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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
Well, as so many working in independent education predicted, the Labour Government’s introduction of VAT on fees has indeed led to a contraction of the sector, with pupil numbers falling signi cantly and several schools becoming nancially unsustainable and having to close.
Consequently, marketing our schools e ectively has never been more important if we are to survive and ourish. Marketing simply cannot be regarded as a secondary priority and the colleagues who work in those areas as ‘support sta ’.
To mangle a much-loved cliché, ‘When the going gets tough, the tough [school leaders] get marketing’. If Heads, governors and senior leaders are not completely across their schools’ marketing and external a airs activities, they don’t have their eyes on the ball. A failure to recognise the economic and market realities could prove fatal.
As we have observed before, this is a moment when leadership is essential. The sector has rarely found itself under such sustained attack from so many angles at once, so there is a clear need for the bene ts of an independent education to be communicated e ectively and continually.
Our schools are businesses, and businesses lacking champions and losing customers are at risk.
School communities need to be realistic. They simply cannot rest on their laurels, believing that they automatically stand out from the crowd and will therefore be recognised as the centres of excellence which so many are. Prospective parents have to be told – and told again!
It sometimes seems there is an an odd reluctance amongst luminaries in the sector to ‘bang the drum’ for our schools, possibly because, understandably, they fear unleashing a social media storm or o ending the sensibilities of people who matter. That’s all ne and dandy, but our schools are businesses, and businesses lacking champions and losing customers are at risk.
Who can lead from the front? Who can make sure that the case for independent education is heard at the national level and in a way which is celebratory and unembarrassed? Who can step forward and amplify and endorse the excellent work being done by our marketing and admissions colleagues in a way the country cannot ignore? The case is urgent.
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JAMES PRIORY
Although proud to lead in the eld of all-boys’ education, James Priory’s career and experience to date have informed his strong advocacy of co-educational pathways. Before his appointment at Tonbridge School, James was Headmaster at the co-educational Portsmouth Grammar School. Demonstrating further his diversity of experience, James is a Governor of The Marsh Academy, part of the Skinners’ Academies Trust, in the statemaintained sector.
James’ personal experiences of education as a child re ect the balance that he brings to his professional life. He attended the all-boys’ King Edward’s School, Birmingham, where he was the recipient of an Assisted Place. He moved to Sixth Form at Taunton School, where he experienced a co-educational setting.
At Lincoln College, Oxford, James was awarded a First Class Degree in English.
IN CONVERSATION WITH: JAMES PRIORY
Zoe MacDougall talks to James Priory, Headmaster of Tonbridge School, about the unique nature of his school, the challenges he is facing and the future of the independent sector as a whole.
Founded in 1553, Tonbridge is an all-boys’ school which caters for full boarding and day pupils aged 13-18 years old. James has been Headmaster since August 2018. James explains: “Tonbridge School was founded in 1553 by Sir Andrew Judd, who was Lord Mayor of London and Master of the Skinners’ Company, one of the Great Twelve of the City of London Livery Companies. In addition to Tonbridge, the Skinners’ Company founded The Skinners’ School and the Judd School, both of which are state grammar schools in the area. And more recently, other schools have been absorbed into the group – some of which are Academies within the Skinners’ Academies Trust. We’re like a little ecosystem of British education. As Heads and chairs of governors, we get together on a termly basis to share best practice and collaborate across diverse needs.”
Boarding bene ts
When I asked what makes his school special, James points to boarding as a key element of its identity:
“Being a boarding school, we’re able to emphasise community life, and that allows the boys to connect with themselves and with each other, to be con dent about who they are, about the relationships they’re forming and the contributions they can make. For boys especially, boarding o ers the opportunity to be rounded and connected.
“We’ve retained, in a very real way, our House dynamic for both day and boarding pupils. We have House dining, which is rare and gives us a touchpoint during the day, especially over lunch. There’s a powerful family ethos about coming together over food. The Houses give the boys a real identity in
We’re like a little eco-system of British education.
the school. It’s a far more supportive environment than people perhaps dare to imagine.”
Local community
James highlights the school’s equally important identity as a centre of excellence in the local community:
“As a school, we’re unusual. We have a reputation for being a world-class boarding school and we take students from around the world and the UK, especially London and the South East. But we are far more grounded in our local community than people probably realise. We’re not an island. Our sports centre is the main recreational facility in the area; we provide the locality with its main theatre; our chapel has many uses and users. So, having that local grounding, as well as being a worldclass boarding school, is distinctive.”
With involvement in the local community comes community partnerships, and this is an area in which Tonbridge particularly excels.
James explains:
“Our work in the community opens the boys’ eyes. They come to realise the value of the contributions they can make to people in places that they have not previously encountered. As a sector, we shouldn’t underestimate the power of making sure that, at a local level, our schools are understood and accessible. We want the local community to feel proud to have us in its midst.”
An all-boys’ education
These words capture the connection between intellect and emotion, which underpins all that the boys think and do. The Tonbridge mission is to encourage creativity, con dence and compassion in its pupils. It’s a mission for today which challenges the traditional perception of all-boys’ schools as bastions of a style of masculinity which demands a ‘sti upper lip’ at all costs aligned to a determination to drive forward on the rugby pitch.
Toxic masculinity
“I’m frustrated with the way it’s become a cliché. The adjective is too easily attached to masculinity as a term, making an assumption that it is negative to be male. We have to be realistic: we know boys are more likely to encounter extreme misogyny and other such attitudes online. Boys need to be equipped to manage this, which means being resilient and discerning. More importantly, they need to see positive role models demonstrating what it
means to be a happy young man.
“The boys here are eager to have positive relationships, enjoy learning and take risks in a safe environment. Mindful that we’re educating boys for a co-educational world, we’ve looked strategically at the partnerships we have in place with co-educational and girls’ schools. We enjoy social events together in addition to science conferences, leadership programmes and pastoral peer education.”
The future
In recent years, there has been a recognised trend for boys’ schools to become co-educational settings. For instance, Winchester College now takes boys and girls as day pupils in the Sixth Form and Westminster School will begin the process of becoming fully co-educational from September 2026. Are we going to see a gradual demise of all-boys’ education? James answers this question in a measured response to what is an emotive issue:
“One has to acknowledge that there has been quite a signi cant period of change and transition in the independent sector. It’s becoming less common for schools to remain singlesex, and it is interesting that some all-girls’ as well as all-boys’ schools have become part of the trend toward coeducation. In Kent, the state sector
Whilst Tonbridge School’s unique identity perhaps stems from its place in the boarding school sector, it also represents excellence in the eld of all-boys’ education. Here again, there is a sense of balance between traditional and contemporary.
The school communicates its core value in the words of E M Forster, a Tonbridge alumnus, taken from his famous novel Howard’s End: Only Connect
demonstrates a strong commitment to single-sex education, often associated with high academic performance through a focus on di erent learning styles and stages of development for girls and boys. It would sadden me if we were to lose the option of singlesex education for parents and families as I really do believe schools like ours cater for the individual whilst creating incredibly supportive communities. We have a specialist understanding of what it means to be a boy and for us that means developing ne minds and good hearts.
for our pupils’ continued learning in their lives beyond school.
“There’s no suggestion at this stage that Tonbridge School would pursue a co-educational route. Periodically, of course, we debate our strategic positioning, but we believe that what we do, we do extremely well. Communicating the value of a Tonbridge education is our focus.”
Uniting junior, prep and senior divisions
strong relationship with Tonbridge. Whilst The New Beacon is fully part of Tonbridge School, it has maintained a separate name and DfE registration and it continues to feed to a wide range of schools. The result is wonderful opportunities for shared curriculum development, pupil mentoring and integrated operations, nance and IT functions. Plus an imaginative programme for being ‘Senior School Ready’.”
A balanced and diverse future Drawing our conversation to an end, I asked about James’ response to the current cultural and nancial challenges in the independent sector. He commented:
“Having led single-sex and coeducational schools, I know that what matters most is the quality of the education you provide, not the type of school you are. Our boarding ethos, for example, adds hugely to the depth of learning and roundedness our pupils experience. Our boys really bene t from this. Given the economic and political climate currently, all schools are being challenged to think about how they sustain their vision and ethos. In many ways, it is healthy to ensure that what schools are doing is relevant and that we are providing the best preparation
Another area for growth and change is in the traditional age-range divisions in the independent sector. That’s something which, for James, is more relevant than the single-sex debate. He explains the Tonbridge position:
“I’d like to think that the independent school sector will continue to o er diversity. If we all look the same, we will lose what independence is actually about. There needs to be a freedom of choice for families. We should be emphasising that wonderful blend of tradition and innovation. I worry about increased homogeneity in our sector, brought about by the pressures we’re under from market forces. Equally, we need to recognise that there is change happening in the sector, and it’s important to keep asking ourselves about the relevance of what we do.” ●
“In 2021, we merged with The New Beacon School in Sevenoaks, with a prep age range. That’s been an important development for us. It’s a recognition that we have an o er that extends below 13 years of age. The New Beacon is an all-boys’ prep school with a coeducational nursery. [The merger] came about because they were keen to sustain their ethos and tradition as a boys-only school and they already had a very
ZOE MACDOUGALL is an educational commentator with extensive teaching experience in the independent and maintained sectors.
IT PAYS TO BE ENTERPRISING! REDUCING SCHOOLS’ DEPENDENCE ON FEE INCOME
Andrew Lewer believes that given the current economic and political uncertainties, independent schools should be focusing on the wider commercial opportunities open to them.
Arenewed emphasis on the importance of enterprise in independent school management has come about in the ‘VAT on fees’ era. That is not to say that having regard for enterprise is new. It is not. Independent schools have been under signi cant nancial pressure for quite some time now and have been actively searching for alternative income streams but the current, particularly hostile, climate has led to more schools looking at becoming more enterprising. And, perhaps even more interestingly, it has also led to many of those schools already some way advanced on this journey further developing their activities. So important is enterprise – and a move away from being purely reliant on school fees – for the nancial health of schools that the subject has its own association: the Schools Enterprise Association (‘SEA’). It is led as Chair by Leanne Chandler from Denstone College – where enterprise is a watchword – and as Chief Executive by Dorothy McLaren, the oracle on the subject of schools’ enterprise. I attended
the SEA Conference this year at Berkhamsted School. It was fascinating to listen to the range of speakers and understand more about the span of activities described – or showcased – as schools sought to ‘sweat their assets’, as the expression goes! The aspiration is to achieve what many independent schools in the United States achieve: a fee dependence of 60% to 70% instead of the 90% plus that is not uncommon in the UK. In the spirit of ‘other brands are available’, I should note that others in the sector’s alphabet soup have also been putting together well-structured and useful programmes of support and information about enterprise in schools; notably ISBA, IDPE and ISA.
Facilities and venue hire
Most conventionally, but also often quite lucratively, there is the enterprise activity of making use of the school’s physical facilities out of term time. Sports features heavily here with summer schools and training programmes on o er, but other non-sports
facilities can be used for conferences, performances and miscellaneous events. With sports courses in particular, one of the key decisions schools have to take in making available their facilities is whether to go for so-called ‘dry hire’ – simply renting out to a third party – or, instead, taking on the responsibility and branding for these training and sports o ers themselves. This latter approach has the potential to make the school more money but also carries with it increased managerial responsibility and reputational risk. There are hybrid approaches between the two poles of pure dry hire and a completely in-house o ering, and these often involve the greater or lesser use of existing school sta (potentially a subject for another article on its own!).
Schools – in the literal sense – cannot afford to orgo enter rise activities.
