this stakeholder insight.

consistently winning the right families,” says Tom Willis, Director, Lykke Digital.

Digital perception now shapes the in-person experience, not the other way around. Families arrive at open days pre-informed, pre-filtered and pre-impressed (or not). The schools that understand this are the ones that convert with confidence.

Recreating atmosphere in a digital world

Budget pressure – and the unexpected rise of strategic marketing

One of the most formidable challenges was replicating atmosphere – the sense of life and warmth that normally sells a school.

The best solution wasn’t better cameras or polished videos. It was personality.

Queen Elizabeth’s Hospital (QEH) in Bristol embraced this wholeheartedly. Teachers recorded short ‘Day in Lockdown’ clips; departments shared informal glimpses of their work; music teachers stitched together virtual ensembles recorded in pupils’ kitchens; sports staff ran lively online challenges; pupils recreated famous artworks Getty-style with whatever they had at home. It was messy and human, and it said more about the sense of community at the school than any formal film ever could.

And crucially, QEH didn’t abandon this digital personality when lockdown ended. It is something that the School continues to invest in today.

But personality alone isn’t enough. Digital needs targeting and during the pandemic schools increasingly turned to paid social campaigns, search optimisation and AI-supported audience segmentation to ensure the right stories reached the right families. And if you don’t know what type of families make up your market, your digital marketing can only ever be guesswork.

“What we saw during and after COVID-19 was schools suddenly coming to us to embrace the digital playbook that our commercial clients have used for years. When you combine clear SEO strategy, targeted paid campaigns based on market understanding and a website built around real user behaviour, you’re no longer just visible, you’re relevant. The schools doing this well are the ones

The pandemic brought financial strain, particularly for boarding schools and those reliant on international enrolment. Marketing budgets were scrutinised line by line, and sadly some schools furloughed their marketing teams entirely, going on to find themselves with no visibility, no engagement strategy and no ability to compete while others were innovating at pace.

Yet paradoxically, the pressure improved marketing in so many schools as they borrowed lessons from the commercial world, expecting every campaign to justify its cost, every communication to deliver impact and CRM pipelines seen as essential infrastructure.

Across the sector, we saw professionalism accelerated by years. Marketing stopped being ‘the team that makes the brochures’ and became central to strategic planning and long-term resilience.

However, progress remains uneven. Some schools have leapt ahead; others still lag behind.

The Confidence Index 2025 revealed that half of marketing and admissions teams are still unrepresented on senior leadership teams. And with the cost-of-living crisis, the reality of VAT on fees and parents becoming more analytical, the sector is facing pressures that mirror, and in many cases exceed, the effects of the pandemic.

Schools that aren’t investing in strategy, insight and digital presence now are at genuine risk of being left behind. ●

Marketing stopped being ‘the team that makes the brochures’ and became central to strategic planning and long-term resilience.

EMILY HARGEST is Director of Marketing at MTM Consulting and former Head of Marketing and Communications at QEH Bristol.

Winter 2026 | schoolmanagementplus.com | 29

COVID-19 REVISITED

NAVIGATING UNCERTAINTY

ABINGDON SCHOOL’S DEVELOPMENT JOURNEY THROUGH THE PANDEMIC AND BEYOND The pandemic forced schools to quickly adapt not just their teaching methods but also their strategies for development. In conversation with Louise Bennett, Abingdon School’s Alexa Broad explores how her team responded to COVID-19 and how their experience has shaped fundraising in the years since.

Setting the scene: Development at Abingdon Abingdon School is an independent day and boarding school for 11-18 year olds in Oxfordshire, established over 750 years ago. The School is currently transitioning to co-education and will welcome its first girls in 2026. Preparations are well underway, with girls having joined Abingdon Prep School in 2024. The two schools together make up the Abingdon Foundation.

Prior to Alexa’s arrival in 2017, fundraising at Abingdon had been focused on alumni engagement, with sporadic capital campaigns. The development function was essentially rebuilt from scratch, with a clear mission to focus on fundraising for bursaries and to foster deeper relationships with the School’s community.

When the pandemic struck in early 2020, the School’s Development and Alumni Relations Department was at a pivotal point, having recently appointed

Harriet Alderman as Development Manager to accelerate its fundraising strategy. Harriet’s brief was to focus on new initiatives such as the 1563 Society (legacies), regular giving and to plan Abingdon’s giving day.

The pandemic: Immediate impact Abingdon School’s first Giving Day, and the opportunity to launch the School’s new bursary campaign, was planned for the day lockdown was announced.

“Sadly, with the uncertainty around COVID, the School took the difficult decision to postpone our first Giving Day and the launch of our new bursary campaign,” Alexa explains. “My colleagues were furloughed and fundraising activities were paused.” However, despite the challenges, the School’s leadership was supportive: “The focus shifted to maintaining and strengthening connections with our community, keeping people engaged during a period of isolation and uncertainty.”

Innovation under pressure: Digital engagement With in-person events impossible, 30 | schoolmanagementplus.com | Winter 2026

Abingdon pivoted rapidly to digital engagement, hosting virtual gatherings to reach different segments of their community. As members of the team began to return to partial working from home, they created virtual and remote events to appeal to various segments of the Abingdon community.

