Independent School Management Plus: Autumn 2024

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EDITOR

Irena Barker editor@schoolmanagementplus.com

EDITORIAL ADVISORY BOARD

Dr Helen Wright

Educational consultant, former Head of St Mary’s Calne and President of the Girls’ Schools Association

Tory Gillingham

AMCIS CEO, former Marketing Director at Pocklington School and Marketing and Development Director at St Peter’s School, York

Andrew Lewer

MP for Northampton South 2017-24; former Chair All-Party Parliamentary Group for Independent Education

Ian Hunt

School board member in the UK and Middle East, leader of international educational projects and a contributor to the national press

Richard Harman

CEO of AGBIS. previously Headmaster of Aldenham and subsequently Uppingham. Past Chairman of the BSA and HMC

Louise Bennett

CEO of IDPE (the Institute of Development Professionals in Education)

David Walker Director, BSA

Nick Gallop

Headmaster, Brighton College International School, Bangkok; regular contributor to the TES and editor of Politics Review

Donna Stevens

CEO of the Girls’ School Association

Mark Taylor Bursar, King’s School Canterbury; previously Chairman, ISBA

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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

What does an independent school look like? It’s a diffi cult question to answer. The membership of ISC runs the range from a seven-space pupil referral unit right up to an all-through school with more than 2,000 pupils.

In between, there is a world of diversity: faith schools, single-sex schools, special schools, specialist schools. They are in cities, in remote rural areas: day schools, boarding schools; ancient institutions and new ventures. There is no one-size-fi ts-all.

We have a simple ask: work with us, mitigate the risks and disrupt education for as few children as possible.

And that makes it all the more odd that the Government persists with its one-size-fi ts-all approach to placing VAT on all independent school fees and removing business rates relief from independent schools run by charitable trusts. In any other area of taxation, it is recognised that different organisations of different sizes should be treated differently.

Yes, some independent schools can – and will – weather this. But some cannot – and will not – survive. Those schools, once lost, will contribute nothing to the Treasury’s coffers – no VAT, no National Insurance, no pension contributions. And beyond the fi nancial, education will lose out: school diversity is one of the biggest strengths our country has.

The schools that are in most jeopardy are those that have already been cutting to the bone to keep fees as low as possible. Some will not own their own site. Some will rely on their local community for contributions. Most – contrary to popular belief –do not have a swimming pool or other assets that can be sold or squeezed to carry them through.

We recognise the Government’s mandate and their commitment to this policy. But the Government needs to recognise that our schools are so much more than the stereotype. What could be lost in breadth, choice and educational opportunities is worth far more than the uncertain sum that might be raised in funding. We have a simple ask: work with us, mitigate the risks and disrupt education for as few children as possible.

Julie Robinson Chief Executive Independent Schools Council

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In Conersation With Damian McBeath

The Free School Route

THE FREE SCHOOL ROUTE

A POSSIBLE DIRECTION OF TRAVEL FOR STRUGGLING INDEPENDENT

SCHOOLS?

Following the announcement that VAT will be imposed on fees from January 2025, Andrew Lewer, formerly the Chair of the All-Party Parliamentary Group for Independent Education, believes that consideration should be given to facilitating the transition of adversely affected independent schools to free schools; a path which has already been well-trodden.

“Events, dear boy, events” is one of the most famous quotations attributed to British Prime Minister Harold Macmillan to describe what most often drives a Government off course. ‘Events’ have certainly had a role in the production of this article, given that it was intended to appear in May of this year, on the comfortable, and generally held, assumption that the General Election was going to be in October or November. I had in the early part of this year floated some of the ideas within this article past numerous senior figures in the world of independent education and most thought that they had some merit, although it was said, possibly tongue in cheek, that I might be “giving Labour ideas”. Now that the General Election is behind us and Labour have a huge majority (although to quote Edgar Nye on the River Platte, it is “a mile wide and an inch deep”), I now – how shall I put this? – ‘find myself with more time’ to explore the ideas that I was then formulating.

The umbrella of the State

Essentially, I seek to put forward the thesis that the Labour Government may seek to blunt some of the most egregious aspects of their tax on education by

reopening up a relatively straightforward route (insofar as such a thing exists in as process-obsessed and bureaucratic a country as Britain has become in recent decades) for independent schools to become free schools and therefore come under the umbrella of the State. Although those of us who are strong supporters of independent education will, of course, find this unsatisfactory, it not only makes sense for Labour politicians but also – and this is why they may go down this route – it also would work for a much broader range of people. There is a strong precedent for it that happened under the previous Conservative Government, which is why I say ‘reopening’ the route.

In many ways it is puzzling why conversions of independent schools into free schools stalled this decade, unlike in Michael Gove’s time as Education Secretary when there were a number of independent to free ‘conversions’. Perhaps the most famous of these was former HMC school Liverpool College, which went ‘free’ in 2013, but there were a number of others, including Queen Elizabeth’s Grammar School in Blackburn and Holy Trinity School in Kidderminster. This, though, was a time of ‘carrot’ for schools making this change, with Michael

Gove on the one hand, but Labour’s Lord Adonis on the other, presenting it as a positive step to allow schools making this choice to retain much of their independence, preserve their founding ethos but no longer having to charge fees.

Pluses

What are the pluses of independent schools becoming free schools in this ‘stick’ rather than ‘carrot’ period, though? And are there any minuses?

The pluses are that the Government could demonstrate that it is offering an alternative route to established independent educational providers to survive (and indeed, I am sure they at least would argue, to thrive). They would avoid headlines caused by outright school closures, which could instead be presented as changes of status and furthermore ‘spun’ as a positive move. Additional taxpayers’ revenue would be needed to fund the education of the pupils at those now state schools, true, but there would also be the benefit to the balance sheet of the acquisition of capital assets (or at the very least the use of those capital assets via a long and probably free lease by some educational foundations ‘allowing’ the transition).

Students

Those who should be at the heart of these discussions, but very often are not, the pupils, would clearly benefit from their school continuing to exist rather than close, removing the need to seek out a new school, especially if this was at a particularly inconvenient and disruptive time within their educational cycle. Other schoolchildren within the area in question could potentially benefit too. Class sizes within the newly converted free school would inevitably expand and thus open up to them.

Benefits, too, for the parents of children at the newly converted free school deciding to keep their child there, saving them a significant sum of money. Even if the education provided was not going to be quite as good as it was when the school was independent, I would think many would consider that a price worth paying to provide their children with continuity

It is worth exploring what the future for some parts of the sector may be.

in their education and have the additional disposable income available to provide them with other goods and services, educational or otherwise. However, there will be some parents who will not find a conversion of their child’s school into a free school acceptable; they would possibly move their children out to a different independent school, but the upside there is that would assist the survival prospects for those neighbouring establishments seeking to remain independent.

Staff

What of the staff? I have visited a significant number of independent schools during my seven years as Chairman of the All-Party Parliamentary Group for Independent Education and I have to say that copies of The Guardian, if not as ubiquitous as they are in state school staffrooms, are at least not conspicuous by their absence. There will be staff who are very committed to independent

education in and of itself, but I would suggest there will be rather more who would be relatively comfortable with the concept of their school becoming a statefunded free school instead (and indeed may ease some current dinner party conversations). Although there may be cultural and disciplinary challenges ahead for them in that change, who could blame them for looking upon it positively given the additional job security, the ability to continue to work in the school where they have been practising their career for some – or many – years? Crucially, such a transition would guarantee access to the well-regarded, stable and relatively generous Teachers’ Pension Scheme, which would have been in jeopardy if a financially struggling school continued to be independent (or they could be at a school where access to the scheme had already ceased some years before).

Local community

The wider local community would, I suggest, welcome the move to a free school, too, if the alternative was complete closure. Those in direct or F

indirect employment at the school would obviously be relieved to see this happen, as would others in the local supply chain. But wider than that, local historians and some local politicians would be likely to support such a move because it would ensure the survival of a usually muchloved local establishment. When all of that history and all of that continuity is lost to conversion to flats, offices, a hotel, a care home or indeed to outright demolition, it is a sad time for all concerned locally, even if only indirectly involved.