One of the breakthroughs that some of the most enterprising schools have achieved is moving on from purely out-of-term activities to a situation where carefully managed, revenue-generating activities using school facilities actually take place during term time (such as use of the swimming pool or of particular meeting areas and conferencing facilities within the school). Understandably, some schools are nervous about this, but I feel it is a mistake to allow concerns about safeguarding to outright prevent this kind of activity taking place. It is surely better to ensure safeguarding awareness is built into the delivery of the activities.
Weddings and venue hire
Two areas that some schools have made good use of in terms of non-fee revenue-raising have been in o ering their premises as a wedding venue or for lming. Some schools have particularly spectacular school chapels (Glenalmond, Dean Close and Stowe come to mind as well, of course, as Lancing), so the potential can be obvious. Where weddings are organised at the highest professional level they can be hugely successful and over 30 independent schools include them as part of their enterprise portfolio. However, it ought to be borne in mind that the provision of weddings is delivering a literally ‘once in a lifetime’ event and therefore the very highest level of expertise is required in terms of the venue, the catering and the legalities, which are not entirely straightforward. Caution should therefore be exercised. Furthermore, the provision of weddings is likely to cut across a whole range of other enterprise activities such as conferencing, accommodation and indoor sport. Commercial activity relating to these facilities are likely to operate more days of the week than weddings – and will therefore, potentially, bring in more revenue than one, two or even three weddings during holiday periods.
Similar caution needs to be exercised in terms of making school buildings available for lm or television productions. This can also be quite lucrative – and is less of a ‘once in a lifetime’ situation because, slightly ippantly, you can always reshoot the scene – but, lm crews do tend to take over a school to an extent that it makes the provision of other revenueraising activities – not to mention routine school life –much more di cult to lay on in a satisfactory fashion. Ampleforth’s Amazon Prime How To Date Billy Walsh and Clifton College’s BBC Boarders are just the two examples of what can be achieved.
...ensure safeguarding awareness is built into the delivery of the activities.
There are a variety of factors which have to be considered if a school is to pursue a commercial strategy of this nature. Most particularly, the attractiveness of the premises – for both school use and non-school use – is vitally important. Here, the imaginative use of space and of good-quality refurbishments – including design and the quality of the materials used – is key.
Expanding schools’ ‘o er’
The extension of a senior school’s ‘pipeline’ of new students by acquiring prep schools – and sometimes, indeed, by bringing a neighbouring prep school on site, as has recently just taken place with The Downs Malvern ‘moving in’ with Malvern College – can secure a signi cant additional number of years’ worth of fee income.
Beyond that, it makes sense for schools to look at the provision of nursery education so that a family gets used to having their child coming on site from the very earliest age. Clearly, funding models for those early years are very di erent and there will be a signi cant number of nursery children whose parents cannot a ord to make the transition. But any healthy percentage retained ‘in the pipeline’ is a bene t to the host school over and above the actual revenue raised by having a nursery provider on site. If a school does decide to ‘extend downwards’ by running its own nursery provision, there is an important note of caution here: the inspection and regulatory regimes for early years are signi cantly di erent to those for older children, so this is no small undertaking for a school to take on.
In terms of continuity at the other end of the pipeline, it has been interesting recently to hear of prep schools deciding not to make a ‘big thing’ about the end of Year 11, for instance by not holding a prom or a ball. The logic behind this – which I think that very sensible – is to avoid creating too much of a sense of a breakpoint between Year 11 and the Sixth Form so as to make it the obvious choice for students to continue on though to Year 13 and take their A Levels (or IB).
Commercial leaders
There are Headteachers who are quite naturally enterprising, but it should be borne in mind that the teaching profession – from which virtually all school leaders emerge (notwithstanding the development of the school chief executive role in some places) –
is not always one that is the most naturally predisposed to commercial activity. Some Heads will need, therefore, a robust sense of self-awareness su cient to allow them to delegate responsibility for these kinds of activities to others. Although bursars tend to be more commercially aware, it does not always follow that he or she is the best person to lead (as in actively lead, rather than supervise or have oversight of) enterprise activities within a school. Dedicated sta can often be the solution. In the same way that I have advocated for marketing and admissions managers to be on senior leadership teams, I believe that Heads of enterprise should be given a position of su cient seniority to ensure that there is a proper level of ‘buy-in’ from sta to encourage enterprise.
Often overlooked when re ecting upon the need for schools to be more enterprising is the governing body. It is interesting to observe that many governing bodies contain some astute and experienced commercial minds and yet often that entrepreneurial ‘nous’ seems to be left at the door of the governors’ meeting room. Ensuring the full buy-in and support of the governing body for commercial activities will always be of immense bene t.
New reality
Alas, the economic and cultural climate that we are in is, I think, likely to represent more a new reality rather than merely a stormy phase to be weathered. This means that schools – in the literal sense –cannot a ord to forgo enterprise activities or feel that they are not really ‘what we do’. There is an irony in that it is often the case that the schools with the best facilities, the most space and the greatest sta capacity to facilitate enterprise activities are often also those at least risk of closure. Even if that is the case, by sharing best practice (such as through the SEA) and regarding enterprise and non-fee revenue raising as ‘the day job’, those schools that may on the surface seem apparently less well placed can work to ensure their survival and thus keep providing quality education to young people for generations to come. ●
ANDREW LEWER MBE is an independent school governor and advises a number of independent education businesses. As an MP, he founded and chaired the All Party Parliamentary Group for Independent Education, 2017-24.
HARVARD AND THE IVY LEAGUE HAS
THE TRUMP ADMINISTRATION
RUINED THE LURE OF THE US’S PREMIER UNIVERSITIES FOR INTERNATIONAL STUDENTS?
Rebecca Pretorius believes schools should continue to encourage students to apply to the Ivy League universities, arguing that they are resilient and all troubles pass.
Over time, the Ivy League has become the gold standard of US colleges – eight institutions that share a legacy of academic excellence, global prestige and enduring in uence. Admission rates are among the lowest in the world: for the Class of 2029, Yale admitted 4.6% of applicants, Columbia 4.28% and Princeton has historically hovered around 4–5%. Harvard has not released its rate for 2029, but the Class of 2028 saw just 3.6% accepted. These gures re ect more than competitiveness – they signal the consistent global demand for what the Ivy League represents: excellence, opportunity and intergenerational in uence.
International students remain a vital part of these communities. At Harvard, they made up 16% of the Class of 2028 and over 25% of the overall student body when graduate programmes are included. Similar gures hold across Yale, Princeton and Columbia, which continue to attract top global talent.
What Harvard reveals about the Ivy League’s staying power
Right now, no Ivy League school is under more scrutiny than Harvard. Its legal and political challenges have made it a symbol of broader cultural tensions in America. What’s happening – accusations of bias, institutional pressure, public backlash – is not
Harvard: Built to Endure: A History of Resilience
Epidemics and pandemics:
• The Smallpox outbreaks in the 17th and 18th centuries
• The 1918 in uenza pandemic: classes suspended, students enlisted, some dorms turned into in rmaries
new. Each Ivy has faced scrutiny in some form. And if history is any guide, Harvard will weather the current storm as it has in the past: stronger, not diminished.
• COVID-19 pandemic: Fully remote learning, international student visa crisis, campus closures
Wars and con ict:
After 9/11, campuses across the U.S., including Harvard, saw dramatic shifts — especially for Middle Eastern, South Asian, and Muslim students, who faced fear and pro ling; Islamophobia spiked. Classrooms became ideological battlegrounds.
• The American Revolution: Buildings used to house Continental Army troops; operations disrupted
• Civil War: Campus divisions; many students and alumni fought on both sides
Yet despite the tension, Harvard’s reputation endured. Few today associate it with those fraught moments. That period faded into history — because controversy doesn’t de ne institutions like Harvard.
• World Wars I & II: Military training on campus, students and faculty enlisted
• Vietnam War: Intense protests, student unrest and a national spotlight on campus politics
Today’s ght is political, not existential
While today’s political climate has Harvard in the spotlight, other Ivies have also felt the pressure — from debates over free speech to diversity and inclusion. These challenges are part of a broader e ort to reshape higher education through politics and fear.
Legal and political pressure:
• McCarthy era (1950s): Faculty interrogated, loyalty oaths demanded
• Civil Rights Movement: Challenged institutional racism and opened doors for change
• A rmative Action lawsuits:
Trump’s criticism of Harvard –
Ongoing legal battles over raceconscious admissions
portraying it as a bastion of elite liberalism, ‘woke’ ideology and even antisemitism – is political strategy, not a serious threat to its academic standing.
And Harvard is built to resist. With an endowment of over $50 billion, it has both the resources and the resolve to push back. The university has pledged to ‘not surrender its independence or relinquish its constitutional rights’, adding, ‘the stakes are so high that we have no choice but to ght’.
Yes, the media is louder. Social media ampli es every headline. TikTok turns legal battles into viral clips. But just like the post-9/11 climate, this too will pass.
The impact on sinternational students
International students are especially vulnerable. Many are on visas that now feel precarious – not only due to
immigration policy, but also because of the charged political atmosphere surrounding higher education. For many, especially those from countries caught up in political rhetoric, there is real anxiety that their presence could be questioned, their visas revoked or their political views –even a social media post – held against them. Some are beginning to ask whether it’s still safe to study in the US at all. This uncertainty has cast a shadow over what should be a time of promise and possibility. This isn’t just about institutional autonomy –it’s about the day-to-day reality students now face.
Harvard has survived worse
Whatever it’s up against now – political attacks, media storms – Harvard’s long history proves it’s built for resilience. The university has withstood wars, pandemics, cultural revolutions and ideological clashes. It evolves but never falters.
The Ivy League name
opens doors
No political restorm changes the value of a Harvard or other Ivy League university degree. They open doors – in boardrooms, courtrooms, labs and policy circles across the globe. Ironically, the louder the criticism, the more it proves how much Harvard and the other Ivy League universities still matter. They have always drawn controversy – and always endured.
These universities have produced world leaders, Nobel laureates, pioneering researchers and cultural icons. That’s what de nes legacy – not a lawsuit. ●
REBECCA PRETORIUS, Regional Director, Crimson UK & Europe with 15+ years in educational publishing, EdTech, and university admissions.
WHAT SCHOOLS CAN DO FOR STUDENTS CONSIDERING IVY LEAGUE UNIVERSITIES
School counsellors and educators can support students considering choosing Ivy League universities during this period of political uncertainty.
Reassure students and stabilise emotions
• Remind students that the US Government’s proposed policies are not nal. Many never materialise or are revised due to legal, institutional, or political checks.
• Help students separate
emotion from reality: media coverage often ampli es worst-case scenarios.
Stay informed – but from trustworthy sources
• Direct students to credible, updated sources: university websites, o cial government announcements, reputable education platforms.
• Advise against overconsumption of social media speculation or politicised news cycles.
• Encourage students to come to you rst with
questions, so misinformation doesn’t spiral.
• Keep students connected to university admissions o ces: many are actively supporting international applicants and clarifying their positions.
For younger students
• Use this moment to teach resilience and adaptability
– staying curious, openminded and focused on growth.
• Remind them that by the time they apply, the landscape may have
shifted dramatically.
• Encourage exploration of multiple global destinations, not as a retreat from the US but as an expansion of opportunity.
Strengthen community support
• Create safe spaces, online or in-person, for students to ask questions and express concerns.
• Work collaboratively with parents to ease pressure and reinforce a long-term outlook.
SEAMLESS SCHOOL CATERING:
Rupert Weber, General Manager for apetito’s
THE EASY SWITCH TO APETITO
Education Division looks at how switching catering providers can be made simple with apetito.
School meals are a crucial part of any pupils’ day, giving them the fuel needed to focus on their lessons. However, many schools are struggling to provide their pupils with high-quality, nutritious meals. In fact, schools across the country are experiencing inconsistent meal quality, rising costs, labour challenges, poor menu variety and low uptake.