The School was able to support local businesses across the UK, with ‘At home afternoon tea’ for legators – held in place of a Society annual lunch – which involved sending cream tea packages across the country. Virtual tutored wine-tastings were enjoyed from home, archivist talks and panel career and internship presentations with Q & A proved popular.

Attendance numbers were strong and strengthened connections with Abingdon at a time when people valued this more than ever.

These creative approaches not only maintained engagement, but they also honed the team’s digital skills.

“We became self-reliant, running dress rehearsals and mastering the logistics of virtual events in order to continue to provide a varied engagement programme for our community.”

Cultivation in a virtual world The School also adapted its approach to fundraising cultivation. Alexa explains, “Mike Windsor, our Head, and I hosted ‘Coffee with the Head’ sessions online, allowing small groups of donors to ask candid questions about the School’s vision and our planned bursary campaign. These intimate conversations

COVID-19 REVISITED “The lessons learned during the pandemic continue to shape our School’s development strategy, ensuring that it remains responsive to the needs of our community and prepared for whatever the future may hold.” Alexa Broad

led to new donor relationships and early pledges, even when in-person meetings were not possible.”

were vital in building trust and sustaining relationships throughout the pandemic.

We continue to prioritise this now.”

The first Giving Day: Delayed but not derailed

Post-pandemic challenges... and opportunities

Abingdon’s inaugural Giving Day eventually took place a year later than originally planned, in February 2021... during another lockdown! The event was virtual, with the development team working from an empty School and leveraging social media to drive participation. Teachers without pupils in School conjured up creative challenges such as the Zoom 150-second omelette cooking challenge and 150 seconds of student Other Half activity filmed and shared from home (weightlifting, music practice, sports challenges to list a few).

A team of sports staff cycled in relays to Paris on fixed bikes in a temporary tent at School (!) and a resident head of house ran up and down the stone staircase of one of our school houses 150 times. These and many other challenges generated significant engagement and goodwill among parents and alumni, with Giving Day attracting over 440 donations and raising £150,000.

Alexa comments, “The success of the Giving Day provided the School with the confidence to launch a major bursary campaign in 2021: ‘Seven years to change a life’. The groundwork laid during lockdown, through cultivation and digital engagement, translated into early donor commitments and a stronger base for regular giving.”

As restrictions eased, Alexa and her team were faced with a new postpandemic reality which required a new way of working.

• In-person events Attendance at traditional events dropped sharply, with networking and social events attracting far fewer participants than before. Hybrid working patterns, the ease of virtual meetings and societal changes to ‘going out’ meant a laser-focused review of the events programme was needed in order to restore pre-COVID levels of attendance.

• Volunteering Traditional models of volunteering such as committees became more challenging to facilitate, with fewer volunteers and ad hoc engagement. “We are tilting towards more flexible volunteering opportunities such as task and finish advisory groups, tapping into the deep expertise and willingness in our community and aiming to encourage a more diverse volunteer network.”

• Giving The cost-of living crisis that followed COVID led to a shift in donor behaviour; whilst the number of donors decreased, the average gift size increased. The School saw more parents giving for the first time, and international engagement grew, reflecting the team’s

Five Lessons Learned • Embrace uncertainty and adapt quickly.

• Prioritise communication and visibility.

• Innovate in engagement and cultivation.

• Modernise volunteer structures.

• Plan for uncertainty and play the long game.

efforts to reach global audiences during the pandemic.

Looking ahead: The future of development As Abingdon looks to the future, the lessons learned during the pandemic have sustained the School through difficult times and positioned it for future success.

The School’s experience demonstrates that even in the face of unprecedented disruption, creativity, resilience and a commitment to authentic engagement can turn what appears to be the greatest of challenges into opportunities. ●

ALEXA BROAD is Director of Development and Alumni Relations at Abingdon School.

LOUISE BENNETT is CEO of IDPE.

The role of communication Throughout the pandemic, communication emerged as a critical factor. The team learned not to fear ‘over-communicating’, recognising that people tune in and out of messages and may only respond to one of several touchpoints. “Consistency, authenticity, and visibility of school leaders – especially of our Head and Chair of Governors – Winter 2026 | schoolmanagementplus.com | 31

COVID-19 REVISITED

- SECRET HEADMASTER –

TO TEST, OR NOT TO TEST, THAT IS THE QUESTION...

THE RELENTLESS ISSUE CONFRONTING SCHOOLS

George Bailey recalls the occasional humorous moments during the challenges of leading a school community through COVID-19.

A

nd so, in March 2020, my role as a prep school Headmaster was about to take on a completely different complexion with the arrival of the metaphorical Monty Python’s Foot of Cupid and an extremely loud burst of flatulence to add to the pain. COVID-19 had arrived.

Like all leaders, be it in schools or businesses around the world, we were being asked to navigate, for the first time, a completely new problem... I don’t remember IAPS offering any advice on pandemics during my ‘Preparing for Headship’ course a few years earlier!

I felt that, if anything, it was going to be my experience gained in the Forces before embarking on a teaching career which was going to hold me in good stead. I knew it was certainly going to be a challenge.

I could comment and describe all the negative impacts that our poor pupils experienced during this time. The significant impact on their mental health and wellbeing as well as how COVID-19 affected their education – particularly those children that had SEND needs. It was extremely hard on all of them, and the repercussions are still apparent today.

But they also showed immense resilience and good humour.