Minuses

What of the minuses arising from independent to free school conversions? Well, in some ways these are more esoteric and yet very important. The additional burden upon the taxpayer (running the school, paying for the pensions, etc) is of course a concern, with taxes at their highest since 1948. The removal of some choice within the local education economy of the area is to be regretted, although this is less damaging than had the school closed altogether. More broadly, the spectacle of vast areas of the country only having state education available increases societal dependency upon the Government as the sole provider of key services. It

also discourages pedagogical innovation, which inspiring educational leaders like Christopher Wheeler, of Monkton Combe School, moving to Canford in 2025, have asserted as being one of the principal benefits of independent education for those who do not benefit from it directly, as well as for those who do. Those innovations, if successful, make their

be seen, but it would take the edges off the policy in terms of the personal impact upon significant numbers of pupils and parents (and in politics those individual human stories often have more cutthrough than broader policy initiatives).

There are some potential practical obstacles to this taking place but those I would suggest are not at all

Would a Labour Government that has already demonstrated itself to be quite ideological rather than pragmatic when it comes to independent education even be interested in softening the blow of their policies?

way through to a wider audience in the State sector, but often only come about because independent schools are freer, less bureaucratic, and more open and able to innovate.

Will it happen?

Are these conversions likely to happen? Would a Labour Government that has already demonstrated itself to be quite ideological rather than pragmatic when it comes to independent education even be interested in softening the blow of their policies? That, of course, remains to

insurmountable. Certainly, current Department for Education guidance about setting up a new free school make it much more difficult – close to impossible – for an independent school to do so than was originally the case. The guidance has changed significantly since Liverpool College and the others referred to above made the transition and has done so in such a way that has led some to suggest that the ‘Liverpool College change’ could now not take place. But guidance and regulations change all the time; it would be relatively straightforward to change them back or indeed change them altogether. Indeed, this Government has seemed to be able to cut through bureaucratic logjams so far in a way that the previous Government found much more difficult. That may be because ‘the blob’ is much more onside with Labour and their objectives for society (that is a whole other article!) or it may simply be because the Government has a huge majority and that can often assist, at least initially, with getting things done.

Charitable status

Furthermore, were the Government to wish to move from simply making such transitions possible to the next level of actively encouraging them to take place, I think this too would be relatively straightforward: a large number of the

MODULAR BUILDINGS AS A SOLUTION FOR GROWING SEND DEMAND

WHILST PROVIDING RELIABLE REVENUE FOR INDEPENDENT SCHOOLS

Inclusive Learning Hubs from TG Escapes: A fast, quality option for

a new revenue stream.

The latest statistics from the Department for Education (June 2024) tell us that there are now almost 1.7 million pupils in schools in England with SEND. Of these, 434,354 have an EHCP (up 11.6% since 2023) whilst those with SEND but without an EHCP number over 1.2m (a rise of 4.7% since 2023).

The escalating shortage of SEND and SEMH provision across the UK has reached a critical point, leaving many parents and independent schools deeply concerned and struggling to meet the urgent needs of vulnerable children. ‘Modern Methods of Construction’ are well understood to be a quick and cost-effective way to provide educational buildings. However, there are many misconceptions about the suitability of modular construction for students with additional needsspecifically their robustness, acoustics or lack of design flexibility.

they can retreat to optimise their learning and sensory comfort.

This element of choice allows students to find environments that best meet their needs, fostering emotional regulation and creating a supportive atmosphere. Additionally, the options of therapy, sensory, and meeting spaces provide multi-disciplinary teams with a high-quality environment where they can effectively collaborate and support their work with children.

The 16-place and 32-place designs meet the exacting requirements of SEND provision for robustness, fire safety, acoustics and sustainability, whilst being adaptable for the ever more complex needs being encountered by specialist teaching staff.

Our timber-frame construction is inherently robust. As a natural product, timber has an impressive strength-weight ratio, making it the perfect construction product. Internal partitions are formed

using structural timber, unlike many who choose non-structural studs for partitions. Acoustic standards are achieved with standardised acoustic wall types along with Class A Ceilings and Acoustic Bass Pads, together with a beautiful finish.

Every Independent School setting is unique so our experienced team provides bespoke designs that are tailored to each client’s specific needs, including a variety of spaces which can be used to support students with a range of needs including ASD, ADHD, MSI, and SEMH.

Importantly, a net-zero 32 place hub, including secure outdoor spaces, can be completed in as little as 30 weeks onsite at a one-off cost of £70,000 per student. Given the projected volatility of the independent sector, a feasibility study by school leaders for such an enterprise on their site would present an outstanding opportunity to gain positive PR and to cultivate a reliable source of additional revenue, thereby enhancing longer-term fiscal sustainability. ●

TG Escapes, through extensive research, and in collaboration with Haverstock Architects and The Blue Iris Partnership, have designed innovative “Inclusive Learning Hubs” using a modular timber frame system which offer an agile, practical solution to address both the growing demand and perception of build-quality.

Each hub is organised around a central activity area, with classrooms designed to offer children and young people a choice of spaces, both inside and outside, where

schools that would be in a position to make this transition are currently charities, rather than proprietorial schools, and this would ease the Government’s passage in making these transitions at scale should they be minded to do so. Maybe that is why Labour dropped their plan to strip independent schools of their charitable status (or maybe it is just an unintended but beneficial consequence of that)?

The foundational documents behind the independent schools in question will all vary but will tend to have the provision of education at their heart and, faced with insolvency, an argument that the founding principles of an educational charity are best served by a school continuing to exist, albeit as a state school, must be persuasive. Back in 2014, Hans van Mourik Broekman, principal of Liverpool College, said the move to the state sector was allowing the school to meet its original obligation, an obligation upon the charitable trustees, to provide education for children in Liverpool. “It was a question of what was the right course to follow,” he added, “The vision of the founders was that it would really serve the people of Liverpool. Since the disappearance of the assisted places, it has become increasingly difficult for the people we seek to serve to pay these fees.”

Even if the trustees of some of the educational foundations and charities in question were not entirely persuaded of that – or found clauses in their Articles that they felt pointed them in a different direction – it would not be too difficult for the Government to reinterpret

those for them. Although the Charity Commission asserts that it is ‘independent’, it is also a ‘a non-ministerial Government department accountable to Parliament’. From what I have seen of it and its leaders in Parliament, I am going to delicately suggest that this Government creating mood music that independent schools that are charities, but which are struggling financially, should look to becoming free schools as a default first step is not likely to meet with problems from the Commission.

Supply and demand

Although support for transitions into free schools would be at its most straightforward in areas that are under capacity at the moment in the State sector, that is not necessarily a block to this happening where this there is an oversupply of places and/or facilities (as is the case in some London boroughs and in the north east) too. Even in those areas an independent school coming into the state sector could provide an upgrade of facilities and allow current State schools that are in a poor state of repair and/or in a potential housing development area to be ‘let go’.

Short or long term?

I am sure I do not need to state that I am not looking over these options with any sense of enthusiasm. It would obviously be my very strong personal preference that as many independent schools as possible survive the imposition of VAT; my opposition to this imposition for a whole range of reasons is well known. Nevertheless, it is worth exploring what the future for some parts of the sector may be. Within that, it is useful to consider

whether this could happen in the relatively short term or in the longer term. A factor there is that I believe parents who have children in an independent school now will be motivated to go the extra mile, even more than they are already, to see their child through to at least a key break point in their education (be that Year 7 or, more often the case, Year 11 or 13).

The slower, but possibly more damaging, effect upon the sector is, I believe, likely to come over a longer time span as parents who may have been thinking about independent education for their child but are not yet in the system (say a boy or girl in Year 4 or Year 5 or indeed maybe still at nursery) will, as a result of VAT on fees being introduced, now not think about it at all and will see it as not just beyond their current income but their likely future income as well. That slower decline may have the sliver of a silver lining to it of providing a more digestible longer-term stream of independent into free school transitions. That at least would mean that more schools could be saved, albeit in that new and less satisfactory format.

A dark cloud on the horizon for free schools, newly transitioned and older, and yet a glimmer of light for the surviving independent sector, comes via the Labour Government’s clear direction of travel for a more restrictive and more widely imposed National Curriculum upon all State schools. This could be sufficiently grim and ideological as to generate demand from parents who could afford independent education but have been happy enough till now with their local State school’s offering. The only really free schools, at least in one sense of the word, would then be, paradoxically, the ones that charged fees. ●

ANDREW LEWER MBE founded and chaired the AllParty Parliamentary Group for Independent Education and served on the Education Select Committee during his seven years as a Conservative Member of Parliament, 2017-24. Prior to his time as an MP, he was a Member of the European Parliament and a Council Leader and is the only person in the UK to have held all three roles.