To o er pupils the best meals possible, we know many schools are considering switching catering services. However, actually making the change can feel daunting and questions will rightly be asked about if switching will really bring bene ts. There’s also always uncertainty about whether a new provider will be able to deliver on the quality of meals promised and if the new food on o er will satisfy pupils’ tastebuds. Then there are the logistics to consider, how long will it take for catering teams to learn new systems and whether the school will need to recruit more resources in the kitchen. With all these potential challenges and uncertainty, it’s unsurprising that many schools are scared to take the leap and switch up their catering providers, even if it’s the better choice for their pupils. At apetito, we understand that this decision can be daunting, However,
our revolutionary premium pre-prepared meals service means switching is simple, and with our service your school is in safe hands.
Switching Made Simple
Kitchen or no kitchen, our premium pre-prepared meals system works in any kitchen set-up. As our meals come frozen, schools simply need enough freezer space and ovens to store and cook the food and a place to serve up our meals. This is because at apetito, we do the heavy lifting for you. Our expert chefs, dietitians and nutritionists have developed a huge range of delicious, nutritious meals so that schools don’t need these specialist skills in-house. Kitchen sta simply need to take the meals out of the freezer, cook and then serve our meals to pupils.
It doesn’t stop there, as our dedicated team are on hand to guide you through each and every step of getting set up with apetito, from menu planning to sta training. You can be assured of a smooth rollout in just 3-4 weeks.
Let’s give you an example. Last year, a school we now serve discovered our o erings at a conference in July 2024. After the Headteacher sampled our food, she immediately recognised how much
her pupils would enjoy our meals and sought to see if apetito could support her school. The school had a strategic vision to change its catering operations, as pupils were having to visit a neighbouring school for lunch. However, without a full kitchen on site, this seemed unattainable.
Once our team explained that our premium pre-prepared meal system requires neither a full kitchen setup nor extensive space and sta , the school was eager to proceed. Throughout the summer, our team worked closely with the school to set up the necessary systems and provide sta training. By the rst week of term in September, the school was fully prepared for lunchtime service, and the pupils now get to enjoy a hot, high-quality, nutritious meal every day.
Revolutionising School Catering
We’re proud that our unique proposition gives us the ability to help schools serve high-quality meals, whilst also tackling other signi cant challenges like cost and labour shortages. As one of the fastest growing school meal providers, we’re committed to revolutionising school catering and are delivering outstanding quality, simpli ed operations and serious cost savings in every bite.
Learn more about apetito’s service by scanning the QR Code. ●
THE VIEW FROM AUCKLAND TREADING LIGHTLY CARE AND ASPIRATION ‘DOWN UNDER’
Charlotte Avery, who has recently taken over as Principal of St Cuthbert’s College in Auckland after serving many years as Head of St Mary’s Cambridge, shares some of her first impressions about working in education in New Zealand.
Nick Gallop’s introductory piece in this series noted a power and energy shift towards SE Asia and, from an antipodean perspective, that observation resonates. That said, being a Commonwealth country with historic, familial and emotional ties to the UK, there remains in New Zealand a huge loyalty to, and interest in things, English, Scottish – and French. My school is part of a Presbyterian schools group and, in some ways, these schools feel more deliberately Scottish than those in the motherland. Tartan is worn with pride; on formal occasions we are piped in and rugby in boys’ schools is massive. As the Rector of one school told me with little sense of irony: ‘We play for the thistle and die by the thistle!’.
There is a real sense of Aotearoa being a very small country – 5.3 million people – with the vast Paci c Ocean surrounding it and the beautiful but sparsely populated Paci c Islands on one side and Australia on ‘t’other’.
Frontier mentality writ large
There is a directly associated sense of entrepreneurial spirit. Kiwis will talk about the ‘No 8 wire’, which refers to a gauge of fencing wire, speci cally 4.0mm, that has become a symbol of Kiwi ingenuity and resourcefulness. The phrase is often used to describe the ability to improvise and solve problems using readily available materials, even if it means making do with less-than-ideal solutions. What this looks like in practice is lots of small businesses, and rows of independent stores: think of the UK shopping scene in the 1970s (with vestiges remaining in some of our delightful market towns today), with shop frontages looking rather like American mid-west towns. Frontier mentality writ large.
There is a palpable sense of being a new country – we all tread lightly on the soil here. Unlike Australia with its Aboriginal peoples who have lived on that land for 65,000 years, the Māori navigated their waka from Asia between the 12th and 14th centuries, i.e. medieval/early Renaissance times. With that is a real sense of care and pride in the land, helped by the small population. ‘Be a tidy Kiwi’ is played out sincerely everywhere: school grounds are generally impeccable; state school grounds are open after hours and the public use the facilities without vandalism. There is very little gra ti and littering in the streets and on public highways is almost non-existent.
Hugely diverse
New Zealand is hugely diverse in terms of its ethnicities. There is a bi-cultural agreement between Pakiha (Anglo-Saxons/ Whites) with Māori, with Te Reo Māori – and sign language – being the o cially recognised languages of New Zealand (not English). Also, there is a wonderful range of Pasi ka peoples as they are termed here, including from Fiji, Samoa, Tonga, Tuvalu, Cook Islands, Niue, and French Polynesia. Moreover, there are also large numbers of mainland Chinese and Hong-Kongese as well as from other East and South-East Asian countries. Culture is celebrated: in this year’s 50th anniversary of Polyfest, the Auckland Secondary Schools’ cultural festival, 80,000 to 100,000 attended over the four-day event despite torrential rain. Approximately 10,000 performed on stage in 280 groups from 77 schools.
The country is facing the same nancial and scal di culties as we are facing in the UK and Europe. As a small and isolated nation, some of these concerns play out on a larger scale; that said, given the No 8 wire mentality, there appears to be a determination to get on. It is still an agricultural country: there are something like 23.5 million sheep and 9.5 million beef cattle in New Zealand, with exports in dairy products – milk powder, butter and cheese – topping out at a generous $11.2 billion. Trade is essential to New Zealand’s economic prosperity: China is currently New Zealand’s most important trading partner for exports like dairy and meat; the US is New Zealand’s second largest export partner, so global trade tensions impact directly on Aotearoa. On a more local scale, there are huge divisions of wealth in Auckland, which is a city as divided as London and other US cities in this regard.
New Zealand also exports its young people for the bigger experience and better pay and job prospects in Australia, the UK, the US and Europe. The notion of doing your ‘OE’ is still very much in evidence although the vocabulary might have shifted. ‘OE’ is ‘Overseas Experience’ and that essentially means going to the UK for work and using that as a springboard to access Europe and the States. Some youngsters come back to settle and bring up children, recognising the delightful advantages of a beautiful land, with a gentle climate, beaches and space. Many do not.
University choices
There is something of a related existential crisis in Kiwi universities. Increasing numbers of domestic students are looking to take undergraduate studies abroad – i.e. ‘OE’ but even earlier than previously. This is partly because students have international origins and are looking to return to their homelands
am nding a very s ecia and ha y a ance o good sense and nurture here in ew ea and.
for tertiary education or because they see prospects for post-graduate quali cations in the US as being better secured by an undergraduate degree there, often with generous sports scholarships attached. University Entrance or ‘UE’ is similar to that in continental Europe; the gate is wide for domestic universities, which are relatively easy to enter, but the gate gets narrower for students wishing to study overseas. At St Cuthbert’s, up to 40% of our alumnae now attend university in Australia with another 20% going to the States and the UK, leaving only 40% attending domestic universities. By way of illustration, one of our Top Scholars this year has received o ers from: Stanford, Caltech, Wharton, Columbia, Berkeley, Cornell, Duke, UCLA, Imperial, Manchester, with the Ellison Institute of Technology Scholarship (full-ride) to Oxford; she is o to Stanford. The domestic arts, humanities and language faculties are feeling the strain as funding and interest remains focused in the STEM and business and commerce faculties.
Points of di erence
They do things on scale in schools in New Zealand and Australia. Proportionally, there are fewer but bigger schools than in the UK and the US, where
there are hundreds more schools but many on a boutique scale with a bespoke o ering. St Cuthbert’s College, an independent girls’ school, has over 1,350 students in its senior division with almost 1,700 in total. Our friendly Anglican rival down the road, Diocesan School for Girls, has equal numbers. The grammar schools are even bigger: Auckland Grammar School for Boys has 2,550 boys from Years 9–13. In the independent sector, fees are approximately half that of the UK and so numbers, I suppose, need to be doubled in order to balance the books.
With the economies of scale comes curriculum choice. Many schools can a ord to run a dual economy. At St Cuthbert’s College, we run the IB as well as NCEA – the New Zealand quali cation. Many others will run CIE with NCEA at a time when schools in the UK are having to cut their cloth due to growing nancial pressures, with a reducing number running IB alongside A Levels. The system here is more like the continental system of Collège (4 years, Years 7-10) followed by Lycée (3 years, Years 11-13). Many schools, including St Cuthbert’s, have moved away from Level 1 NCEA and have produced their own unique curriculum and assessments, which have been endorsed by government.
With economies of scale comes a huge level of sports activity. The cliché of the Kiwi and the Aussie enjoying their sport is completely true. The
term ‘code’ is used to indicate individual sports. St Cuthbert’s supports 33 codes. Within each code, there are multiple teams. For example, in netball the school has 40 teams in just that one code. Sport is played morning, noon and night and all weekend. Shops will shut anywhere between 2 and 4 pm on Saturdays: footfall is too light to make opening worthwhile. And where are the customers? Playing or watching sport.
Education Outside the Classroom
EOTC – Education Outside the Classroom – is huge in New Zealand. Most schools will take their children away on camps for up to a week at a time. St Cuthbert’s is blessed to have a second campus in the bush to which every girl in Year 10 goes for a month, device-free, in nine cohorts of 24 over the course of the year. The girls discover a lot about themselves, develop socially and emotionally, learn about friendship, restorative justice, the value of family, domestic arrangements, environment and sustainability. The experience is life-enhancing and lifechanging. Which school in the UK o ers such a thing? Parents are hugely invested in their children’s education. The volunteer culture, o ering support across the range of school activities, is as remarkable as it is humbling. Swathes of parents contribute to the sports programmes by managing or coaching teams. Parents take weeks o work to support
the week-long camps or to attend the regional and national sports and cultural events. Being a small country, New Zealand has the advantage of organisations arranging so many activities for the whole nation. I attended a few days of the weeklong Henley-style rowing regatta, the Maadi 2025 regatta, which was just for schools: 2,258 athletes from 116 secondary schools participated. The event, held at Lake Karapiro, is one of the largest school sports events in the Southern Hemisphere. Parents take the week o to drive the trailers, do the cooking and help out in the accommodation. There appear to be no more safeguarding issues than in the UK despite the swathes of volunteers involved.
There is a proper balance in education down here – sport, music and other competitions are taken seriously. It is completely normal for the choir to attend the Big Sing competition nals, taking three days o school, accompanied by parent supporters, just as it is to play jazz music for as many days or pop in and out of school for the KBB Classical music week in Auckland. Competitions and festivals run every week and at weekends too.
Proper balance
Many of the students are brilliantly self-motivated. There is something called ‘Scholarship’ here: students enter additional public exams at a national level in subjects of their choice. Noting that students here take up to six subjects (IB), it is interesting that we had three Top Scholars this year who achieved Scholarship in between 12 and 14 each. Clearly these students are self-taught in many subjects and moreover the school doesn’t provide any formal teaching time in lessons for scholarship (other schools do so).