32 | schoolmanagementplus.com | Winter 2026

The parents also faced challenges, balancing their work, home life and their new role as ‘teacher’ 24/7!

What about Heads, senior leaders, teachers, support staff – how did they fare? The parents also faced challenges, balancing their work, home life and their new role as ‘teacher’ 24/7!

But let’s focus on that summer term 2020!

Stress or hypochondria?

After the initial March madness of updating, rewriting and implementing emergency policies, endless risk assessments, ‘class bubbles’ – as well as setting up online teaching for the majority of pupils – there was a sense of order, for the most part.

The fee remission question caused quite a bit of angst for all concerned.

Local prep schools were being extremely generous in their percentage remission

and in turn that put pressure on us to be the same. Some of my parents didn’t realise that our online offering was of a high standard and a league above our competitors, some did, but many still wanted more fee remission... not easy.

Another full inbox from angry parents!

As time passed, the stress of relentless daily decisions was becoming untenable, and it did have its effects on everyone.

I remember sitting in my study one morning feeling slightly dizzy and – being a somewhat neurotic individual when it concerns ailments – I did some research.

Was it a stress-related stroke in the making? What to do? Ahh yes, the school nurse was onsite. Before you could say, “I am about to have a heart attack”, I had taken off my shirt ready for her to take my blood pressure... three times!

Pretty high but was that anxiety or ‘white coat syndrome’?

Off I went to the local GP to have further blood tests... all fine. Was I therefore going blind and that was why I had lost my balance a bit? Off to the optometrist...

Nothing.

In the end, after ticking off all potential causes of my symptoms, I realised that maybe it was my three double espressos before 11am that might have been the culprit. Phew!

Virtual reality?!

Like most schools, the use of online meetings, be it Google Meet, Teams or Zoom, became the order of the day. There were many amusing moments.

There was one teacher/parent meeting where the six-year-old child came online holding a ‘sensual lifestyle product’ that he had just found in his mother’s bedroom. “What does this do, Mummy?” he asked. The screen went dark for a moment, and a slightly red-faced mother returned to continue the discussion of the three times table!

Initially, I struggled with the ‘face to camera’ thought for the day. It was before PromptSmart or Virtual Speech and similar apps that could scroll your speech as you were videoed – instead I had staff behind the camera holding Font 26 scripts on A3

COVID-19 REVISITED

The staff generally stepped up to the challenge of online teaching. But, inevitably, there were comparisons being made between different subject areas whilst I tried to look straight at the video, without moving my eyes as I read the words... without much success.

I always thought that the online year group parent meetings were the most difficult. The parents were at a heightened sense of stress as they were looking after their children at home and – especially with the pre-prep year groups – they were doing most of the teaching. It was extremely hard on them. However, there was one couple, who throughout the whole COVID journey looked like the two characters from the 1930s Grant Wood painting ‘American Gothic’ – they just looked miserable, and if they’d actually had a pitchfork, there would have been no doubt as to where they would have stuck it... in the unfortunate Headmaster!

The staff generally stepped up to the challenge of online teaching. But, inevitably, there were comparisons being made between different subject areas and their expectations. Teaching 20 Year 3 children all day versus a Year 8 Maths lesson (with marking) versus an online PE lesson where the children were asked to bounce a ball and run round around the garden twice; it wasn’t and never could be an ‘apples with apples’ equation!

(The PE staff always looked pretty relaxed, I noticed!)

A reprieve?

One area that I naively thought wouldn’t be an issue for once was the dreaded promotion of Year 7 pupils that normally took place at the end of the summer term. Surely, I would have a reprieve this year?

Promotions! Head boy, head girl, prefect, head of house, librarian, science monitor, sports captain, head of drama, head of music, hymn book collector

or dog walker – the list goes on! I realised I had been given grief, every year, for over 20 years on this very issue.

It always followed the same reaction, happiness from the few and outrage, disappointment, amazement, or disgust from the many. No one could believe or accept that their child had been overlooked.

And so, I faced – with appropriate mask in place – the wrath of the disgruntled parent, Mrs Pardiggle, whose son had not been given the opportunity for a recent promotion. She appeared, full of ire, and then embarked on a tirade of abuse about her son’s lack of advancement; the unfairness, the outrage and all the usual hyperbole that people resort to nowadays.

She also made a rather mean comment

about one of the other children who had been successful. “I saw Pip Gargery on Instagram,” Mrs Pardiggle sneered.

“He certainly wasn’t following the social distancing rules. What will you do about that, Mr Bailey?”

I muttered something unhelpful about opportunities in the future and returned to my study to poke my eyes out with a spoon.

Anyway, we survived the summer term.

“Bah!” said George Bailey. “COVID!” ●

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.

Winter 2026 | schoolmanagementplus.com | 33

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36 | schoolmanagementplus.com | Winter 2026

EMPLOYMENT

UNFAIR DISMISSAL WHAT’S CHANGING?

Louise Brenlund considers the upcoming changes to the rules governing unfair dismissal and urges independent schools to be prepared for the material impact they will have on employment practices.

T

he Employment Rights Bill 2024 (the Bill) has been hailed as ‘the biggest upgrade to workers’ rights in a generation’. It aims to modernise employment law and will mean a marked shift for independent schools from existing practices.

For the Bill to receive Royal Assent and become law, both the House of Commons (HOC) and House of Lords (HOL) must agree. Convention has tended to be that where they disagree, the HOL would step down.