TAXING EDUCATION PRESSURE POLITICS

OR INTERNATIONAL EXAMPLE?

Did the struggle to resist VAT on fees fail due to the lack of a single, coherent voice within the sector?

Nick Gallop places the campaign in context and takes a global perspective on how other countries approach taxation on education.

Twenty years ago in the autumn of 2004, up to ten thousand campaigners from all over the UK gathered in Parliament Square. They had assembled to protest against proposals that, to them, made no sense at all. The legislation they objected to was reaching its final stages in each parliamentary chamber yet their swollen ranks made their cause feel impossible to ignore.

Their campaign failed. The resultant Hunting Act (2005) banned the pursuit of wild mammals with dogs. It ended a practice that many saw as cruel and unnecessary, that others saw as foreshadowing a catastrophic impact on jobs, livelihoods, families and rural traditions. Campaigners claimed that the Government had done insufficient research to scope the full effect of the ban on local economies, rural communities, pest control and the wider environment; that it had failed to consult in good faith

and to listen to compelling evidence. The legislation, ran their argument, was a crass vote-winning exercise tantamount to classbased sabotage.

All the carefully and expensively assembled practical, economic, moral, human and social arguments against the Hunting Act were swept aside. Yet in the intervening two decades not only has the legislation remained firmly on the statute book but public opinion has hardened substantially against any sort of repeal. Indeed, the closest that campaigners have come was the long-forgotten promise of a vote on the issue within the Conservative Party’s 2017 manifesto.

Who listens to whom?

When it comes to pressure politics, as competing interests vie to maximise their influence and to shape public policy, there is a very fine line between success and failure. Celebrity endorsement can

the campaign to prevent the Government from imposing a consumer tax on private school fees failed.

catapult a cause from relative insignificance to hasty Government action, as Jamie Oliver did to school dinners when his campaign led the then Department for Education and Skills to create the School Food Trust, a £60 million initiative to provide support and advice to school administrators to improve standards. Meanwhile, long-established habits and customs can be unexpectedly outlawed. The relentless, single-minded expertise of the pressure group Action for Smoking and Health (ASH) put the tobacco industry to the sword, winning its campaign to create smoke-free pubs, bars, cafés, restaurants and enclosed workplaces. Similarly, the Snowdrop Campaign was a powerful single voice that lobbied for stricter gun control laws following the Dunblane massacre, leading to the rapid introduction of legislation which banned the private ownership of most handguns in the UK.

The legalisation of cannabis remedies, rights to personal data, the introduction of minimum wages, clean energy provisions and many more, all represent once unlikely, even outlandish, policy themes that have nevertheless risen to national prominence. Failure or success can often come down to a small number of factors: whether a cause shares the ideological outlook of the decision-makers; whether it speaks with a single, unified voice; whether it can present a convincing and viable alternative to challenge the status quo or to counter proposals.

Ideology or dogma?

Despite a very substantial amount of resources, earnest rhetoric and ongoing legal wrangling, the campaign to prevent the Government from imposing a consumer tax on private school fees failed. When the Labour Government announced the measure within weeks of taking office, not only was its introduction far sooner than anyone anticipated, but the rate imposed – at inception with almost no exemptions or cases for reduced rates – was as high as possible. The campaign to thwart it had missed its mark, and by some substantial margin.

Many have found the Labour Government’s approach distressing and inexplicable, in spite of the unmistakably shifting political climate for more than a decade. For legislators committed to the imposition of a consumer tax on private school fees, economic, practical and moral arguments have little to no relevance. The issue is profoundly ideological. To someone ideologically committed to taxing private school fees, no amount of reasoned debate and evidence-based data about positive contributions or adverse impact will dissuade; it is akin to suggesting that high levels of crime and ill health should be preserved because healthcare and law enforcement workers’ jobs depend upon them. While the move makes it very difficult to separate the use of a revenueraising tax from the Government’s feelings

For legislators committed to the imposition of a consumer tax on private school fees, economic, practical and moral arguments have little to no relevance. The issue is profoundly ideological.

about private education in general, if an administration fundamentally disagrees with the existence of private schools, the disruptive fallout from the imposition of VAT is a cost worth bearing.

Added to this, evidence that might cut through an ideological standoff is very much in the eye of the beholder. Some would point to the decade-and-a-half from 2009 when independent school fees have risen by well over 25% in real terms yet the proportion of pupils in British private schools has risen too. Others would point out the anomaly of imposing a tax on private school fees but not on

rather than taxing private education, most countries provide subsidies for it.

Amplification or fragmentation

Stonewall provides a prominent example of how a single, authoritative voice has proved instrumental in achieving several key legislative milestones, including the repeal of Section 28, the Civil Partnership Act (2004), and the Marriage (Same-Sex Couples) Act (2013), under both Labour and Conservative Governments. Like Stonewall, other focused campaigns, such as the Gurkha Justice Campaign, Make Poverty History, and Fathers4Justice, have also found success through their singular voices.

On the contr ary, attempts to prevent the imposition of VAT on private school fees has seen a wide range of actors. Genuine and repeated attempts to represent the sector and to engage with the Labour Party have been made by the Independent Schools Council (ISC), the Headmasters’ and Headmistresses’ Conference (HMC), the Girls’ Schools Association (GSA), the Society of Heads, the Independent Association of Prep Schools (IAPS), the Association of Governing Bodies of Independent Schools (AGBIS), the Boarding Schools’ Association (BSA), the Independent Schools Bursars Association (ISBA), the Scottish Council of Independent Schools (SCIS), the Welsh Independent Schools Council (WISC), the Association for the Education and private hospital fees, or on university fees, yet VAT rules are notoriously arcane, as demonstrated by the often-quote example of McVitie’s legal battle to prove that Jaffa cakes are cakes (not subject to VAT) rather than biscuits (VATable).

Guardianship of International Students

(AEGIS), the Independent Schools Examinations Board (ISEB) and several more.

A long-standing reluctance to hand too much power and influence to one group and to unite, at least for the most part, behind a cause have proved challenging. When it comes to high stakes pressure politics, the lack of a single, authoritative voice can risk both fragmentation and weakened influence.

A convincing and viable alternative?

Independent education across the world paints a complex picture that defies easy comparison, not least because of the outsized historical and cultural baggage connected to private schools in the UK. Different countries have more or less centralised educational systems, different distinctions between ‘public’ and ‘private’, different levels of regulation, different expectations for the role that State-

Learning from others?

Greece’s VAT implosion

Nearly ten years ago, Greece imposed a VAT charge of 23% on private school fees as part of austerity measures required by international creditors during the country’s financial crisis.The move sparked intense opposition from parents, educators and school associations, arguing it would limit access to education and disproportionately affect middle-class families.The backlash resulted in the Greek Government reversing their decision and exempting independent schools from VAT later that year.

Danish

diversity

In Denmark, an increasing minority of children (14%) attend private schools. These private, or ‘free’, schools charge fees but also receive Government support through a voucher system. All schools, regardless of their ideological or religious affiliation, qualify for this funding. On average, the Government subsidises private schools at around 75% of the funding allocated to fully State-funded schools.The Danish Parliament supports this approach, believing it fosters competition, strengthens State schools and promotes diversity in educational choices and student backgrounds.

New Zealand – tax and subsidise New Zealand applies a consumer tax to private education but also offers a small subsidy worth about £1,000 for each secondary school student attending a private school. This means that for the cheapest schools, the effect of GST is mitigated to a large extent.

A long-standing reluctance to hand too much power and influence to one group and to unite, at least for the most part, behind a cause have proved challenging.

supported private schools fulfill. There are very different methods of funding and also of what the purpose of the funding is, from per-pupil Government grants managed by the schools to the payment of certain operating expenses or teaching salaries.