Great schools really can be great across the board. St Cuthbert’s College has the best academic performance in the country and it is also a great school for sport. We are the girls’ national water polo champions for the third year in a row with an unbeaten 50 game streak. We have adopted rowing as a new ‘code’ in the last ve years and won our rst medal – gold – at Maadi this year. Our prem netball team starts this season having won all ve matches to qualify for the prem division.
Social media
That said, social media is a major concern for young people, their families and schools. I don’t need to have sailed my waka halfway around the world to see how toxic masculinity is playing its way out here in the Antipodes – but more so, I would
opine, in Australia than in New Zealand. Young men are addicted to gaming and pornography and teenage girls are anxious and depressed by vicious comparisons on social media. The Australian government has passed a law to ban certain social media before 16, and there is a growing movement for parallel action in New Zealand. All schools have banned phones during school time. Ultimately parents will need to take control in this vexed space and actively parent.
Inspections
I experienced a school inspection recently: ERO mops up both ISI and Ofsted. It is a more rigorous regime for the state-maintained and integrated schools. The focus for us was our ‘hostels’, i.e. our boarding houses, and the wellbeing of our international students. What the UK calls ‘safeguarding’ isn’t a term widely used in New Zealand. Policies and other documentation (the equivalent of National Minimum Boarding Standards) were checked in advance and on site. The report is bland – i.e. met/not met – but informal feedback gave colour for the school which won’t appear in the nal report. For a school of over 1, 650 students, we had two inspectors onsite for 2½ days. In conclusion, I am nding a very special and happy balance of good sense and nurture here in New Zealand: the climate is delightfully temperate – lots of sunshine and, yes, rain too but then we have rain in the UK. Aotearoa is indeed a green and pleasant land, where education – including the independent schools sector, faith schools and single-sex schools – are all valued. I appreciate this and will do all that I can to safeguard this care and aspiration. Welcome to any teachers wishing to sail their wakas Down Under... ●
CHARLOTTE
AVERY is the Principal of St Cuthbert’s College, Auckland, New Zealand. She was previously Headmistress, St Mary’s, Cambridge.
BEYOND THE CLASSROOM HOW SCHOOL TRIPS SHAPE LIFELONG LEARNERS
AND STRENGTHEN GLOBAL COMMUNITIES
Chris Rose explains why a considered and carefully planned programme of school trips plays a vital role in shaping informed, confident and compassionate individuals ready to contribute to a more connected and equitable world.
School trips are powerful catalysts for learning and personal development, bridging the gap between academic theory and the realities of the world beyond the classroom. When thoughtfully planned, these journeys cultivate not only academic and social growth, but also a sense of shared responsibility, service and global citizenship. At Gordonstoun, these values are woven into the fabric of our curriculum, with immersive experiences that enrich students’ lives while positively impacting the communities they encounter. One inspiring example is
our recent interdisciplinary music and biology trip to Kenya – an experience that brought learning to life while fostering meaningful cultural exchange.
A living education: Learning through real-world experience
E ective education extends far beyond textbooks. School trips provide students with the opportunity to see, hear and feel the subjects they study, transforming abstract ideas into tangible understanding. In Kenya, biology students explored ecosystems rst hand, observing conservation e orts and wildlife in
their natural habitats – experiences that deepen understanding and inspire environmental stewardship.
For music students, engaging with local musicians provided a unique opportunity to exchange cultural traditions and collaborate across boundaries. Such encounters broaden students’ artistic perspectives while also enriching the musical communities they visit through shared performances and dialogue.
At Gordonstoun, these trips are not an add-on but a core part of our curriculum, grounded in the belief that education should unlock hidden potential. Our motto ‘Plus Est En Vous’ encourages students to discover their capabilities through authentic, often challenging experiences.
Creating connections: Fostering empathy and global engagement
Cultural immersion helps students to grow not just as learners, but as empathetic individuals and global citizens. Through school trips, they experience life from new perspectives, deepening their understanding of social, economic and environmental issues that a ect people worldwide.
“Going on the school trip to Kenya was an un orgetta e e erience ed with reathta ing andsca es and rich cu tura encounters everywhere we went.” - Emma H,
Year 10
At Gordonstoun, we strive to ensure that these experiences are reciprocal and respectful. Our service projects in countries such as Thailand and Romania
are designed to meet real community needs, developed in collaboration with local partners. Whether building infrastructure, supporting education initiatives, or participating in cultural exchange, our students learn the value of humility, partnership and longterm impact.
The recent Kenya trip highlighted how students can both learn from and contribute to the communities they visit. Music sessions were not merely performances but mutual learning experiences, fostering friendships and mutual respect between young people from di erent backgrounds.
Growth through challenge: Building con dence and resilience
Performing in unfamiliar environments or taking on physical and intellectual challenges far from home builds resilience, confidence and self-belief. Whether navigating a wilderness trek or stepping onto an international stage, students develop critical life skills: adaptability, leadership and teamwork.
Gordonstoun students have performed at globally renowned events, such as the Hong Kong Sevens, where our Pipe Band played to a vast international audience. These opportunities not only allow students to showcase their talents but also inspire others and elevate cultural appreciation on a global scale.
A closer look: The Kenya music and biology expedition
The Kenya trip was a shining example of Gordonstoun’s integrated approach to learning and service. Biology students conducted eld research on biodiversity and conservation, while music students collaborated with local schools through workshops and joint performances.
Importantly, the trip was not onesided: students engaged in genuine exchanges, learning as much as they shared. Whether through music or science, they worked alongside Kenyan peers to explore shared challenges such as sustainability and cultural preservation. These connections, rooted in respect and collaboration, leave a lasting impression on both sides.
… students develop critical life skills: adaptability, leadership and teamwork.
Thoughtful planning for impactful experiences
Behind every successful school trip is careful planning that balances educational objectives with ethical engagement. At Gordonstoun, this includes rigorous preparation – cultural awareness training, risk assessments and structured re ection – ensuring students approach each journey with purpose and sensitivity.
Each trip is designed to bene t not only our students but also the communities they encounter. We aim to leave more than footprints behind: knowledge, collaboration and shared experiences continue to resonate long after the trip ends.
School trips are more than educational experiences; they are opportunities to cultivate character, compassion and community.
Gordonstoun’s commitment to integrating meaningful, globally minded excursions into our curriculum re ects our belief in education as a force for good – for our students and for the world.
The recent Kenya trip is just one example of how academic exploration, cultural exchange and responsible engagement can come together to create transformative experiences. As we prepare students for the challenges of the future, these journeys play a vital role in shaping informed, con dent and compassionate individuals ready to contribute to a more connected and equitable world. ●
CHRIS ROSE is Director of Admissions, Gordonstoun.
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STRATEGIC IT PRIORITIES FOR INDEPENDENT SCHOOLS DURING THE SUMMER BREAK
As the academic year closes, the summer break presents a valuable opportunity for Independent Schools to review and refresh their IT systems. With September approaching fast, now is the time to prepare your digital environment for a smooth and secure start to the new term.
At MSP LAB, we specialise exclusively in delivering expert IT guidance to the Independent education sector. Our consultants bring lived-experience from within some of the world’s leading independent and international schools. We understand your priorities - safeguarding, reliability, pupil outcomes, and value for money - and we work with Bursars and IT teams to deliver lasting impact.
Here are the seven key areas to prioritise before the new academic year begins:
1. Review Your IT Setup
Start with a comprehensive check of your current infrastructure:
• Are classroom and sta devices still performing e ectively?
• Are systems and software up to date and supported?
• Do your IT investments still align with your strategic goals?
2. Audit Network and Wi-Fi Performance
Digital teaching tools, streaming, and BYOD programmes all rely on fast, stable connectivity.
• Test real-world Wi-Fi performance across the entire campus, including boarding houses and outbuildings.
• Upgrade aging network infrastructure to prevent disruption.
• Ensure secure, segmented access for pupils, sta , and guests.
3. Strengthen Cyber Security
Cyberattacks targeting schools are on the rise.
• Enforce strong password policies and implement multi-factor authentication.
• Review rewall and antivirus systems.
• Conduct vulnerability assessments and consider Cyber Essentials certi cation.
4. Clean Up User Accounts
Sta and pupil transitions make summer the best time to:
• Remove old accounts and update permissions.
• Automate onboarding and o boarding processes.
• Set up class groups and access rights in advance.
5. Review Software Licensing
Check for expired or underused subscriptions.
• Ask sta about uno cial toolsespecially AI-powered apps.
• Consider consolidating software suppliers or investing in training to maximise existing platforms.
6. Test Backups and Continuity Plans
Avoid costly disruptions by ensuring:
• All critical data is securely backed up and recoverable.
• Your disaster recovery plan re ects current
contacts, systems, and procedures.
• Any single points of failure are addressed now, not during an emergency.
7. Support and Train Sta
Con dent sta make better use of your IT.
• O er refresher training and clear channels for IT support.
• Build digital capability into CPD plans.
Start September with Con dence
Independent Schools have greater flexibility in shaping their IT strategies, but that also brings higher expectations from parents, governors, and inspectors. This autonomy also presents a valuable opportunity: to differentiate your school’s educational offer through a distinctive, high-quality digital experience. From innovative classroom tools to seamless parent communications and robust safeguarding systems, your digital environment can set your school apart. The summer break is a strategic moment to strengthen your infrastructure, sharpen your cybersecurity, and make smart, forward-thinking improvements that directly support teaching, learning, and operational excellence.
MSP LAB offer expert reviews, infrastructure planning, and IT support designed specifically for Independent Schools.
Ready for a second opinion or expert advice this summer?
Contact MSP LAB at experience@msplab. cloud or call 0333 880 6740 to learn how we can help.
GENDER DEFINITION
THE KEY IMPLICATIONS OF THE SUPREME COURT JUDGEMENT FOR INDEPENDENT SCHOOLS
On 16 April 2025, the UK Supreme Court delivered a landmark udgement a rming that under the Equality Act 2010 the terms 'woman' and 'sex' refer strictly to biological sex. Louise Brenlund considers the potential implications for independent schools.
The Supreme Court’s position as expressed in For Women Scotland Ltd v The Scottish Ministers (2025) UKSC contrasts signi cantly with the previous position suggested by the Equality and Human Rights Commission (EHRC).
This stated that, for the purposes of the Equality Act 2010 (EqA 2010), sex could be changed by a gender recognition certi cate (GRC). GRCs were introduced by the Gender Recognition Act 2004 (GRA) but are only obtainable by people aged over 18. The Supreme Court went to great lengths to be clear that they were not deciding on a person’s right to decide which gender they choose to live in; the GRA is still relevant and important. The judgement con rms that, for the purposes of the EqA 2010, it would not be discriminatory on the grounds of sex to exclude trans persons from single-sex spaces of their assumed gender, provided that the decision to exclude is proportionate in the circumstances. This decision has signi cant implications for the independent school sector in England and Wales,
There is real uncertainty for schools on how to deal with these issues.
particularly concerning single-sex spaces and safeguarding, policies and procedures.
Following this judgement, a case has been brought against Scottish Borders Council by parents concerned that the new Earlston Primary School only had gender-neutral facilities. The Council conceded they had a legal obligation to provide both male and female facilities. Lady Ross, of the Court of Session, has stated that she will issue a declarator con rming that there is a duty on councils to ensure that state schools must provide single-sex toilets. This is likely to be the rst of many cases in this area and is something which will need to be watched with particular care.
Case summary
The For Women Scotland Ltd v The Scottish Ministers (2025) case arose from the Scottish Government’s statutory guidance under the Gender Representation on Public Boards (Scotland) Act 2018, which de ned 'woman' to include individuals with a GRC recognising their gender as female. For Women Scotland Ltd challenged this de nition, arguing that it con icted with the EqA 2010 which they contended de nes 'woman' based on biological sex, i.e. only those born female and not those with a GRC.