Somewhat surprisingly, this has not happened as the HOL disagrees on various key matters, one being the proposal that unfair dismissal rights apply from day one of employment, insisting on a six-month qualifying period.

This has led to the Government convening a series of conversations between trade unions and business representatives. On 27 November 2025, the Government finally agreed that reducing the qualifying period for unfair dismissal from two years to six months was a workable package.

As a result, day one rights for unfair dismissal have been abandoned together with proposals for an Initial Period of Employment, with an indication this will be brought in from January 2027. In a new development, the Government announced a proposal that the compensation cap on unfair dismissal should be lifted, confirming on the 5 December 2025, the statutory cap would be removed entirely.

The Bill returned to the HOL on 10 December 2025. All contentious issues have now been agreed with the only remaining issue being the proposed removal of the cap on compensatory awards. The HOL have rejected this in favour of a requirement for the Government to conduct a review of the issue in light of this major change at such a late stage.. There is a chance we may now get agreement and see Royal Assent soon but this final point is a key issue. The Government will be keen to deliver the necessary consultations and implementation in line with its timetable and manifesto.

Changes to ACAS early conciliation There have been changes to the ACAS early conciliation period since 1 December 2025. It is currently mandatory for claimants to contact ACAS in relation to most employment tribunal claims and, if both parties agree, to enter a period of early conciliation before a tribunal claim can be issued.

High levels of claims and lack of resources are putting ACAS under pressure, making it difficult for them to conciliate. Employment tribunal statistics published in June 2025 confirmed an increase by 23% in receipt of single claims for the same period a year ago.

Currently, conciliation can last for up to six weeks. This will extend to twelve weeks. This period will operate to stop the clock on the limitation period for issuing F Winter 2026 | schoolmanagementplus.com | 37

EMPLOYMENT claims. School leaders should be aware that this may mean delays of at least nine months to a year until you receive an employment tribunal claim, potentially longer. It will be important to ensure that evidence and documentation is kept for sufficient periods to account for this and reviewing and updating your Data Retention Policies to reflect this position.

Unfair dismissal: The current position The most common employment tribunal claims are for unfair dismissal, which account for nearly a quarter of all cases. This trend is expected to continue and potentially increase further with the Bill changes.

To dismiss fairly, employers must have a potentially fair reason to dismiss, such as conduct, and follow a fair procedure. They must also be able to demonstrate that they acted reasonably in treating the chosen reason as sufficient to justify dismissal.

Currently, employees must have at least two years’ continuous service to bring an ordinary unfair dismissal claim. If a claim is successful, the compensation award for such claims is capped at the lower of 52 weeks’ gross pay of the statutory cap, currently £118,223.

What is planned?

A fundamental change to the law on ordinary unfair dismissal is planned, with major implications for all employers, including independent schools.

It was proposed that the two-year qualifying period will be repealed and, instead, all employees should have unfair dismissal rights from day one of employment. In conjunction with this, it was suggested this would be eased by a new ‘Initial Period of Employment’ (IPE) (see below).

In a radical change to the original plans, the IPE has been removed and the two-year qualifying period will be replaced with a six-month qualifying period.

The Government has committed to ensuring that the unfair dismissal qualifying period can only be varied by primary legislation, this means any changes will be more difficult.

Also, the right to request written reasons for dismissal, previously only available after two years’ service, will become available after six months’ service.

The UK has seen varying periods of continuous employment to bring an unfair dismissal claim, initially one year then increasing to two. Never has this been a right from day one. Even a move to a six-month period will be a significant shift for employers.

We may also see a further radical change if the cap on compensation is changed; it is currently unclear how this may conclude. The HOC proposal

to remove this entirely is opposed by the HOL so the matter will now need to return to the HOC

Statutory probationary period (Initial Period of Employment – IPE) Currently, there is no legislation governing probationary periods. These are usually governed by contractual terms.

Recognising concerns from employers on the proposal of day one rights, the Bill proposed a new concept: a statutory probationary period or ‘Initial Period of Employment’ (IPE). A preference for the IPE to be around nine months was indicated, the exact length and detail around this was to be confirmed and set by regulation. This has now been removed entirely and will not proceed.

What does this mean for independent schools?

Independent schools are typically people-intensive employers: teaching staff, support staff, pastoral staff, boarding/residential staff, part-time staff, temporary or fixed-term staff, all may be affected. The proposed changes will therefore have meaningful consequences.

Reduced margin for ‘trial and error’ in hiring, especially for new starters Independent schools often hire staff for the start of term, sometimes after short recruitment windows, especially for roles like teaching assistants, cover supervisors, boarding/residential assistants, part-time tutors, etc.

Schools have had the security of a two-year buffer before a dismissal over performance or suitability might be challenged. Once the Bill becomes law, that buffer largely disappears. As a result: •M ore dismissals, even early ones, may lead to tribunal claims, which will take time and incur cost for schools.

• There will likely be temptation to rely on the statutory probation period, but that may only provide limited protection depending on how ‘light-touch’ the regime turns out to be.

• Schools may want to become more cautious in hiring; especially for roles where suitability is uncertain.

This could impact hiring flexibility and the time periods required during hiring processes – which is often important for schools dealing with fluctuating student numbers, part-time roles, or flexible staffing.