Indeed, as is widely known, rather than taxing private education, most countries provide subsidies for it. As a result, 70% of children in The Netherlands attend private schools that are Governmentfunded, while 60% of students in Belgium are enrolled in private, Government-

subsidised schools. In the US, several states use voucher or tax credit systems to support private education. Some countries, like Greece, have even had to reverse efforts to impose consumer taxes on independent schools. It is perhaps hardly surprising that research from the Organisation for Economic Co-operation and Development (OECD) highlights that

the greatest socio-economic disparities between private and State schools are found in countries, such as the UK, that do not offer subsidies for private education. I have previously written about the confusion of parents outside the UK, who observe a Government that, rather than finding ways to ease the burden of State-funded education by supporting parents who wish to opt for private schooling, is instead making it significantly more difficult for families to consider independent education as a feasible option. Numerous international examples demonstrate how taxation can be blended with subsidies to create more accessible pathways for private education. By adopting similar models, the UK could alleviate pressure on the State system, promote parental choice and foster greater diversity in education without compromising on quality or inclusivity. ●

Nick Gallop is a headmaster, editor of Politics Review and author of Hodder Education’s UK Politics Annual Update.

ARE YOU READY FOR ONSCREEN ASSESSMENT? A Q&A FOR INDEPENDENT SCHOOL LEADERS

Pearson’s Meredith Reeve broadens the conversation about the evolution of onscreen assessments and provides the answers many school leaders are seeking to usher in positive transformation in this area.

More than half of teachers in independent schools now want the choice between paper-based and digital assessments according to Pearson’s 2024 School Report1. As the first awarding body to offer onscreen GCSE, International GCSE and International A level exams alongside paper-based exams, and with a proven record of success in computer-based tests, Pearson is leading the way towards future-focused exam solutions that benefit every learner – and those who support them.

QHow widespread are onscreen assessments in schools at this point?

A growing number of independent schools are trailblazing the implementation of onscreen assessment for their learners.

This summer, Pearson led over 14,000 onscreen exams across eight GCSE, International GCSE and International A level subjects, taken by more than 11,000 students worldwide. Internationally, the number of students sitting onscreen exams saw a five-fold increase in the last year, while the number of schools onboarding has more than tripled.

The appetite for accessible, onscreen options has never been greater. In Pearson’s 2024 School Report, over three-quarters of secondary students told us they’d like the choice of both digital (onscreen) or paper-based assessments in their learning, while 54% of independent school teachers agreed technology was already making education more accessible in their schools.

QHow do onscreen exams

benefit students?

Our onscreen exams have been developed to complement existing paperbased assessments, rather than replace them. This means educators can opt for the format that suits schools and students best, matching individual learning styles and preferences.

Accessibility is a key driver for onscreen assessment as the demand for personalised, supportive options for those who need it soars. Consideration is given to the diversity of students who may take our onscreen assessments. This means finding ways to meet a wider range of learner needs through improved accessibility. For example, all students can zoom to change font size and choose from an enhanced range of colour filters onscreen during exams – rather than educators needing to request such options in advance.

improve the accessibility of our onscreen assessments.

QIn which subjects are onscreen exams currently available?

We’re making more onscreen exams available each year, with options for GCSE Computer Science as well as eight International GCSE qualifications for UK independent schools available for 2025.

QWhat are other schools saying about onscreen assessment?

Thanks to years of testing, continuous feedback and refining, reaction to Pearson’s onscreen assessment remains overwhelmingly positive. Department leaders like Samantha Roden, Head of English at Qatar International School, tell us: “The [onscreen] exam ran so smoothly, and the students had no issues… the online invigilator platform worked perfectly.”

Most notably, 100% of teachers who registered students for onscreen exams in 2022 registered their students for the 2023 onscreen exam series too!

In 2024, we introduced more inclusive text styling to our onscreen assessments, improving the experiencefor all learners, working towards greater compatibility with different assistive technologies. Our piloting of initiatives such as integrated text-to-speech tools, is a key example of how we continue to seek ways to

QHow can I find out more?

To explore your options in onscreen assessment, visit quals.pearson.com/ ISMP-Onscreen ●

1Findings from the Pearson School Report 2024: Your voices, our future, filtered to represent the views of educators in private primary and secondary schools

UNINTENDED CONSEQUENCES THE WIDER IMPACT OF VAT ON INDEPENDENT EDUCATION

David Walker questions whether the Government has fully understood the impact of imposing VAT on fees and highlights areas of concern.

The impact of VAT on independent education may be the greatest single change the sector has ever seen and the effect for boarding schools is complex and challenging. There are many areas of concern for schools, some common across the sector and others which disproportionately affect selected types of schools more than others.

Boarding communities are great cultural melting pots with global populations all finding a common home in their boarding houses. During previous financial challenges, the response of the sector has been to widen their recruitment net to include more international students. This has resulted in the wonderful joy of truly international boarding communities where lifelong friendships are forged which transcend national boundaries. It is also, by the way, excellent preparation for working in multinational companies and for the world of work generally.

Global choice

However, it would be a mistake to think that the international market for boarding is inelastic. Indeed, an international boarding family has every boarding school in the world to choose from, so there would be an argument to say the opposite would be true. UK boarding schools still enjoy a strong reputation around the world, but parents will always need to balance this with what is within their financial means.

As with any financial threat, there will be moves to both increase income and reduce costs. A shift in the sector which has already been seen is the increase in school groups. By coming together, overheads can be reduced, risk can be shared and collaboration between colleagues will happen more naturally. This trend is likely to continue to grow and will lead to opportunities in the future to continue to improve outcomes for young people even in challenging times.

It would be a mistake to think that the international market for boarding is inelastic.

Need for stability

Boarding schools offer much-needed stability for those students who may have parents whose jobs require them to move often. Major life changes, such as family relocations and school transitions, are known stressors that impact children’s wellbeing. An example of this might be military families who are supported by the continuity of education allowance (CEA), but there are many other examples from the private sector.

The addition of VAT would make this stability more difficult to access (note: at the time of writing there is no clarity on how the Government intend to mitigate any impact on CEA). This will inevitably be damaging for individual pupils and their families and there is great concern in the sector about the wellbeing of these people.

Unintended consequences

There are other groups of people who may form part of the unintended consequences of this policy. Those on bursaries, with special educational needs, or on music and dance scholarships face an uncertain future. Our sector also supports looked after children, offering safety and stability in boarding, resulting in less time in care and better outcomes for vulnerable young people.

There is no doubt that state education in the UK requires investment, and many boarding schools who work closely in partnership with local schools would support increased investment in them. It is clear, however, that the consequences of the policy will negatively impact the sector in ways that reach far beyond the tired stereotypes of ‘posh’ private schools. ●

DAVID

WALKER is Executive Director Boarding and Director BSA/TIOB at BSA Group.

PHOTO CREDIT: ST GEORGE’S SCHOOL, WINDSOR CASTLE

- IN CONVERSATION WITHDAMIAN MCBEATH

Damian McBeath, Principal of The John Wallis Church of England Academy and Member of the Council at Benenden School, talks to Zoe MacDougall about the benefits of cross-sector partnerships from his dual perspective.

A dual experience

Damian McBeath enjoys an insightful perspective when it comes to crosssector discussions. He is at once Headteacher of The John Wallis Academy and Member of the Council, a governing role, at Benenden School. He explains how Benenden’s partnership with The John Wallis Academy began:

“The John Wallis Academy was a failing school in desperate need of improvement. One of the Council members at Benenden was keen to get involved and was instrumental in setting up the school as an Academy. From the outset, Benenden was one of four

Partnerships are a logical framework for increased opportunities.

DAMIAN MCBEATH

Damian is a committed teacher, whose career began in the primary classroom, before progressing into leadership roles in the maintained sector. In 2010, he became the founding Headteacher of Ark Conway, a Free School Primary which went on to become one of the top performing primary schools in the country and the first free school to be recognised as Outstanding in an Ofsted inspection.

As Regional Director for Ark

sponsors for the new Academy, alongside the Church of England, Kent County Council and Christchurch Canterbury University.

All new academies need sponsors, it’s part of their funding agreement with the Department for Education. Sponsors are responsible at a strategic level for the overall improvement of the school, supported by governors and senior leadership. It was Benenden School which proved to be a real catalyst for change at the Academy where, for the last ten years, it has been on a journey to an Ofsted Good rating and is well on the way to improving even further.”

Schools, he went on to oversee 11 primary schools, nine of which were in economically deprived areas in London. After ten years in this role, in 2020 Damian moved to John Wallis Church of England Academy, Ashford, as Principal. A Single Academy Trust, John Wallis has 1,800 children on roll, with an age range of nursery to Sixth Form. Damian was subsequently invited onto the Council at Benenden School, where he continues to play a governing role.