The Supreme Court unanimously agreed, ruling that the EqA 2010's references to 'woman' and 'sex' are con ned to biological characteristics at birth, not acquired gender status via a GRC. The Court emphasised that interpreting these terms otherwise would render the Act incoherent and unworkable, particularly in areas like single-sex services, pregnancy and maternity protections, and sexual orientation rights.
The ruling does not negate protections for transgender individuals but clari es that such protections fall under the characteristic of 'gender reassignment', distinct from 'sex' under the EqA 2010. Protection in this case applies regardless of whether a GRC is held. Schools should therefore remain careful and continue to treat trans people with respect and without discrimination or harassment.
Key implications
for independent schools
Single-sex spaces
The use of single-sex spaces, such as toilets and changing rooms, in schools may need re-evaluation.
Regulations for schools mean you already have a legal duty to provide sex-separated toilets for pupils aged 8 or more, apart from increasingly common individual toilets in fully enclosed rooms that can be secured from the inside. Schools must also provide suitable changing accommodation and showers for pupils who are aged 11 or more at the start of the school year and receive physical education.
Independent schools must ensure that policies regarding single-sex spaces – such as toilets, changing rooms and dormitories – align with the EqA 2010's de nition of biological sex. The Supreme Court's decision reinforces the legal basis for maintaining single-sex provisions, provided they are proportionate and justi ed by a legitimate aim, such as safeguarding.
This is a radical change from previous guidance.
Suggestions for immediate action
• Policy Review and Update: Conduct a thorough review of all policies related to admissions, safeguarding, facilities and employment to ensure they align with the Supreme Court's ruling.
• Sta Training: Provide training for sta on the legal distinctions between sex and gender reassignment; provide updates on dignity at work and anti-harassment and the implications for school policies and practices.
• Communication: Clearly communicate policies to students, parents and sta to ensure understanding and compliance.
• Legal Consultation: Seek legal advice to navigate complex situations.
Schools should review their policies to ensure they do not inadvertently permit access to singlesex spaces based on gender identity alone, as this could expose them to legal challenges.
Admissions and gender identity
Whilst there was initial concern about how wide an impact this decision might have, it will not impact on things such as admissions policies because the law has never enabled a person aged under 18 to change their sex.
Admissions policies should clearly state that enrolment in single-sex schools is determined by biological sex. While schools may admit transgender students, they must ensure that such admissions do not con ict with the legal requirements for singlesex education.
Curriculum and equality training
Curriculum content and sta training should re ect the legal distinctions between sex and gender reassignment. Schools may also wish to strengthen speci c provisions in anti-bullying policies to protect transgender and non-binary students, ensuring understanding of discriminatory behaviour.
The court ruling also directly impacts policies regarding participation in gender-speci c sports competitions of which you should be aware and undertake a review.
Human Resources and employment policies
Employment policies should be updated to ensure compliance with the EqA 2010, recognising the distinction between sex and gender reassignment. This includes considerations in recruitment, sta facilities and dress codes. However, you may want to defer this review until further guidance is available (see below).
Independent schools must balance compliance with domestic equality law and EHRC obligations. This involves ensuring that policies are nondiscriminatory and respect the rights of all students and sta , including transgender individuals, while adhering to the legal de nitions established by the Supreme Court.
EHRC guidance
Following the Supreme Court judgement, the EHRC has issued interim guidance which states that it is compulsory for employers to provide su cient singlesex toilets, along with su cient single-sex changing and washing facilities, based on biological sex. This means that trans women should not be allowed to use women’s facilities and trans men should not be allowed to use men’s. This is a radical change from previous guidance and is subject to judicial review; reports also suggest that the ruling will be appealed to the European Court of Human Rights.
The guidance also states that pupils who identify as trans girls (biological boys) should not be permitted to use the girls’ toilets or changing facilities, and pupils who identify as trans boys (biological girls) should not be permitted to use the boys’ toilets or changing facilities. Suitable alternative provisions may be required.
This guidance is not statutory guidance, proposals for updates to the EHRC Code of Practice are now undergoing consultation. Whilst a timeline has not been given, it anticipated the Code may be updated by the summer (although this may be once school holidays have begun!).
The Government has committed to publishing revised guidance for schools this year on
supporting trans pupils, with the equalities watchdog also reviewing its advice in the wake of this case and its ruling.
Practical steps for independent schools
In practice, the Supreme Court ruling means that if you already have single-sex toilets or changing rooms, these must relate to biological sex. If you allow students to use single-sex facilities that align with their chosen gender rather than their biological sex, you could be sued by:
• students, sta and other people using them who object to sharing facilities with members of the opposite sex; and
• people of the opposite sex who also want to access the facilities.
Converting all of your toilets to gender-neutral toilets doesn't ameliorate those risks. Mixed sex facilities may indirectly discriminate against those women who need single-sex facilities for their privacy, dignity and autonomy. You may also need to maintain separate sex facilities as part of your safeguarding responsibilities.
There is real uncertainty for schools on how to deal with these issues. One solution may be to provide only unisex facilities, but this would not accord with the EHRC’s interim guidance. Therefore, if not already available, schools may wish to consider whether they can make available a third space – which can be used by anyone, e.g. a unisex toilet alongside male and female toilets. This, too, may be criticised on the basis that it could 'out' individuals, but it does nonetheless seem the most reasonable step to take in the interim – wherever possible.
It will also be important for schools to discuss residential trips and accommodation arrangements for trans pupils, who, along with their parents, should be fully supported and involved in any decisions. Schools should continue to support sta , pupils and others on a case-by-case basis, be sensitive, pragmatic, compassionate, open, caring and avoid taking prejudicial views, respecting and listening to all viewpoints. It remains crucial to foster an inclusive environment and remember that trans and non-binary pupils and sta are still protected under the EqA 2010. ●
LOUISE
BRENLUND is a Partner and Head of Employment at Warners Solicitors.
GOOD NUTRITION AND LIFE-LONG HEALTH
A LESSON CHILDREN CANNOT AFFORD TO SKIP
Rachel Sipaul explores why it is so important for schools to teach students about nutrition and healthy eating, and considers some of the key initiatives currently underway.
'Y
ou are what you eat’, there is nothing closer to the truth when we talk about children and their food choices. Not only does good nutrition fuel their physical growth, it also plays an essential role in their mental wellbeing, which can have a lasting impact well into adulthood. Schools are an ideal place to teach children to have a positive relationship with healthy, sustainable food and provide a life lesson no one can a ord to skip.
A critical time for development
We know a healthy diet for children is essential during this critical time for development and growth. A wellbalanced diet provides children with the energy to keep active, nutrients for growth and prevents diet-related
illnesses1. Keeping active and eating a balanced diet will also help maintain a healthy body weight. In addition, the bene ts of eating well on a school day are well recognised, enabling children to concentrate, participate and learn2
One of the consequences of getting this wrong is the current childhood obesity crisis. Recent data from the Health Survey for England (2024) reports that amongst children aged 2 to 15 years nearly one third are overweight (27%) and 15% obese3. This has serious impacts not only in the short term – for example increased risk of Type 2 diabetes, dyslipidaemia, asthma and mental health concerns – but also for the longer term, as children who are overweight or obese are more likely to be overweight, with the associated adverse health risks, in adulthood4-5
Learning the bene ts
Fortunately, it is well recognised that schools are an ideal setting to engage children on the bene ts of health and good nutrition. In England, teaching cooking and nutrition forms part of the design and technology national curriculum for Key Stages 1-36. Food education similarly falls within the national curriculum for Wales,
Scotland and Northern Ireland. By the end of key stage 3, students should know how to cook a variety of dishes ‘so that they are able to feed themselves and others a healthy and varied diet’.
A core component of this teaching is the Eatwell Guide, a tool updated in 2016 to re ect the UK government’s dietary recommendations and healthy eating model7. It is a visual representation of the components of food that we should eat daily, with the di erent food groups and portion sizes explained. In short, it summarises a well-balanced dietary intake in the form of animal and/or plant-based protein, wholemeal carbohydrates, dairy products and healthy fats, while limiting excessive saturated fats, salt and foods/drinks high in sugar. To encourage learning, there are a variety of fun, interactive lesson plans and multi-media resources in the guide.
TEACHING NUTRITION: KEY LEARNING OUTCOMES
• Understand and apply the principles of a healthy and varied diet.
• Prepare and cook a variety of dishes.
• Understand ingredients’ seasonality.
• Know where and how a variety of ingredients are grown and processed.
Whole-school approach
Alongside the core curriculum, children also learn from a whole-school approach and behaviours modelled across the school day. For example, school catering plays an important role in educating about nutritious food, o ering a variety of avours and meal choices, all underpinned by the guidelines set in the School Food Standards8. Some schools have their own gardens where they grow fruit and vegetables to really bring alive the teaching in the classroom. And not to forgot, we learn so much from who we eat with: sitting down and eating a lunch meal together and learning from the variety of foods others eat and joining in. A whole-school approach, engaging the entire school; children, teachers, parents, governors, reinforces the school’s commitment to the health and wellbeing of their students and wider community9
Recent evidence also supports this school-based approach; a review looked at the e ectiveness of 16 di erent education intervention programmes designed to increase fruit and vegetable consumption in 5-12 year olds10. Results showed that many of these programmes were successful and achieved a signi cant increase in the amount and variety of fruits and vegetables consumed. Underpinning this success were programmes that include
sustainable and active components such as gardening, tasting fruit and vegetables and cooking activities.
‘Eat
Them to Defeat Them’
Supporting local school initiatives, there are also interventions organised on a regional or national level. In the UK, a successful national school-based campaign is the ‘Eat Them to Defeat Them’ programme11. This is a multimedia campaign designed to encourage children to eat more vegetables, by ‘defeating’ (eating) them. Launched in 2017, it is now running in over 5,000 schools and has educated over 1.3 million schoolchildren. Their evaluations have shown that this perceived dull message of ‘eat more vegetables’, taught with a fun, child-centred approach, has had a positive e ect by increasing vegetable consumption at lunchtime, in-and outside of the school.
References:
A well-balanced diet provides children with t he energy to keep active.
In addition, food and nutrition also can form a part of teaching on sustainability and the ethics of caring for our environment. Helping children understand about the impact food production has on the environment is important and enables them to appreciate that their food choices do matter. There are many initiatives such ‘plant-based Monday’, removing singleuse plastics and reducing food waste, which encourage children to have a more positive relationship with food.
Essential lesson
Educating children on the bene ts of a healthy and sustainable diet has never been so important. Fortunately, there are many programmes ranging from core curriculum to local and national initiatives that can help schools provide this essential lesson, promoting the health and wellbeing of all children. ●
RACHEL SIPAUL is a dietitian working with apetito.
1. Health benefits of eating well | NHS inform. www.nhsinform.scot 2. Superpowers of Free School Meals Evidence Pack update | Food Foundation. www.foodfoundation.org.uk.3. Health Survey for England, 2022 Part 2. Official statistics, National statistics. Accredited official statistics. Publication Date: 24 Sep 2024. 4. Sahoo, Krushnapriya; Sahoo, Bishnupriya; Choudhury, Ashok Kumar et al. Childhood obesity: causes and consequences. Journal of Family Medicine and Primary Care 4(2): p 187-192, Apr–Jun 2015. DOI: 10.4103/2249-4863.154628. 5. M. Simmonds, A. Llewellyn, C. G. Owen et al . Obesity Etiology. Predicting adult obesity from childhood obesity: a systematic review and meta-analysis. 23 December 2015. https://doi.org/10.1111/obr.123346. Food teaching in primary schools: knowledge and skills framework - GOV.UK. www.gov.uk/government. The Eatwell Guide - GOV.UK www.gov.uk/government 8. School food standards: resources for schools - GOV.UK. www.gov.uk 9. https://www.foodafactoflife.org.uk 10. Effectiveness of School-based Nutrition Education Programs that Include Environmental Sustainability Components, on Fruit and Vegetable Consumption of 5-12-Year-Old Children: A Systematic Review. Fay Karpouzis et al. 2025 Mar 31:S1499-4046(25) J Nutr Educ Behav. 00048-X.PMID: 40162938. DOI: 10.1016/j.jneb.2025.02.008. 11. Home - Eat Them To Defeat Them.