Increased administrative burden and need for more robust HR procedures To manage the risk, independent schools will need more formal, careful and documented HR practices not only from the first day of employment but during the application and interview process:

EMPLOYMENT • Recruitment is likely to need to be more rigorous (right from application, reference checks, vetting, interview notes) to ensure suitability before offering employment.

• Onboarding, induction and training will become more important to give new hires the best chance to succeed but also to document support and expectations.

• Performance reviews and line-manager follow-ups should be structured, with clear documentation and records. Line managers will need training to assist with this.

• For dismissals during the IPE, schools will need to follow whatever ‘light-touch’ process becomes prescribed, likely at least a meeting with the employee to explain concerns. That process should be clearly reflected in school policies and referenced in contracts.

• Separate contractual probation clauses (e.g. six-month probation, different notice periods, different benefit eligibility) may still be useful, but they must sit alongside the statutory IPE and not be confused with it.

Easier said than done, it could become very confusing!

Collectively, this raises the bar for a specific need for strong HR support, which may be challenging for smaller schools with lean HR teams or few dedicated HR resources.

Potential increase in grievances, tribunals and cost Once unfair dismissal becomes available from day one: • There may be a surge in early dismissal-related claims, either genuine grievances or opportunistic claims.

Some commentators anticipate a significant increase in disputes.

• The extension of the time limit for claims (from three to six months) will also increase the timeframe in which former employees can lodge claims. Schools will therefore need to ensure they are aware of this and prepare appropriately.

• Even if many claims are settled or dismissed, administrative and legal costs are likely to increase and will be cumbersome for schools.

• For schools that rely on short-term or seasonal staff (e.g. cover staff, exam invigilators, sports coaches, temporary boarding assistants), the risk may weigh heavier, potentially disincentivising hiring those roles.

Implications for certain categories of school staff Some roles common in independent schools may be particularly affected: • Fixed-term or temporary staff: While the Bill affects ‘employees’ (not necessarily all kinds of workers or contractors), the expansion of rights could lead to more

...the changes will bring both considerable risk and opportunity caution in offering fixed-term contracts or taking on cover staff.

• Part-time/flexible-hour staff: Given the Bill’s broader reforms (e.g. flexible working, shift patterns, guaranteed hours), schools may face more requests for flexibility, which could challenge scheduling of teaching, supervision, boarding, extracurricular activities.

• Boarding/residential staff: Some roles connected with boarding may involve irregular hours, shift work and/or overnight duty, making flexibleworking and probationary practices complicated.

Be prepared The Bill represents a paradigm shift in UK employment law. For independent schools, a sector with a diverse workforce, seasonal cycles and a mix of permanent, part-time, temporary and term-time roles, the changes will bring both considerable risk and opportunity.

In short, for independent schools, the Bill is something to prepare for, not something to wait and react to. Planning now will pay dividends.

Further, by engaging early, schools can influence via consultations, sector bodies, umbrella organisations and trade associations how the regulations and any statutory codes are shaped, especially in ways that reflect the particular needs of education settings. ●

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 Winter 2026 | schoolmanagementplus.com | 39

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ASK THE EXPERT: WHAT DOES THE NEW

MARKET-WIDE HALF-HOURLY SETTLEMENT (MHHS) MEAN FOR INDEPENDENT SCHOOLS – AND HOW CAN YOU BENEFIT? If the impending transition to half-hourly settled electricity feels confusing, don’t worry. Zenergi’s Client Partner, Matthew D’Agostino, breaks down what’s changing, why it matters, and how schools can turn these updates into real benefits.

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: Why does it matter?

The current system for settling electricity use is outdated. The UK is aiming for a zero-carbon grid by 2035, which will see more renewable power from wind and solar, alongside rising demand from electric vehicles and electric heating.

Today, the way people use energy is much more varied than the old ‘household’ or ‘business’ labels suggest.

MHHS will help ensure your bills are based on your actual energy use, by using smart meter data to calculate usage in 30-minute intervals – making billing fairer, more accurate, and more reflective of the energy that you use.

Q

: How will it help independent schools reduce their energy costs?

Half-hourly data will give you granular insights into the way you actually 40 | schoolmanagementplus.com | Winter 2026

consume electricity, as it will reflect reality, rather than the assumptions predominantly used today.

Facilities like swimming pools and boarding houses can cause unpredictable spikes in energy use. The vast number of buildings and meters equally creates a huge administrative burden, since more can go wrong with suppliers as a result – from meter readings, to estimates, or billing issues.

With access to detailed half-hourly data, you will be able to: • Pinpoint where energy is being wasted.

• Identify usage patterns linked to building schedules, term times or equipment run-times.

• Shift energy demand to periods when prices are lower (where flexible tariffs are available).

• Respond more quickly to changes in energy costs and consumption.

Energy suppliers will also begin to introduce new tariff structures designed to encourage smarter energy use – and schools will be well-placed to benefit.

Q

: When is MHHS being introduced?

The rollout began in September 2025 and is due for completion in July 2027.

The UK’s energy suppliers will migrate gradually, with the main migration taking place from May 2026 onwards.

It is expected to be completed by July 2027, although due to the scale of the programme, there is a reasonable possibility that these dates may shift.

Q

: How can we prepare for the transition to half-hourly settlement?

Firstly, check whether your meters are MHHS-ready now and stay in close contact with your energy supplier.