Shared challenges

When Damian first joined the Council at Benenden School, he was initially unsure what his contribution would be. He modestly explains that he “didn’t know a lot about boarding schools or about the independent sector”. However, this initial hesitancy was soon to change:

“Working with Benenden has given me real insights into some of the challenges within the sector. Samantha Price, Benenden’s previous Headmistress, was facing challenges very similar to those that John Wallis was also experiencing. To be able to pick up the phone to her and have a frank conversation at an equal

level was invaluable. Being a Headteacher can be quite a lonely position; because of the partnership, I had a trusted colleague at the end of the telephone who I could lean on, and vice versa. As a Headteacher, you’re responsible for the budget, and we’d often talk about budget challenges; recruiting and retaining teachers and the use of resources. The scales were different, but the challenge of managing a budget effectively in order to get the best possible outcomes for the children is the same. For our teachers, it was particularly important that we created a system where

our heads of subject meet with each other regularly. They work together at a very practical level, creating resources to support the GCSE specification, and sharing moderation in joint grading activities. Recent joint training has been to explore Artificial Intelligence together, and to estimate its possibilities as more resources become available.”

The mutual benefits of the cross-sector partnership are widely recognised across the two school communities, with all stakeholders upholding the value of the relationship. Damian illustrates the wider view:

“I’ve been to fundraising events at

Benenden as a Council member, and I feel humbled by how often The John Wallis Academy is mentioned, and how often the importance of the partnership is reiterated. It’s a really important message that Benenden gives out – they have a social impact beyond the school, they’re doing more than just teaching the girls, they’re making a difference to children beyond the Benenden school gates. From a John Wallis point of view, our parents appreciate hugely the opportunities that the partnership facilitates. We’re always talking to our academy students about being ready to embrace any opportunity that comes your way.” F

Co-curricular and enrichment opportunities

The co-curricular and enrichment opportunities offered by independent schools are extraordinary – but in fact a cross-sector partnership can elevate these exper iences even further.

Damian extolls the virtues of running Combined Cadet Force companies in both Benenden School and The John Wallis Academy, where students work alongside each other on parades, camps and other adventures. It’s a healthy team, where social differences are secondary to shared experiences. A highlight of the CCF year is the annual Black Tie Dinner, attended by cadets from both companies. Damian describes this special event:

“When the John Wallis students walk in to Benendon for the Black Tie Dinner, they grow an extra inch, their shoulder s come back, they feel like they belong.”

Cross-sector mentoring

Peer-to-peer mentoring, with Benenden School Sixth Formers offering support to The John Wallis Academy GCSE students, proves to be of special value to everyone involved. Damian outlines some of the benefits of this aspect of the partnership:

“Peer-to-peer mentoring is really powerful, and close friendships often develop. It’s a really healthy programme which feeds into student well-being. It’s enriching for children from all

It’s enriching for children from all backgrounds to experience diversity.

backgrounds to experience diversity. It’s great when a 16-year-old from John Wallis recognises that a 16-year-old from Benenden shares many of the same emotions as they go through similar stages of their lives. Everyone’s eyes are opened that little bit more to the world around them, and this gives everyone the confidence to consider getting involved in things outside of their own experience. Our role as educators is more than just giving young people the skills they need to pass a test; you want to open their eyes to different experiences and show them things that they may not have come across before.”

Cross-sector or co-sector partnerships?

Although The John Wallis Academy is a stand-alone school, multi-academy trusts (MATs) consist of as many as 50+ schools offering primary, secondary and sixth form provision. Economies of scale, shared resources, joint training – in fact, many of the benefits that The John Wallis Academy enjoys through its partnership with Benenden School – are part of the MAT DNA. So what, in particular, makes a cross-sector partnership different to a co-sector partnership within a MAT?

Damian explains: “When I was working for Ark Schools as a Regional Director, part of my role was to pull our headteachers together, make sure that they were talking to each other and sharing best practice. I’ve seen that work really well. But a cross-sector partnership provides something really powerful for the students themselves. They are able to see themselves in different settings and situations.” F

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Exciting ideas in challenging times

As the changes to VAT and business rates come into play in January 2025, many independent schools are going to have to make cuts. Might some schools choose to place limits on partnership work? Damian’s description of the benefits to Benenden of the John Wallis partnership indicate that cutting back in this area would be to the detriment of the independent student and staff experience. And the financial implications

of the shared experiences that Damian describes are minimal, whilst the social and academic implications are maximal. Damian is very clear: “Why would an independent school move away from something that’s clearly so beneficial to itself? I don’t hear that argument. Or at least, I hear the argument but I don’t understand it.”

Conversely, then, might independent schools actually see partnerships as an area for growth, something that stakeholders value as an integral part

of an independent education? Damian’s response to this question is very positive: “Yes. I think all independent schools have the opportunity to work closely with the maintained sector. We’re all looking at how you teach children, how you transmit knowledge, and lots of issues that we’re facing are the same. Closer networking brings benefits for everyone. Partnerships are a logical framework for increased opportunities.”

It’s perhaps no surprise that at the end of this conversation Damian points us towards future investment in partnerships by Benenden School. Wearing his Principal’s hat, Damian explains:

“There’s work I’m already doing around growth as a Single Academy Trust. I don’t think the current model where some schools are in trusts and others aren’t is sustainable. We have been exploring a concept of taking the model that’s been so successful here and growing that. We’d work with our sponsors, we’d work with Benenden; we’ve been talking about what our model would look like on a different scale. If we grow as a trust, then our sponsors grow with us.” ●

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

Our In Conversation With series has become a very popular feature of Independent School Management Plus. We are keen to profile as diverse a range of colleagues working in the independent sector as possible, so if you have any ideas on who we should interview please email editor@schoolmanagementplus.com.

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FLEXIBLE WORKING AND THE RIGHT TO SWITCH OFF AN UPDATE

Louise Brenlund updates readers on the latest changes to the flexible working rules and looks ahead to a possible new right for employees to ‘switch off’.

In the autumn 2023 edition of Independent School Management Plus, we explored the new flexible working rules being introduced by the Employment Relations (Flexible Working) Act 2023, which was awaiting an implementation date. The new rules came into effect from 6 April 2024.

As a reminder, the current position is that:

• from day one, employees can request to work flexibly; employees no longer need to have a period of 26 weeks continuous service to make a flexible working request

• employees can make two flexible working requests in any 12-month period

• employers must respond to requests within two months, unless an extension is agreed

• employers must deal with requests in a reasonable manner

It should be remembered that this only remains a right to ‘request’ and requests can be refused on one or more of eight specific grounds set out in legislation.

Code of Practice

The scheme is supported by a statutory Code of Practice issued by ACAS, Code of Practice on requests for flexible working. This addresses how employers should deal with requests under the law and outlines good practice in handling requests in a reasonable manner. When deciding complaints brought under the statutory scheme, tribunals must take the Code into account where relevant.

• employers must consult with employees before rejecting a request

• an employee is no longer required to set out the impact of the request on their role and/or others.

It is therefore essential that any senior leaders, trustees, governors and staff dealing with flexible working requests and/or involved in developing policies are familiar with the law and this Code as well as legal duties under the Equality Act 2010.

Schools may decide to agree arrangements informally, but the statutory procedure and Code must be followed where an employee makes a statutory request.

Flexible Working: A broad term

Flexible working is a broad term that describes any working arrangement that meets both the needs of the employee and employer regarding when, where and how an employee works. This can include but is not limited to:

• part-time working • homeworking

• hybrid working • flexitime • job sharing • compressed hours • annualised hours

• ter-toe working • team-based rostering.

Clear expectations

The April changes are likely to place further pressure on the school recruitment process, with employers and employees both needing to be very clear from the outset what their expectations are. The applicant will need to explain what they want and the school will need to confirm whether or not that is likely to be compatible with the role.

If the nature of the role does not allow for flexible working, the onus will

be on schools to make this known. This could result in opportunities for indirect discrimination claims to be brought, or for a greater gender pay gap to arise, so schools will need to monitor any trends carefully and be able to justify why certain roles cannot be carried out in a flexible manner.