MAJOR GIFT FUNDRAISING
SECURING TRANSFORMATIONAL DONATIONS
Laura Fairbanks chats to Louise Bennett on the integral role of major gift fundraising in schools’ development, the journey of working with major donors and the key questions you should know the answers to before you make an ask!
Rugby School has an established development o ce, which was set up in 2003. To date, Rugby has raised nearly £30m, which has primarily focussed on supporting their transformational bursary programme, the Arnold Foundation. Laura started in her role as Director of Development in 2023, with a key focus of the role being around sustaining and growing the major gifts programme at Rugby to enable the School to o er continued support for the
Arnold Foundation, as well as new capital developments including a refurbishment of the library, the Temple Reading Room.
What were your priorities in terms of major giving when you started at Rugby?
Coming into an organisation that’s been successfully fundraising for a long time can be extremely rewarding as well as challenging, as you want to develop relationships that you are able
to in uence, but it’s crucial to pick up existing relationships with major donors and understand the context of their giving.
Initially, I focussed on conversations with our current major donors, to understand their motivations for giving in the past, and their scope for giving in the future. It’s important to nd out if a donor’s giving journey is complete, or if they are keen to consider a further gift and if so, at what level. There will be
those that are still keen to help nancially, and there will also be those that feel like they’ve played their part; and as a major donor fundraiser, you must be able to recognise this.
Once you have established where your existing major donors are on their giving journey, it is then necessary to nd the balance between stewardship of their current support and sharing the opportunities for future gifts.
Alongside building relationships with your existing major donors, how did you go about identifying new potential supporters?
I take time to understand each individual’s connection to the School,
What is major gift fundraising and why is it so important to schools?
Major gifts are the largest donations received by schools. The size of a major gift will vary from school to school depending on how long a school has been fundraising and the potential wealth within their community. Like any fundraising, it relies on building relationships with potential donors but focuses on engaging with those who have the greatest potential to give a transformational gift.
The IDPE and Gifted Philanthropy Schools’ Fundraising and Engagement Benchmarking Report 2022 evidences the impact of major gift fundraising in schools, with the group of schools raising the most money receiving 66% of their income from major gifts.
from their past involvement to how they’ve engaged with us more recently, so that any approach feels thoughtful and relevant. Having a clear understanding of levels of engagement across your supporter base will help to drive your major donor strategy.
So, once you have identi ed your key potential supporters, what are the strategies you use to cultivate your potential major donors?
Not surprisingly, I focus on building strong relationships on behalf of the School. This involves personalised communication, bespoke engagement opportunities and, if they have given before, demonstrating the impact of their contributions through tailored stewardship. It’s important to me that potential donors feel genuinely valued and recognised for the di erence they can make.
a donor’s motivations for giving, to what a transformational gift might look like to them and who is involved in the decisionmaking process, such as family members or trustees if money is held in a trust. Essentially, I consider whether I have the key information I need to make an informed and structured ask, and if they feel comfortable considering supporting the School with a signi cant donation.
Making the ask is about having an open and honest dialogue with the donor.
Whilst every ask will be di erent, do you have any advice on making the ask?
So, when do you know you are ready to make the ask?
This is unique to each donor, but I use a checklist of questions that I prefer to know the answers to before I make an ask. This checklist considers everything from
If you have invested the time in getting to know a potential donor, then the ask itself should follow naturally. It’s crucial to discuss the potential size of a gift during conversations to avoid any surprises when you send a proposal, and to understand any speci c criteria they might have around making a gift such as whether the gift will be immediate, or given over a number of years – this transparency ensures that both parties are on the same page. Equally, it’s important to agree on a timeline for follow-up actions, such as when the donor will receive a proposal and when they will be comfortable making a decision.
Ultimately, making the ask is about having an open and honest
Why is benchmarking important in developing your major gift strategies?
Benchmarking is vital for setting realistic goals and evaluating the e ectiveness of major gift strategies. By comparing performance with other schools and institutions, we can identify areas where we excel and areas that need improvement. This data helps us set realistic goals, develop targeted strategies and allocate resources more e ectively.
For instance, if we see that schools with robust major gift programmes have higher engagement rates, we can analyse the methods they are using and incorporate similar practices into our approach. Benchmarking also allows us to demonstrate our success to potential donors, showcasing how their contributions can make a signi cant impact.
Having a clear understanding of your capacity vs propensity model will drive your major donor strategy.
dialogue with the donor, ensuring that their philanthropic goals align with the organisation’s needs and strategic direction, and setting clear expectations for both the donation and the ongoing relationship.
Major gift fundraising is not just about securing large donations; it’s also about fostering long-term partnerships with donors to secure future giving. What does good stewardship look like for you?
Having a clear and personalised stewardship plan is essential to maintaining and developing a longerterm relationship with a major donor – you hope their rst gift is one of many! It is important to keep major donors informed about the progress of the projects they support, highlighting the tangible bene ts their contributions bring to the community or o ering them the opportunity to meet with bene ciaries.
What is the role of senior leaders in the major gift process?
Senior leaders play a critical role in the major gift process by providing strategic direction, supporting the process, and understanding the time and resources needed to secure major gifts. Their involvement ensures that the entire organisation is aligned with, and recognises, the long-term value of major gifts. It is important for development directors to take senior leaders on this fundraising journey too, and documenting and sharing progress with the whole organisation. I would advise diversifying those involved in relationships with supporters to ensure continuity if key stakeholders leave the organisation.
All schools are at di erent stages of their development journey, what advice would you give to schools looking to start or improve their major gift fundraising e orts?
This will very much depend on how open new schools are to development. For schools who have never engaged with their community, then building a strong database and re-igniting relationships must be the starting point: o ering regular engagement opportunities that enable you to get to know your community and for your community to reconnect with their school.
For schools who have been regularly engaging with their community and have more established relationships, work to ensure you have bespoke opportunities to engage with potential major donors – it may take longer to secure a major donation, but the long-term potential more than justi es the time. ●
LAURA FAIRBANKS is Director of Development at Rugby School; LOUISE BENNETT is CEO of IDPE.
LEADING BY EXAMPLE IN A WORLD OF COMPETING LEADERSHIP STYLES
Kristina Lewis re
ects
on leadership in girls schools.
opinions and performative outrage, the ability to engage in meaningful, measured conversation is not just a classroom skill, it’s an essential life skill.
It’s been a year since I wrote about the value of mock elections in schools. In that time, the world has welcomed a new leader of the so-called ‘free world’ – one who, just six months into o ce, has already made a turbulent mark on the global stage. As a Politics teacher, I nd the ever-shifting landscape of international a airs both fascinating and fertile ground for discussion. My Year 13 students often walk into lessons wideeyed, asking, “Did that really just happen?”
Disagree well
These moments of disbelief have dovetailed with my lessons on civil discourse, where we explore the essential skills needed to ‘disagree well’, chief among
Although rewatching the Oval O ce exchange between President Zelensky and President Trump can be deeply disheartening, it serves as a powerful case study in both civil discourse and leadership. In my class, we use this exchange to unpack not just what was said, but how it was said; for example, the body language, the interruptions, the tone, the righteousness, and the underlying power dynamics. What was evidently missing during the exchange has also opened rich discussions about the importance of listening, mutual respect and the role of empathy in leadership.
Clarity, respect and compassion
School leadership is, at its core, a daily exercise in communication. Whether it’s navigating staff meetings, responding to parental concerns, or guiding students through conflict, the way we speak and (most importantly) listen, really matters.
them, listening with the intent to learn. I often remind my students that dominating a conversation or raising one’s voice isn’t a sign of strength; true understanding is built through thoughtful, respectful dialogue. In an age of polarised
In recent weeks, I’ve been using chapters from Jacinda Ardern’s latest memoir, A Di erent Kind of Power, to compare models of leadership and, most importantly, the language used by those who hold power. While some leaders believe they must project gravitas through a seriousness that leaves no room for smiling nor laughter, Ardern’s communication style is powerful precisely because she doesn’t seek to dominate a room. Instead, she speaks
with clarity, respect and compassion. Her leadership reminds us that empathy is not a weakness but a strength – one that fosters trust, builds consensus and inspires connection.
Having Ardern back in the spotlight has prompted me to re ect on the way we lead our schools.
We must resist the urge to speak over others; rather than thinking about what you want to say next, create space for other people’s views by giving them the autonomy to speak. It also means being open to feedback and seeking to understand why others may have a di erent view to your own.
As Jacinda Ardern puts it, “What we need to see is a greater diversity in the leadership traits we value.” We do this well in our schools: we value empathy, humility and willingness to understand before being understood.
The ripple e ect
By embodying these values in our professional interactions and decisionmaking, we set a tone that ripples throughout the entire school culture, and we can o er a powerful counterpoint to the combative, performative leadership styles our students so often see on the world stage today. ●
KRISTINA BETH LEWIS, eputy Head cademic , lackheath High School, S .
STANDING OUT IN A GLOBAL MARKET TIME TO RE-THINK?
n the face of di cult market conditions, David Walker urges the boarding school community to double down on their marketing and ensure that they showcase what makes them special.
The 2025 ISC census is a snapshot of a sector under pressure. But despite strong headwinds it’s important to remember the adaptability of the market and that UK boarding remains highly desirable.
With adversity, comes opportunity. And whilst the census reports a 4% decline in boarding numbers over the past year and a 14% drop in nonBritish pupils since 2020, these gures also present a chance for schools to make innovative changes. So, what can your marketing and admissions teams do?
Understand global market trends
According to a BSA snapshot poll of its educational agents, most agents have seen a decrease in interest in UK boarding schools since summer 2024, with VAT the main cause. 58% of agents have also noticed an increase in interest for non-UK schools. With traditional markets in decline, it is key to diversify recruitment to reduce over-reliance on certain regions.
The ISC annual census includes data on home countries of students with overseas parents, 93% of whom board. The Home O ce also publishes study visa application statistics and has previously supplied BSA with data by country. Data sets like these show emerging trends in international student recruitment and are important to keep abreast of.
Strengthen your agent network
Many parents use agents to help them search for the right school. Ensure you remain wellconnected with your existing network of agents and consider broadening your directory to include those who specialise in other areas. The BSA Certified Agent Scheme verifies educational agents and consultants around the world to ensure the highest standards in recruitment, safeguarding and student placement.
Strengthen your brand for an international audience
Ensure your digital marketing is inclusive. Consider multilingual settings for your website to allow easy translation, localised case studies and social media adverts, and international alumni ambassador programmes. Virtual tours, webinars and open days are also brilliant ways to welcome international families. Emphasise what you would do to welcome and integrate their child, and what you would do to keep them connected with family – and safe – once they are in the UK. Don’t forget to explain what options there are during exeat weekends.
Find your essence
What makes your school unique? Yes, academic excellence is important but nd the essence of what it really means to attend your school, drawing on your physical location and facilities as well as day-to-day school life and traditions, and put that at the centre of your marketing. Don’t fall into the common trap of misrepresenting your school or student population. The closer your marketing is to reality, the more likely it is you will attract satis ed students. Remember: parents considering boarding education hundreds of miles away from home are looking for the very best t for their child – and that comes with individuality, not homogeneity.