If your meters are not currently halfhourly enabled, arrange for an upgrade now to avoid disruptions.

At Zenergi, we can help you by upgrading your meters, validating your bills to mitigate any early billing issues and providing you with access to an online Portal which will give you all the data insight you need when you need it.

To learn more, scan the QR code to read our White Paper on MHHS. ●

About the expert Matthew D’Agostino partners with independent schools to offer a comprehensive service that saves time, reduces costs and administrative burdens and helps bursars achieve their goals.

To speak to Matthew about your independent school’s energy strategy, contact matthew.dagostino@zenergi.co.uk.

Zenergi helps more than 300 independent schools to unlock energy efficiency and futureproof their estate with a personal service that combines deep sector expertise with complete transparency and measurable value.

Learn more at zenergi.co.uk.

Winter 2026 | schoolmanagementplus.com | 41

PARTNERS

THE GSA APPOINTS

JEANETTE COCHRANE AS NEW CHIEF EXECUTIVE

The newest chapter for The Girls’ Schools Association: Jeanette Cochrane has been announced as the next Chief Executive, following Donna Stevens’ inspiring five years driving growth, research and advocacy for girls’ education.

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he Girls’ Schools Association (GSA) has announced the appointment of Jeanette Cochrane as its next Chief Executive. Jeanette will formally start in post at the start of 2026.

A former headteacher and executive leader, Jeanette brings wide-ranging education experience to the role. She has led in grammar, comprehensive and integrated schools in England and Northern Ireland and worked internationally; she has experience of both the National Curriculum and the International Baccalaureate.

With an MBA in Educational Management, she combines strategic acumen with a deep commitment to inclusion, excellence and empowering girls through education and leadership.

The GSA has also paid a warm tribute to its outgoing Chief Executive, Donna Stevens, whose leadership over the past five years has

redefined the Association’s voice and reach. Donna has championed evidence-led advocacy for girls’ schools; launched groundbreaking research; amplified GSA’s voice across national media and forged strong partnerships that have strengthened its

influence and impact. Under her direction, GSA has grown as a trusted authority on girls and girls’ education, becoming established as an Association that champions every girl’s potential and supports the headteachers who lift them up. ●

JEANETTE SAYS “It’s an honour to join The Girls’ Schools Association as its new CEO and to lead such an exceptional network of Heads who champion girls, every day. This position has given me the opportunity to focus entirely on what I care about most – empowering girls and young women, and supporting the educational leaders who help them rise.

Having spent my whole career in education, I’m proud to be part of an Association that stands for opportunity, aspiration and the enduring power of girls-only education. I am excited to build upon Donna’s strong legacy with energy, purpose and optimism to shape an equally brilliant future.”

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DONNA SAYS “It has been an enormous privilege to lead the GSA and to represent such a remarkable network of schools and leaders.

Together, we’ve built a stronger evidence base for girls’ education and created a more powerful, and more confident, platform for girls’ schools. I’m proud of the progress we’ve made and excited to see the Association continue to go from strength to strength.”

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THE NEW SAT ERA AND WHAT IT MEANS FOR YOUR PUPILS

T

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This renewed emphasis on testing is far more significant than a simple procedural change. Median SAT scores for admitted students at top US universities now frequently exceed 1500, meaning that even high performing pupils may fall short without carefully structured preparation. At the same

time, the SAT going digital has altered the competencies required for success. Its adaptive format rewards analytical precision and the ability to progress confidently through increasingly complex material across a rapid assessment environment. Traditional revision methods and legacy preparation models no longer replicate these conditions.

Schools may need to review internal expertise, assess the digital resources accessible to pupils, and scrutinise the suitability of the external partners they recommend. Crimson Education’s 1500+ SAT Bootcamp for Schools reflects these expectations through digital testing conditions, real-time analytics shared with teachers and families, and

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Winter 2026 | schoolmanagementplus.com | 43

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PARTNERS

RESPONDING TO CHANGING INTERNATIONAL MARKETS A STRUCTURED APPROACH David Walker believes boarding schools need to adopt a structured, strategic approach to the recruitment of international students.

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s global patterns of demand shift, UK boarding schools are navigating a more competitive and unpredictable international landscape.

To retain global appeal, schools must move from reactive decision-making to a structured, strategic approach. If they do so, boarding schools can strengthen their position and continue to attract families from around the world.

Changing international markets A structured response begins with understanding how international markets are changing. Schools should regularly analyse data on enrolment trends, regional demand and competitor activity. Engaging with sector organisations, attending global education conferences and maintaining regular conversations with agents and overseas partners all help schools stay ahead of emerging patterns. Schools that invest in understanding market nuance such as cultural preferences, affordability thresholds and academic priorities are far better equipped to adapt recruitment strategies and tailor their offer to what families truly value.

Educational agents

DAVID WALKER is Director, BSA.

Educational agents remain a crucial bridge between families and schools. Working with carefully vetted and reputable partners like those in the BSA’s Certified Agents list increases both the quality and the reliability of international enrolments. Schools should prioritise collaboration with accredited professionals such as those on recognised certification schemes and treat agents as strategic partners rather than transactional intermediaries. This means regular training, in-

school visits, shared marketing materials and clear communication around admissions processes.

Strong agent relationships also help schools maintain visibility in markets where personal trust and guidance are essential to decision-making.

Family support Family experience is increasingly a differentiator.