It is unwise for schools to reject flexible working without consideration. Some schools may consider having two job shares to be costly but, if successful, experienced employees may be retained, reducing overall recruitment and induction costs. There are also often concerns about pupil attainment and impact on pupils;

• promoting wellbeing

• improving work-life balance.

It can also help to ensure that teaching as a career suits employees at different stages of life, such as those:

• with caring responsibilities

• planning a phased retirement

• returning from a career break

• combining work in a school with professional development or study.

Future developments? Four-day-week

The Government has recently denied plans to impose a right for full time workers to work a four-day working week

could expose employers to claims of unfair constructive dismissal if an employee resigns due to a breach of trust and confidence. There is currently no specific law giving the right to switch off but employees retain a human right to privacy. Many businesses already have policies in place that limit and address outof-work contact.

With changes driven by the rise in flexible working following the pandemic, many countries have already successfully implemented this right. In Belgium, the rule applies to companies with 20 or more employees, it is believed that the UK Government is considering an exemption for smaller firms. It is understood the Government is exploring different approaches for different types of business which could include industry-specific or role-specific exceptions.

Consideration of adapting ways of working and possible alternatives should be on the agenda for all schools.

however, there is little evidence to support this provided that the flexible working is fully supported by the school, including time for handovers and continuity in other staff.

The Department for Education have produced non-statutory guidance to assist schools and multi-academy trusts in developing and implementing policies and to support employees.

Benefits

Whilst flexible working can be difficult, there is growing evidence of schools successfully introducing flexible working arrangements. An example is the United Learning Group with over 80 primary and secondary schools across the UK, including a number of independent schools, who since 2021 have designed and implemented innovative flexible working solutions.

There are many benefits for schools that have implemented flexible working, with those which have done so reporting the following:

• retaining experienced staff

• recruiting from a broader pool of teachers

unless ‘not reasonably feasible’. This can of course already be made as a request under current flexible working legislation. Therefore, even if imposed, assuming the right remains only to ‘request’ rather than to ‘demand’, it would mean nothing new.

The Government has indicated that any changes to employment legislation will be consulted on, working in partnership with business.

A four-day working week has already been embraced in countries such as Australia and Belgium. In recent UK trials, 89% of a pilot group made a permanent switch. It will be interesting to watch how this develops in the UK and the possible impact on the education sector.

Right to switch off

Labour has pledged to give employees the right to switch off. Aiming to prevent the unintended blurring of boundaries between work and home life, particularly given that many employees are now working from home.

Employers are already obliged to provide a safe and healthy working environment which is free from excessive stress. Failing to meet these requirements

In Portugal, from 2021 there have been strict regulations prohibiting employers from contacting workers by phone, message or email outside of shift hours, except in exceptional circumstances.

It is suggested that this right will be contractual so breach may lead to compensation awards.

What seems clear is that if the education sector is unable to adapt to the continuing flexible working changes, this may simply compound the existing issues with retention and attraction into the industry of staff. Consideration of adapting ways of working and possible alternatives should be on the agenda for all schools. ●

BRENLUND is a Partner and Head of Employment at Warners Solicitors. If you are looking for advice, support or training on flexible working, contact Louise on 01732 375325. Her email is l.brenlund@ warners.law

LOUISE

BACK TO BASICS MARKETING IN A DIFFICULT LANDSCAPE

Rachel Hadley Leonard urges independent schools to recognise the realities of the current student recruitment environment and double-down on the core marketing techniques which will differentiate your offer and engage with your customer base.

Challenge after challenge

It comes as no surprise that in the current political, economic and educational landscape, independent schools in the UK are facing more hurdles than usual. Having addressed the challenges of rising teacher pension costs and the impact of a pandemic, the rapid introduction of VAT on school fees is imminent, not to mention the declining birth rate yet to realise its full potential. These demographic shifts and unprecedented challenges necessitate a far more strategic approach to marketing and recruitment, with schools needing to differentiate themselves more clearly to attract a seemingly dwindling number of pupils.

Whilst the full impact of the proposed change in VAT exemption is still uncertain, it is widely agreed that, for most schools, it will lead to a decrease in enrolments, particularly among middle-income families who are already feeling the squeeze from rising costs of living. Without doubt, the landscape is becoming increasingly difficult to navigate. Across all but the smallest

minority of independent schools, this has placed a colossal financial strain on the bottom line and exacerbated uncertainty about the future of the sector.

Where to begin?

Almost every school can benefit from beginning with a comprehensive marketing audit. This in-depth evaluation covers every aspect of a school’s marketing efforts, from digital campaigns and community partnerships to stakeholder research, PR and advertising. It helps answer key questions, such as where to focus your efforts, and how to maximise the return on investment (ROI) for your existing initiatives. Unfortunately, many schools skip this crucial step when adapting their marketing strategy, often regretting it later!

Understanding and researching competitors

It is a brave school in today’s climate that ignores its competitors, and only a handful of over 2,500 independent schools

in the UK will have the luxury of being able to do so. Independent schools must keep a close eye on what their rivals are doing, and schools should not limit this to monitoring of other independent schools. Increasingly in our cost-of-living crisis, high-performing State schools and new educational models such as online schooling or hybrid education providers are all competitors; the education market is more saturated than ever, and parents have a growing array of choices. Keen, regular and eagle-eyed competitor research will help schools to identify areas where they may be falling behind, or worse, losing market share, and by benchmarking against competitors, schools can identify gaps in their own offerings and areas where they can outperform their rivals.

Identifying points of differentiation: USP or SSPs?

Once schools have a solid understanding of their competitors, the next crucial step is to identify their own points of

differentiation. Schools have long talked about their ‘Unique Selling Point’ or USP; however, it is rare for a school to have something that is truly ‘unique’; notwithstanding the school I worked with once who had a therapy dog called Digby – this was indeed a USP! Small class sizes, outstanding pastoral care and superb facilities are more commonplace than we might like to think. So, schools might instead look at their ‘Strong Selling Points’ or SSPs, which differentiate themselves from other schools. For some, it might be academic excellence and a track record of sending its pupils to the most desired senior schools. For others, it could be a focus on pastoral care, outdoor learning, or an outstanding arts or sports offering. It’s important, particularly in a crowded market, however, that schools also think about differentiating themselves through their ethos and beliefs, whether that’s empowering girls to lead, an emphasis on innovation and technology, or a commitment to traditional teaching methods. What aspects of your school resonate most with parents? Why are parents choosing your school, and more importantly, how do you know?

Understanding your market and your customers

For too long, some schools have relied on historical reputations, or a niche they once held but that belonged to yesterday’s market. In the current climate, however, schools must continuously adapt to the changing needs, desires and concerns of today’s parents and tomorrow’s prospective families. Schools often assume they understand the needs

the education market is more saturated than ever, and parents have a growing array of choices.

and preferences of their current and prospective families; and sometimes, they do. But schools that actively engage in genuine listening exercises, to discover what parents value, will reap invaluable insights which can significantly shape and inform their strategic marketing direction. Market research is critical in this listening process and can take various forms, including collecting data on the socioeconomic demographics of the school’s community, understanding emerging trends in education and. of equal importance, analysing the changing preferences of parents when it comes to school choice, and parent surveys are one way of gathering such feedback. Surveys typically include questions on curriculum satisfaction, pastoral care, extracurricular offerings, and even logistical matters such as school transportation or after-school care options. The feedback from these surveys not only helps schools identify its own strengths and weaknesses, but also enables them to fine-tune their offer to better meet parental expectations.

Whilst surveys provide valuable quantitative data, focus groups can offer deeper, qualitative insights into what parents, and to some extent pupils, are truly looking for. These small, structured discussions allow schools to delve into specific issues or areas of interest more comprehensively and help schools gather nuanced information about their

THE IMPORTANCE OF GOING

‘Back to Basics’

It is now more important than ever then, for independent schools to reassess and realign their marketing strategies. By going back-to-basics: understanding their market, customers, wider stakeholders, competitors and points of differentiation, schools can, and should, navigate these challenges more effectively. This back-to-basics approach is not just about surviving, but thriving, by building a strong, adaptable foundation for future growth and sustainability.

needs and perceptions. It’s one thing to know that parents are unhappy with the school’s extra-curricular options, for example, but quite another to understand why and how they would like to see improvements. Focus groups help shape more targeted and effective marketing and communication strategies.