It is easy to be discouraged by the current market but there will always be a demand for good schools. The UK may no longer be the obvious choice, which means you will need to work harder to demonstrate your school is the right choice. Now is a time to invest in marketing. ●
DAVID WALKER is irector, S . S offers marketing audits and advice to find out more, email boarding bsa.org.uk
SECURING THE FUTURE:
WHY BIOPHILIC NURSERIES ARE A SMART INVESTMENT FOR UK INDEPENDENT SCHOOLS
In an increasingly competitive educational landscape, independent schools are continually seeking innovative ways to secure their future intake. Investing in a customised, purpose-built biophilic nursery presents a compelling strategy to achieve this, attracting families from the earliest years and fostering long-term loyalty. Such a forward-thinking approach not only o ers an exceptional start to a child’s educational journey but also provides a signi cant advantage in pupil recruitment and retention.
Biophilic design, at its core, is about connecting humans with nature within the built environment and is perfectly suited to early years pedagogy. For young children, the bene ts are profound. Nurseries incorporating natural light, organic materials, abundant greenery, and views of the outdoors can signi cantly enhance cognitive function, reduce stress, and boost creativity. Learning spaces featuring natural textures, calming colour palettes, and seamless transitions between the indoors and outside are proven to improve concentration, emotional wellbeing, and even physical health.
By o ering a bespoke, visually attractive, nature-centric early years experience, independent schools can di erentiate themselves as increasingly discerning parents are seeking out the very best environments for their children’s development. A customised biophilic nursery signals a commitment to holistic education and well-being from the outset, making the school an attractive proposition for families long before they might traditionally consider
ensuring the nursery aligns perfectly with the school’s existing ethos and educational philosophy while o ering a seamless transition from early years into the main school. This continuity is highly valued by parents, o ering convenience and a consistent educational journey for their children. The addition of a standalone biophilic facility can also enhance a school setting with a unique building that adds another dimension. The initial investment can therefore yield signi cant long-term returns, not just nancially, but in building a strong, engaged school community.
One stop shop
our partners we can o er a strategic review of local demand and longer-term
TG Escapes have years of experience in designing and building early years settings across the UK, many of these for Independent Prep Schools including Danes eld Manor, Bickley Park, Collegiate School and St Francis. For any school wishing to explore the opportunity for a purpose built nursery we can not only help with construction feasibility but along with
business whilst removing the headache
of modular construction is its speed. Independent schools operate on tight schedules, and prolonged construction projects can be very disruptive. TG Escapes’ buildings are manufactured o site, in a controlled factory environment, dramatically reducing onsite construction time, compared to traditional methods. This means a nursery can be completed in a matter of weeks, in a self-contained construction site with precise deliveries, minimising disruption. Faster completion also translates to a quicker return on investment, allowing schools to utilise their new facilities sooner. Furthermore. every TG Escapes building is designed to be net-zero in operation reducing energy costs which can be re-invested where most needed.
For more information call 0800 917 7726, email info@tgescapes.co.uk or visit tgescapes.co.uk ●
THE HOME OF INDEPENDENT AND
STANDARD LISTING
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Recruit the best teaching talent with us
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School Management Plus is the leading print, digital and social content platform, for leaders, educators and professionals within the independent and international education sector worldwide.
Our readership spans every stakeholder within fee paying education worldwide from Heads, Governors, Bursars, Admissions, Marketing, Development, Fundraising and Educators – to catering, facilities and sports. Our jobs & careers center is the natural meeting point for those already in the sector, aspiring to join it, or hiring from within it.
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The rst 100 schools to sign up will receive 20% o a year’s unlimited package
•Social following of 15k across 6channels
• 60% annual growth in web tra c
• Core readership of Heads, Senior Leaders, Heads of Department, Bursars and Finance managers, Marketing and Admissions, and Development across the sector
WHY IT IS TIME TO STOP CALLING ADMISSIONS, MARKETING & COMMS ‘SUPPORT STAFF’
Remco Weeda urges schools to recognise the critical, professional role played by their marketing, admissions and communications teams.
In his keynote speech at this year’s AMCIS conference, Irfan Latif, Headmaster of Royal Hospital School, crystallised a truth many of us have felt for a long time but rarely voiced: admissions, marketing and communications professionals are not ‘support sta ’; they are strategic leaders. The same discussion emerged during a breakout session on the MTM Con dence Index, albeit expressed with more frustration than nesse.
Let’s stop treating marketing as frippery. It is central to recruitment, retention and reputation – crucial to remaining relevant…
That frustration is understandable. For too long, the work that admissions, marketing and communications teams undertake has been led under ‘admin’, ‘back o ce’ and the even less attering ‘support’. Using this terminology implies tasks like ling registration forms rather than the strategic creating and nurturing of leads. It diminishes roles that require professional marketers, experienced salespeople and other skilled individuals – individuals whose expertise rightly commands competitive remuneration.
Outdated perceptions
*Fewer than half of marketing and admissions teams have representation on SLT (The Con dence Index 2025, mtmconsulting.co.uk/ con dence-indexreport-2025).
Is 2025 the year where we nally leave outdated perceptions behind? Can we acknowledge that student enrolment today involves far more than charm and legacy? The complexity of social media marketing, lead generation, parent engagement, data analytics, agent relationships, global outreach and more cannot be left to a well-meaning teacher, a parent with occasional spare time, or the Head’s PA. These are specialised responsibilities requiring expertise.
Of course, great teaching remains the foundation of every successful school. Pupils ourish thanks to excellent classroom delivery, caring boarding sta and inspiring extracurricular opportunities. Word of mouth is powerful, and student and family ambassadors are invaluable. But who cultivates that advocacy? Who builds and manages the brand that supports it? Today, online and o ine, that work belongs to marketing and admissions professionals who understand how to build trust and capture attention.
Stop pretending
Let’s stop pretending this work is super cial. We are no longer the ‘colouring-in department’ or, as Mr Latif put it, “the world of lea ets and logos”. Parents are no longer choosing schools based on facilities, league tables or even where their own parents went to school – they’re seeking alignment, personality and humanity. The signi cance of marketing and admissions has never been clearer, and yet many in these roles remain almost criminally underpaid. Worse still, too few have a seat on the senior leadership team – even when their expertise is essential to school success*.
This is more than just a misclassi cation. It is a missed opportunity.
So, let’s make 2025 the year we invite admissions and marketing professionals to join the senior leadership team. Let’s accept that there should be at least parity between data and digital strategy on the one hand, pedagogy on the other. Let’s stop treating marketing as frippery. It is central to recruitment, retention and reputation – crucial to remaining relevant, and to becoming or staying a thriving school. And let’s never call them ‘support sta ’ again. ●
REMCO WEEDA is a director of AMCIS, the Association for Admissions, Marketing & Communications in Independent Schools. He is also Director of Marketing & Admissions at Scarborough College. amcis.co.uk
ASK THE EXPERT: HOW TO MAXIMISE YOUR SCHOOL’S BUDGET THROUGH ENERGY EFFICIENCY
Effective energy management is key for independent schools seeking long-term stability.
Harry Eaves, a Senior Energy Consultant, works with schools to identify practical, cost-saving opportunities that support both financial resilience and sustainability. Here, he shares key strategies to make every pound count.
Start with measurement
You can’t improve what you don’t measure, so understanding how and when energy is used is the rst step toward identifying waste and reducing costs. Continuous monitoring helps detect abnormal patterns, especially during evenings, weekends, or holidays. Real-time data provides the insights needed to take targeted action and you can access this granular data through a good portal, or a half-hourly meter. With mandatory half-hourly metering beginning this year, consider gaining a head start by upgrading now.
Optimise building controls
Many schools still rely on manual controls, which can lead to heating or ventilation systems running out of hours. By automating and optimising schedules based on actual occupancy, you can signi cantly reduce consumption.
Commission a building energy audit
A comprehensive energy audit o ers a detailed view of how energy is used across your site. O ering you a project register of energy-saving opportunities, including costs, savings, carbon reduction and return on investment, you can plan strategic, long-term improvements.
Secure the right energy contracts
Regularly reviewing your energy contracts is essential. Avoid costly automatic rollovers by working with a trusted energy consultant. Whether opting for a xed-rate contract for budget certainty, or a exible approach to bene t from market movements, the right contract can deliver substantial savings.
Validate your bills
Billing errors are more common than you might expect. Invoice validation ensures each bill is accurate and aligned with your contract and actual usage. We helped one independent school recover over £100,000 in overcharges across a period of 14 months. Our historical audit service
can reveal hidden savings and protect future budgets.
Consider solar investments
Solar PV installations are becoming increasingly cost-e ective, making now an ideal time to explore solar energy for your school. It is important to have a good understanding of your electricity consumption to help size the project correctly. A system that is too small won’t provide much reduction in your energy costs, while a system that is too large will result in the capital costs outweighing what you can sell back to the grid. Battery storage is becoming a more viable option, allowing schools to store excess energy for use during peak times. We recommend a regular check to keep on top of maintenance issues which could be impacting the performance of your solar panels, such as blocked inverters or shade from overgrown trees.
Conduct a weekly walkaround
To view the rest of Harry’s tips, visit our website. You can also access free easy-to-use walkaround checklists, enabling you to:
• Spot energy ine ciencies
• Identify water waste
• Uncover solar PV performance issues
• Take immediate action to reduce wastage
• Track changes and monitor ongoing improvements
• Engage your sta and pupils in sustainable practices. ●
About Zenergi
Harry manages an experienced team responsible for helping schools reduce their energy use and carbon emissions through mechanical and electrical engineering design, compliance and energy e ciency solutions. If you’d like to speak to Harry about tailored energy and carbon reduction strategies, get in touch at hello@zenergi.co.uk.
Zenergi supports more than 300 independent schools with their energy and net zero journey, o ering everything from energy procurement sub-metering to carbon reduction, regulatory compliance, low-carbon building design, and more. Find out more at zenergi.co.uk.
PROFESSIONALISING THE CLERKS’ ROLE INTRODUCING
THE GOVERNANCE
PROFESSIONALS’ PROGRAMME
Strong governance is the foundation of effective, ethical and resilient school leadership. n today s evolving educational landscape, governance professionals are e pected to bring strategic insight, legal knowledge and advisory e pertise to their roles. Richard Harman outlines a new course S has developed to support this critical role.
To meet the growing demands confronting governors, we are proud to launch the Governance Professionals’ Programme (GPP) –a structured, progressive quali cation designed to develop con dent, knowledgeable and impactful governance professionals.
What is the GPP?
The GPP is a sector- rst professional development programme for clerks, company secretaries, governance o cers and professionals transitioning into governance roles. Whether you’re new to the eld or looking to deepen your strategic expertise, the GPP o ers a quali cation that supports your career progression at every stage.
The programme is o ered at three levels:
• Foundation – For new or early-career governance professionals seeking a strong grasp of governance essentials.
• Intermediate – For those with two to four years’ experience aiming to build strategic con dence and broaden their skillset.
• Advanced – Designed for experienced professionals (four+ years) who are ready to lead, advise at board level and in uence strategic outcomes.
Why choose the GPP?
The Governance Professionals’ Programme is designed around the real needs of governance professionals in the independent school sector. Key bene ts include:
• Structured learning and accreditation
– Progress through clearly de ned stages, earning recognition at each level. The programme provides a certi cated, accredited route to career advancement, reinforcing your credibility with boards and senior leaders.
governance, including:
• strategy, risk and board e ectiveness
• legal frameworks (charity law, company law, compliance)
• nancial and data literacy
• con ict resolution and boardroom dynamics
• the role of AI and digital tools in governance.