Schools that provide clear, personalised support see higher conversion, higher retention and stronger word-of-mouth referrals. This includes dedicated international admissions staff, multilingual communication, guidance on guardianship, orientation programmes and integrated EAL provision. Equally important is pastoral support that recognises cultural adjustment, homesickness and the unique pressures faced by students far from home. Schools that demonstrate genuine care, not just academic excellence, build loyalty and trust among overseas families.

Visa processes remain a source of anxiety for many families. Schools should offer clear, up-to-date guidance on visa applications, sponsor requirements and timelines. Proactive communication, virtual sessions for families and liaison with guardians or agents can greatly reduce uncertainty. A reputation for strong compliance, accurate documentation and timely support enhances confidence in the school and reinforces its professionalism.

Standing out In a crowded market, standing out matters. Schools should articulate what makes their boarding experience unique, whether it is academic pathways, specialist programmes, co-curricular strengths, or personalised care. High-quality digital content, social media engagement, international alumni stories and targeted outreach in key regions all help build a compelling global reputation. Consistency of message is essential: families abroad must hear the same core narrative as those in the UK.

Affordability As affordability becomes a central concern in many regions, schools should explore flexible payment options, scholarships, or regional bursary schemes.

Transparent communication around fees, value and support services helps families understand what they are paying for and why the investment is worthwhile.

Navigating an unpredictable global market is requiring schools to shift from reactive decisions to a more structured and transparent approach to international recruitment. By doing so, schools have the best chance of maintaining their global appeal. ● Winter 2026 | schoolmanagementplus.com | 45

PARTNERS

‘A’ IS FOR AUTHENTIC ADMISSIONS

Oliver Smith believes that, despite the positivity and innovative thinking demonstrated by many colleagues, work pressures are often too high within admissions teams and schools should address those that lie within their control.

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n November, some of the most creative and successful admissions professionals in the UK were all in one room for a day for my first AMCIS Admissions Conference, and it was a room full of enthusiasm, commitment, and creativity.

The list of takeaways included: embrace your authenticity; parents buy into ‘why’ and not always ‘what’; find your champions in the school; analyse the data at your fingertips – and keeping sales simple is fine.

Emotional connection Authenticity matters more than polish.

Yes, always be creative with new ideas, embrace change to never stand still and challenge the norm, but what admissions professionals do day in and day out must always have the authenticity of your school at its heart. This is because parents build an emotional connection when they understand ‘why’ the school exists: your purpose. They are then more engaged and likely to make one of the most important purchases they’ll ever make.

Take a minute to imagine an Open Day where the whole school is invested in its success. Buy-in from key members of the school can share the ownership, so all colleagues are as equally invested as the admissions team – what an Open Day that would be! Start by identifying your champions and then watch the pride spread; this sense of pride and ownership will be on display to parents 46 | schoolmanagementplus.com | Winter 2026

in every conversation. A culture of ownership where if a ball is dropped, someone will always catch it!

Inform to inspire Securing the ownership can be an internal communications exercise, so use the data to showcase the impact and potential of admissions. Flip what you do every day in communicating with parents, into engaging with colleagues – know your audience and KISS (Keep It Simple Stupid). Inform to inspire, to have the support of your SLT, your peers and the school at large.

There was so much positivity and inspiration on show. And for me what was evident is that the sector has the talent and commitment in admissions, but the pressure has never been higher. Workload, stress, understaffing and SLT were the biggest challenges cited by the room, and this needs to change.

The insights from Alex Hutchinson, Head of James Allen’s Girls’ School, consultant Bish Muir, Amy Tout from Westonbirt School, Nick Tappin from Kings Ely School, Emily Richards and Jo

Berrett from The Stickman Consultancy, and the buzz from everyone present demonstrated that when we come together as a community, we can make a difference. Nevertheless, the pressures are too high for too many.

The challenges within a school’s control need to be addressed, and this takes a concerted effort, recognising how we must look after our people.

I’ll end on a positive, in the words of the inspirational Nick Tappin, Director of Admissions and Marketing at King’s Ely, “Admissions IS the best job in the world, so we must turn any ‘sad-missions’ into ‘glad-missions’.” ●

OLIVER SMITH is CEO of AMCIS, the association for admissions, marketing & communications in independent schools. amcis.co.uk

Winter 2026 | schoolmanagementplus.com | 47

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0800 677 1122 hello@imcovered365.com imcovered365.com 48 | schoolmanagementplus.com | Winter 2026

PARTNERS

PRIORITISING PROFESSIONAL DEVELOPMENT A MUST FOR YOUR DEVELOPMENT TEAM Louise Bennett argues that investing in the professional development of fundraising teams will have a direct impact on the bottom line.

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chools’ development is advancing rapidly. As more schools embrace professional fundraising and engagement, development offices are becoming essential to delivering broader access, enriched opportunities and long-term financial sustainability.

For leadership teams, the question is no longer whether development matters – but how to ensure the people leading this work are equipped, supported and retained.

Prioritising training and professional development for your development staff is one of the most effective ways to secure long-term philanthropic success for your school.

In a profession where relationship continuity directly influences donor confidence and giving, retaining skilled development staff is critical. Schools raising over £500,000 a year in philanthropic income are significantly more likely to have a senior development professional who has been in post for four years or more (66%, compared with 26% in lower income schools), demonstrating the value of retaining experienced staff.