Note that parent feedback should not be a one-time activity. Becoming a listening school takes time, but will eventually build a sense of trust and collaboration between the school and its community, fostering loyalty that boosts both retention and recruitment.

Engaging with wider stakeholders through community partnerships and Public Relations

Parent feedback is crucial, but independent schools that thrive have also recognised the importance of engaging with the wider community. Our schools do not exist in isolation; they are part of a much broader ecosystem that includes local businesses, alumni networks, charitable organisations and other educational institutions, and building meaningful partnerships with these stakeholders will greatly enhance your school’s reputation, broadens its reach and generate goodwill. Partnerships take many forms; collaborations with local businesses, work experience programmes or careers guidance for students, sponsorship and joint events being amongst the most popular. But, perhaps, one of the most important partnerships is with feeder schools. Strong relationships and trust in each other not only builds reputation, but can create a seamless recruitment pipeline, which is worth its weight in gold!

Hand-in-hand with such initiatives, goes the more formally labelled, public relations (PR) work, and this is an essential element of engaging with the broader community. A well-executed PR strategy helps to raise

a school’s profile, ensures positive media coverage and highlights achievements both within the school and in the wider community. Schools can no longer afford to hide their light under the proverbial bushel, but must instead, regularly publicise success stories, which laud its student achievements, new academic programmes,

or community service projects. Active PR can, and does, counterbalance misconceptions about a school, and helps to ensure that the school remains present, not least in the minds of prospective parents and community stakeholders.

Ensuring whole-school

All staff, regardless of their position in the school, must understand the school’s values, goals and selling points.

marketing: responsibility for recruitment, retention and reputation

The above back-to-basics initiatives are undoubtedly essential; however, one significant and hugely important shift we have seen in our sector, driven mainly by the pandemic and costof-living crisis, is less ‘back-tobasics’ and more ‘back-to-accountability’. Marketing can no longer be the sole responsibility of the admissions office or marketing department. In today’s competitive environment, successful independent schools have no choice but to embrace a whole-school approach to marketing, where everyone, from the headteacher to the catering staff, the estates team to the teachers, administrative staff, parents and even students, plays a role in recruitment, retention and reputation building. This whole-school approach begins with a strong internal culture, and that is the job of a collaboration between senior leaders and marketing leads. All staff, regardless of their position in the school, must

understand the school’s values, goals and selling points, and be able to articulate these in their interactions with parents and the wider community. Whether it’s during open days, parent-teacher meetings, or casual conversations at school events, every interaction should be an opportunity to reinforce the school’s strengths and unique characteristics.

Adaptability and flexibility

Finally, perhaps one of the most important weapons in a school’s armoury is adaptability. Schools who ensure that their marketing strategies are dynamic, allowing for adjustments in response to external pressures, are far more likely to thrive than those who remain stagnant and wedded to an old marketing plan. In a rapidly changing educational and economic landscape, flexibility is a critical asset for independent schools. The ability to adapt quickly to new challenges, whether they be financial, demographic or regulatory, can make the difference between merely surviving and thriving.

Back to basics – looking ahead

Going back to basics does not mean reverting to old-fashioned marketing methods. It means understanding your market, analysing competitors and building a strong, differentiated brand; whilst all the time, engaging all staff in the marketing process. Schools who understand this are best positioned to thrive in today’s challenging climate, securing their future success and maintaining a competitive edge in the everevolving education landscape. ●

RACHEL HADLEY

LEONARD is the Founder of RHL Consulting. RHL Consulting provides one-to-one support to schools ensuring financial growth, improved stakeholder relations and increased pupil numbers. rhlconsulting.co.uk

STARTING OUT IN DEVELOPMENT?

WHAT DO YOU NEED TO DO AND WHO DO YOU NEED TO KNOW?

Annabel Green and Adriana Williams explore the priorities for a development professional starting out at a new school and emphasise the importance of peer group support.

The IDPE and Gifted Philanthropy Schools’ Fundraising and Engagement Benchmarking Report 2023 clearly demonstrates a key principle: the more you invest in development, the greater your return. According to the data, 71% of development offices that reported an increase in expenditure also saw a rise in the amount of money they raised.

Will the introduction of VAT on independent school fees from January 2025 see philanthropic ambitions across the sector accelerate even further? Schools looking for solutions to high fee dependency are being prompted by professional bodies to

Schools looking for solutions to high fee dependency need to consider philanthropy as part of the answer, alongside commercial and international opportunities.

consider development alongside commercial enterprise and international opportunities.

Job opportunities

As investment in schools’ development increases, so do the number of new job opportunities for fundraising and engagement professionals. When asked in the 2023 benchmarking survey if their development offices had grown, reduced, or remained the same, 34% of respondents reported growth, while only 17% indicated a reduction in size.

This trend is also reflected in the development job market. Over the last two academic years, job postings on the IDPE job board have increased by 7%, with 292 roles listed since September 2022, including 94 Director or Head of Development positions.

What to prioritise in post

But, once you’ve secured a new development role, what do you need to know? What should your priorities be in the first few weeks and months?

Adriana Williams, newly appointed Development Director at Hampton School and self-proclaimed ‘data geek’, shares her experience and top tips for success:

A new start is always daunting, and – from experience – it doesn’t get any easier, even after 15 years and four development teams. After almost 12 weeks at the helm, I’m delighted to say that the induction to my new school, Hampton School, has been a smooth one, but I’ve learned some important lessons along the way.

Here is some advice for those who are new in post, and are wondering what to do first.

Making connections internally

It can be tempting to immediately look outward and meet alumni, past parents, past staff and donors right off the bat. Unlike other charities, schools are not typically accustomed to having fundraisers in their midst, and colleagues may be unaware of what your role entails. Making a point of helping staff to understand what you do, and how it’s relevant to them, is crucial. Questions to consider in this context could include:

• Will they be bringing in alumni to inspire current pupils?

• Will they be invited to reunions to see what became of their past pupils, and to invite them to remain in touch?

• What are you fundraising for, and why is it important to them?

• Are you going to be asking them for lots of money as soon as you speak to them?

Staff, whether teaching or operations, are those with whom you are most likely to be interacting with on a day-to-day basis. They can be extra hands at events, tour guides, news collectors, photographers and champions for your team. The worst thing a

development office can be is a silo – we are ‘peoplepeople’, so prove it!

Check out your suppliers

Suppliers – I’m thinking of databases, printers, designers, etc – can be a major budgetary outlay. What do they offer that your team can’t? Are they adding extra skills or just extra work? Your bursar or CFO will thank you for casting a critical eye over their offering and making sure they’re still providing good value for money.

Keep your diary and your door open

It’s great to be curious about your new environment, and curiosity in school goes both ways. Your new colleagues and community will want to find out as much about you as you do about them! Try not to fill up your diary too quickly and allow time for people to drop by or schedule in a meeting. Something that has worked well for me is ‘Ask me anything’ mornings – pastries, coffee and tea are made available and the door is open for people to drop by and have a discussion about anything of mutual interest. It demystifies what the development office does, and has been an incredible source of ideas and insight from the perspective of other teams in the school about how my office can support them.

Knowing who to meet first

An open-door policy is wonderful, but you want to take some initiative, too. So how do you go about choosing who your first meetings might be with?

• Senior colleagues in the school are great sources of influential and helpful names. Ask them to point you in the right direction.

• Look at the database for donors, regular event attendees, association/society leaders; they’ll be delighted to meet and share their experiences with you and to offer advice.

• Follow the suggestions made by others of who to approach next; ask those you meet for names of people you should be meeting next. Follow these trails and see where they take you.

Scrutinise your database

It wouldn’t be me if there wasn’t a data angle –the database is vital! Every CRM is different and understanding the terminology of those who came before you will be tricky unless you have inherited a team. Play, experiment and run lists of people, making sure the lists correspond to what you’d expect. If not, what’s missing?

The IDPE Community

From regional meetings to specialist peer group forums, and networking at the IDPE Annual Conference, IDPE members get together regularly to share and learn from one another; there is an openness and professional generosity unmatched by any other part of the charitable sector. A development professional needs never fear being isolated or working alone (even if you are, in fact, a team of one).

Knowledge is power

In addition to the flagship annual conference, which will next take place at Celtic Manor from 11–13 May 2025, IDPE offers a range of training opportunities to support development professionals at every stage of their careers – whether new to the sector or highly experienced.