• Flexibility for working professionals
– With a mix of online and in-person sessions, recorded materials and selfdirected tasks, the GPP is designed to t around working life without compromising depth or engagement.
• Professional network and peer learning
– Participants will join a vibrant learning community drawn from across the independent school sector. Share experiences, learn from others and build relationships that extend well beyond the programme.
• Career con dence and strategic impact – Graduates of the GPP will be equipped not just with knowledge, but with the professional con dence to provide expert guidance, lead internal governance audits, support strategic development and act as trusted advisers to their board.
The GPP is a sector rst professional development programme...
• Practical, real-world curriculum –Developed by governance experts and delivered by sector-leading practitioners, the GPP blends theoretical knowledge with practical application. You’ll engage with case studies, re ective journalling, simulations and live discussions designed to mirror real governance scenarios.
• Critical governance topics –Topics are tailored to the challenges and opportunities of modern
The time is now
The Advanced Level launches this September, with bookings now being taken via our website: AGBIS Governance Professionals Programme – Advanced, with Foundation and Intermediate levels following in 2026. Places on all cohorts will be limited to ensure opportunities for networking and successful group work, so early registration is encouraged. ●
VIRGINIA PARKES is Director of Learning and
rofessional evelopment, S.
BENCHMARKING YOUR WAY THROUGH THE STORM WHY DATA MATTERS MORE THAN EVER FOR SCHOOLS’ DEVELOPMENT
Louise Bennett discusses some of the key findings of the E Schools undraising and Engagement enchmarking eport and encourages schools to use the data to understand the latest trends.
With the growing importance of non-fee income, schools are under increasing pressure to demonstrate value and nancial resilience. But at a time of rising costs, many are questioning how best to invest their resources. Development is often under scrutiny: is it still delivering value? And is now the right time to be investing in fundraising?
For schools unsure of their next steps, benchmarking informs direction
Launching this summer, the IDPE 2025 Schools’ Fundraising and Engagement Benchmarking Report will explore how schools are responding to today’s challenges and what’s driving success, with insights to help development teams plan strategically and advocate for investment. Benchmarking can help schools to answer key questions such as: What return should we expect? How do we compare to other similar types of school? And where should we focus? So, what can we expect to learn from this year’s report?
Benchmarking reveals a sector investing in development
Early analysis of our 2025 benchmarking survey, as shared at the IDPE 2025 Annual Conference, points to a sector that is not retreating from development but doubling down. Encouragingly, the responses to this year’s survey shows that schools are investing more than ever in development and that average
annual philanthropic income in schools continues to grow. Perhaps even more signi cant is that these two trends are directly related – schools that are investing more are raising more.
This year’s survey shows that schools are investing more than ever in development.
Focused,
sustained investment is driving stronger returns
We’re seeing that those schools raising the most are prioritising major gift fundraising and the strategic use of data. The schools which dedicate more resource to prospect research, cultivation, personalised approaches and ongoing stewardship – as outlined by Laura Fairbanks at Rugby School in her article in this edition – are seeing stronger returns, with regular and consistent community engagement also proving critical to success.
The data also continues to show a clear correlation between how long a school’s development function has been established and the return on investment achieved – a timely reminder that successful fundraising doesn’t just happen overnight but builds over time through consistent e ort and investment in building relationships with your community.
The IDPE 2025 Schools’ Fundraising and Engagement Benchmarking Report will be published in the summer, along with a new online platform enabling participating schools to lter and compare data to development o ces of a similar size, age and school type to their own. To nd out more, please visit idpe.org.uk/benchmarking - or get in touch at ceo@idpe.org.uk.
Embedding development across the whole school
We’re also seeing greater involvement from school leaders. A growing number of Heads are now spending more than 10% of their time on development activities. The senior leadership team plays a vital role in shaping the school’s philanthropic culture. Their attitude towards development sets the tone for the entire institution.
Making the case for resource
For schools still building their development functions, benchmarking is more than just a performance tool – it o ers reassurance, credibility and the evidence needed to plan with con dence. It enables schools to compare and contrast their performance against similar types of schools, highlighting strengths, as well as identifying opportunities to enhance fundraising and engagement performance; identifying which areas of fundraising and engagement to prioritise, and where investment in your development function could have the greatest impact. ●
LOUISE BENNETT is CE of E.
BEST KEPT SECRET?
WHY MARKETING YOUR SCHOOL ACTUALLY
MATTERS
George Bailey explains why Heads wishing to keep their jobs need to recognise that marketing their school effectively is an essential task not to be left in the hands of willing but inexperienced colleagues.
Marketing in the independent sector has grown exponentially over the past 20 years. In the past, marketing budgets were non-existent except to pay for some fresh owers in the entrance hall of the school. No fancy adverts in magazines or on bill boards by train stations; no awards available for schools to win and promote; no marketing departments with heads of marketing with an actual marketing quali cation rather than a member of sta
who was interested in photography(!); no league tables to shout about; no ‘Hollywood-standard’ videos to promote the Olympic pool that your non-swimming child will never see let alone paddle in! Independent schools, in the past, just relied on word of mouth…which, ironically, is still the most important aspect of marketing a school.
Rather unsavoury
My experience of marketing, like everything else, has been a journey. In one senior school that I worked in, the Headmaster’s wife was promoted to head of marketing (at vast cost according to some cynical sta members) and although she tried hard to cajole and persuade the common room to get on board – it was no use. The majority of the sta couldn’t see why we needed to market the school; it all seemed rather unsavoury and business like…unfortunately. Their narrow and parochial views of life couldn’t compute that just maybe falling pupil numbers over the past ve years needed some action and quickly! The Governors were also starting to get twitchy and that made the Head uncomfortable.
In my experience, pupil numbers were key if you want to keep the Governors at bay and to keep your job! It became abundantly clear that running a school, whether it was a prep or senior school, was managing a multi-million-pound business. You can be popular with the sta , pupils and parents, take the U11B hockey team on a Wednesday, be willing to dress up as a character from a David Walliams’ children’s book and so on – but if you don’t approach your role with some business acumen then everything else will be worth nothing as the school will close or you will be sacked –simple as that.
Back to the importance of marketing – there are too many areas to consider in this piece. I know that there is a plethora of experienced marketeers out there as well as AMCIS who are best placed to advise on the detail. However, I can share some of my experiences of this important area of school leadership.
Ready to make a di erence
In 2008, I soon realised I had inherited a school that had substantial debt and falling pupil numbers; a situation not helped by the fact that it was the
he ma ority o the staff cou dn’t see why we needed to mar et the schoo .
beginning of the worst recession in a hundred years after Lehman Brothers went belly up! What to do? Lots! My own marketing experience was limited but I had a bright and willing team to help in the endeavour of promoting my school: my new bursar, Miss Bray, who had just been made redundant from the City and needed a complete change of scene from her billion-pound hedge funds, and Mrs Crummbly, my PA/Head of Admissions/Marketing. We were a triumvirate ready to make a di erence. My rst task was to persuade the local parish council to agree to a sign on the main road
indicating where my school was located. Being known as a ‘best kept secret’ was not a helpful tagline for our marketing campaign, nor for attracting prospective parents. One parent, when asked how they knew about the school, said that they had followed the minibus, and it had led them into the village! Not ideal!
The Good Schools Guide (GSG) was the ‘go to’ publication (and, for many, still is) for all those parents researching schools for their children and, if you were not in it, then you were deemed to be not good. My dealings with the GSG had always been quite frustrating as I had been trying to persuade them to come and visit my school ever since I had arrived. They had been reluctant. I assumed this was because they didn’t feel we were of the right calibre for their guide. Reportedly, in the early days of the publication, to ensure a visit, parents had to go online and write positive things about the school and, when the number of comments had reached a certain threshold then the GSG would visit. I had sent the link to all my parents and any other friends and family asking them to write a comment and everyone had been happy to help. It still didn’t make a di erence. I contacted the GSG again and they said that there had been rumours of Heads being underhand and o ering fee remission to parents if they were willing to write something positive online about their school. In my case, giving fee remission to anyone was not an option, as you can imagine.
In the end, I was able to send the GSG a Daily Telegraph article that had been published about us and, lo and behold, they came and visited the following September. What a coup! It did amuse me that Miss Bray was to be found painting the loos (certainly a change of scene!) whilst I was creosoting all the fences in our e orts to make the place look as shiny as possible. Mrs Crummbly even planted some annuals to brighten the place up.
One Headmaster told me he had Googled the Good Schools Guide reviewer before her arrival and found her to be a vegan. So, when she was picked up from the train station there were fresh turnips and other vegetables from his ‘allotment’ as a gift; it went down well and set the right tone.
Anyway, our review was soon written, and it made a huge di erence to our marketing strategy as we could now use their quotes on all our literature and advertising. Would it also mean that I could stop putting open day yers in every co ee shop and estate agent within a 10-mile radius of the school? I hoped so! There was also a marked increase in visits from prospective parents – great news! But beware…
It’s always the mothers …
The Quilps were an interesting couple as they had made a complaint directly to the Governors about a recent visit to my school. Mrs Quilp was beautiful, in a porcelain way, but also rather uptight as opposed to her older husband who was fun and garrulous. She had informed the Governors that I had been less than inclusive in my conversations, i.e. I had only talked to Mr Quilp when they came to visit the school. What she didn’t share was that she had been unable to say a word as her husband had never stopped talking. Anyway, this prompted me to write a letter and apologise for my rudeness and to invite them to visit again; the things one does for more pupils. I bet my oversubscribed London counterparts didn’t have to do this. When they returned, I completely ignored Mr Quilp…and their children started that September.
Point to note: it is always the mother you must charm and woo if you are to have any hope of securing their children – schoolboy error not to realise this.
Branding
Branding exercises are fascinating because you’re mixing some less than enthusiastic sta with some London creatives. What fun!
During one such exercise, we spent a day cutting up magazines, painting on large canvases, writing our thoughts on ip charts, talking and sharing our ideas. There were moments when our ‘right brain’ (creativity and intuition) was needed, and they had us all playing bongo drums in a circle and even being immersed in a sound bath with Himalayan singing bowls! For some sta , it was too much.
One marketing strategy that made a huge di erence to my school was a ‘branding’ exercise facilitated by a top London agency where I knew the creative director. It was so e ective that I have now used them in all three of my schools and there have been positive outcomes in all of them. They were known as the ‘Brand Conspiracy’. What does a branding exercise entail? It is certainly not about uniforms, colour, types of advertising, minibus logos and all the usual brandingrelated concerns. It is more about trying to grasp exactly who we are in the eyes of all those involved. Once this is established, it provides a clear vision, informs the marketing strategy and ensures we all buy into the behaviour of the brand. It also enables us to di erentiate our school from our competitors.
However, some fully embraced it, and they were quite happy to behave like Miss Lomax, the Headmistress Three Men and a Little Lady, and become quite free-spirited; ‘we are children of La Luna!’ Good for them. A highlight was Greensleeves being played in our amphitheatre by an Elizabethandressed minstrel with lute, cape and feathered hat and, whilst we listened, we were then tapped on the shoulder and told to wander around the school site to fully realise our thoughts and understanding of the school. We were like something out of Shaun of the Dead or The Day of the Tri ds. It worked, and we were able to convey our feelings back at the plenary at the end of the day.
The whole process proved to be a success and our ‘Brand Dream’ became a reality and something we embedded in our behaviour and in everything we did as members of sta . A singular voice.
E ective marketing is so important to the success of any school. As Evelyn Waugh observed ‘…Leading School: First-rate school; Good school: School’; Which one are you?’ ●
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.