Investing in professional growth helps build confidence, capability and stability within the team.

IDPE Annual Conference The IDPE Annual Conference plays a crucial role in this. It remains the only dedicated conference for schools’ development professionals, offering a unique opportunity for your team to learn from peers and sector experts who understand the specific challenges schools face. Every session is designed around the realities of working in education – from building engagement with parents or alumni to navigating governance and demonstrating value to senior leaders and governors.

This year’s programme has been shaped around the context in which development staff are operating, with sessions on working smarter that focus on stretching budgets, advocating for investment in the development office, and harnessing AI to improve efficiency.

Crucially, the Conference also tackles wellbeing and personal effectiveness. Development can be isolating, particularly for those working in teams of one.

Personal effectiveness workshops will equip delegates

to manage expectations, prioritise effectively and maintain health and wellbeing. For leadership teams, supporting staff in this way reduces burnout risk and helps sustain performance.

Community The Conference also provides something that no online resource can fully replicate: community.

Delegates frequently tell us that the opportunity to connect with others in similar roles is transformative.

Peer group forums create safe, honest spaces to share challenges and solutions, and the introduction of a Fundraising and Engagement Clinic offers personalised advice from sector specialists.

For schools navigating structural change and external pressures, leadership-focused sessions will be particularly valuable. Topics such as managing development through mergers and acquisitions, addressing the impact of VAT on fees, and leading teams through transition will help ensure development remains resilient and strategically aligned.

For those new to development, or stepping into leadership of a development office, the programme builds foundational skills, including major donor conversations, Giving Day planning and the critical first 100 days in post.

Development represents an opportunity to secure sustainable income and broaden access and opportunities for pupils. As school leaders, support in enabling development staff to attend the conference sends a clear message: that their work is valued, strategic and central to the school’s future.

We look forward to welcoming development professionals to the IDPE Annual Conference – and supporting them to achieve even greater success. ●

LOUISE BENNETT, Chief Executive, IDPE. To find out more about the IDPE annual conference and to book, visit idpe.org.uk/#idpe2026annualconference Winter 2026 | schoolmanagementplus.com | 49

PARTNERS

LOCAL ADVISORY BOARDS

AN INVALUABLE ASSET

Alex Mitchell explains why he believes Local Advisory Boards can become an indispensable partner for many schools without formal governing bodies.

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n the dynamic world of UK and international independent schools, proprietorial, franchise and for-profit schools operate with a distinct ownership structure. Unlike their charitable counterparts, these schools are typically owned by an individual, a family, a private company or a ‘mothership’ UK school working in close union with a financial partner. AGBIS supports a wide range of schools in the UK and internationally, and we find this model brings both unique opportunities and challenges, particularly concerning governance and long-term viability. This is where a Local Advisory Board (LAB) can become an invaluable asset, offering a critical layer of external quality assurance and expertise to the proprietors/partners and the leadership team.

Critical friend

A LAB, also known by various other names such as an Advisory Governing Board or Local Governing Board, acts as a ‘critical friend’ and an advisory body to the school’s proprietor. Its primary role is to provide strategic guidance, independent challenge and leverage a diverse range of external skills that may not be present within the school’s leadership or the partners’ expertise. While ultimate decision-making authority rests with the proprietor, a welldefined LAB can provide meaningful input without undermining that authority.

A LAB can help shape a school’s long-term vision and strategic plans, offering informed perspectives on 50 | schoolmanagementplus.com | Winter 2026

areas like curriculum development and market positioning. They also review key performance indicators (KPIs) to monitor the school’s academic and pastoral health, offering insights and recommendations.

LABs can help ensure the school remains compliant with the Independent School Standards, BSO standards or those of other accreditation bodies in the international sector.

Financial sustainability

LAB members can provide independent scrutiny of the school’s budget and financial forecasts. They offer advice on fee structures, investment decisions and strategies for financial sustainability.

This is especially crucial for proprietorial schools where the objective may include generating a return for the owner(s).

On the educational front, a LAB offers insights into best practices, curriculum innovation and pupil welfare. They can provide strategic advice on staffing, including recruitment and staff retention, and assist with inspection preparedness.

A credible LAB can enhance the school’s reputation with parents, regulators and the wider community. They help identify and assess key risks, offering advice on mitigation strategies and crisis management.

Terms of Reference

To be effective, a LAB must adhere to best practice. It is essential to have a comprehensive and clear Terms of Reference (ToR) that outlines the Board’s delegated authority (if any), purpose,

A well-structured and actively engaged LAB can be an indispensable asset... responsibilities and advisory scope. Most importantly, the LAB must avoid getting involved in the day-to-day operations of the school, as their role is purely strategic and advisory.

AGBIS’ Principles of Good Governance publication is available to all schools.

Despite their significant benefits, establishing a LAB can present challenges such as proprietor reluctance to permit external scrutiny or confusion over roles. However, these can be mitigated through clear communication and a welldefined ToR. A well-structured and actively engaged LAB can be an indispensable asset that demonstrates a commitment to robust oversight and continuous improvement, ultimately benefiting all stakeholders. ●

ALEX MITCHELL is Head of AGBIS International and Consultancy. AGBIS and AGBIS International support and advise a number of UK and international schools in the areas of governance and strategy. For help and support, contact enquiries@agbis.org.uk

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