For example, Adriana Williams will be speaking at IDPE’s New to Development programme, launching in November 2025, which introduces the fundamentals of school fundraising and engagement. Whilst those with more experience can enjoy expert-led masterclass sessions that deep-dive into specific topics, including ‘Changing the culture’ and ‘The major donor journey’.

Laying the foundations for success

As schools increasingly turn to development to tackle financial challenges, the importance of skilled development professionals is clear. For those stepping into new roles, building strong relationships and understanding key data early on is essential.

The shared knowledge and experience within the schools’ development community offers invaluable support. Whether you’re new to the sector or experienced, connecting with peers and learning from others can help you make a meaningful impact from the start. Embracing these opportunities early on can lay the foundations for a rewarding and impactful career. ●

Find your People

Whether you’re taking your first steps into development, or moving schools, the transition can be daunting. The IDPE community brings together over 1,550 development professionals from 415 schools, to share experiences and resources, to learn from one another, and advance best practices.

In a recent survey, IDPE members offered their advice on what to prioritise during the first week of a new development role. Responses included: • Learn names and job functions: This is vital for building relationships and navigating internal processes. Elizabeth Donnelly, Director of Development & Communications, Queen’s College, London

• Listen, observe, and take notes: The ‘honeymoon period’ ends quickly; use this time to understand the school’s culture and expectations. Robin Sharp, Director of Development, Wycombe Abbey

• Schedule regular catch-ups with your line manager: Regular check-ins are crucial for support, and it’s their responsibility to provide that. Rachelle Barnett, Head of Philanthropy, St George’s Ascot

There is growing demand for development expertise.

ANNABEL

GREEN is Head of Content, IDPE

ADRIANA WILLIAMS is Development Director, Hampton School

THE GIRLS’ SCHOOLS ASSOCIATION COMMISSIONS

RESEARCH INTO GIRLS’ SCHOOLS NATIONWIDE

Donna Stevens introduces an important GSA research project into girls-only education and its impact on future lives.

Examining the benefit of girls’ schools and how they unleash the potential of young women today, the GSA’s landmark study marks its 150th anniversary year and forms part of its continued commitment to the education of girls. Set to become the most comprehensive survey into women and girls’ experiences of girls’ education to-date, the research seeks to understand the benefits of girls’ schools for both girls in school and the impact on women’s lives beyond the classroom.

Cross-sector experiences

Bringing together the experiences from both independent and state girls’ schools, heads, teachers, pupils, parents and alumnae are invited to take part from every kind of girls’ school.

The ambition of the GSA is to give voice to every generation, providing the fullest expression of the female experience all the way from the curiosity of the youngest of girls to the most experienced alumnae stateswomen.

GSA has always honoured those who have fought for girls’ education rights.

Donna Says

‘As the expert membership organisation for girls’ schools, the Girls’ Schools Association has always championed the benefits of girls-only education. Our regularly commissioned research series stand as proof points that girls’ schools serve girls best.

In our 150th year, I’m proud to be able to extend our welcome to everyone who has ever worked or studied in a girls’ school to join with us as we seek to understand ever more deeply the vital contribution girls’ schools make to create a more equitable world. We have achieved so much in the past 150 years but there is still much to do!’

Pioneers like Francis Buss and Dorothy Beale, the founders of what has become GSA today; trailblazers like Sophie Bryant who overcame barriers to become the

The ambition of the GSA is to give voice to every generation.

first woman to earn a BA, BSc and Doctor of Science, and modern-day activists such as Malala Yousafsai, and Soma Sara of Everyone’s Invited.

The GSA was founded on the principle of providing an education to empower young women, irrespective of the barriers in wider society. As part of its mission, the GSA equips senior teams and educational leaders with rigorous research on girls’ schools and girls’ education. The research survey is now open and comes complete with an information pack, plus additional teaching resources for teachers to use to help guide younger pupils.

Senior management and leadership in schools are encouraged to take part at: https://gsa.uk.com/research-girlsschools-150th-project/ gsa.uk.com ●

DONNA STEVENS

is the

Chief Executive of the

GSA.

THE BENEFITS OF THE BOARDING EXPERIENCE A GLOBAL PERSPECTIVE

David Walker celebrates the unique world of boarding where global perspectives converge and marks the launch of the BSA’s Inclusion and Equity Leadership Association (IELA).

The Boarding Schools’ Association (BSA), which represents member boarding schools in over 40 countries, has long advocated the value found in the multicultural and multinational world of boarding.

The boarding experience introduces young people to an environment which can broaden perspectives, enhance learning experiences and develop global awareness.

students who board develop a comprehensive understanding of the world.

Unique world

The unique world of boarding is a place where global perspectives converge with respect for one another, breaking down barriers and broadening students’ worldviews. These crosscultural exchanges allow students to learn from one another’s traditions, languages and viewpoints, fostering respect and understanding.

There are many benefits to living with peers from different countries and cultures from a young age. Boarders leave school with enhanced global awareness and a confidence to enter their next educational chapter in an increasingly interconnected world. Meeting and developing friendships with individuals from diverse backgrounds

also has the power to enrich a student’s learning experience, making it more dynamic and multifaceted. As a result, students who board develop a comprehensive understanding of the world, which builds empathy, acceptance and reduces bias. Something which is especially important in today’s current global context.

The Inclusion and Equity Leadership Association (IELA)

The Inclusion and Equity Leadership Association (IELA) represents any school, organisation, association, agency or individual involved or interested in EDI in the UK or internationally. IELA will exist to support schools, as well as other organisations, to further their equity, diversity and inclusion provision.

Community, camaraderie and personal growth

This autumn, BSA celebrated its annual International Boarding Day, a day which highlights the sense of community, camaraderie and personal growth fostered within boarding education.

International Boarding Day celebrated the theme ‘Global Unity’ and created an opportunity to reflect on the invaluable life skills, friendships and independence cultivated in boarding settings, while also celebrating and sharing experiences of inclusive, supportive boarding school communities across the globe. It was fantastic to share individual stories and see the excellent inclusivity work carried out by BSA member schools.

BSA Group encompasses five other associations in the education, safeguarding and health/wellbeing sectors and has recently launched a new dedicated association to support excellence in equity, diversity and inclusion.

Gaelle Sullivan, Director of Research, Inclusion and IELA, said: “Inclusion must be an integral part of any organisation, led by someone committed and passionate with access to continuous training. Schools and organisations are more than their policies. They are about people. Striving for an equitable and inclusive culture should always be the goal and IELA exists to support and champion this.”

A boarding experience which allows communities to feel valued and respected are those which promote an inclusive school culture where diversity is celebrated.

Those wishing to join the IELA community to enjoy member benefits and discounts can apply via the website at iela.org.uk/membership while a full CPD, training and events programme is also available to book. ●

DAVID WALKER is Executive Director, Boarding and Director at BSA/TIOB.

Photo credit: St George’s School, Windsor Castle

GO BACK TO BASICS IN CHALLENGING TIMES

Tory Gillingham urges marketing and communications colleagues confronting a difficult admissions environment not to panic but focus their efforts on what can be done rather than worrying about what can’t.

How can we remain positive in challenging times? As UK independent schools face the cumulative impact of mounting financial pressures – many of which some schools have no option but to pass on to parents or staff in one way or another – those responsible for filling school places could be forgiven for the occasional moment of panic.

Time-old response

Going back to basics is the time-old response in difficult circumstances and it’s still a good one. Now, more than ever, it’s crucial for schools to do this and to be crystal clear in communicating the value they offer.

We all know that consistency in messaging is vital and yet, during periods of uncertainty, it is easy for schools to become reactive, constantly changing their messaging to address the latest issue. However, this can lead to confusion and erode trust.

Purpose and values

...those responsible for filling school places could be forgiven for the occasional moment of panic.

Focus on the basics – what is your school’s mission and why? What characterises its unique qualities? Pin down your purpose and your values, and then you can identify your audiences and exactly why your school is good for them and, in the wider context, the entire UK. If parents are more cautious about their spending due to economic uncertainties, a strong value proposition can reassure them that their investment in their child’s education is worthwhile.

Keep on communicating those core messages. Success stories, school events, partnership activities, community engagement, interaction with current students/parents and alumni – these are the school equivalent of ‘show don’t tell’. Don’t be shy about niche marketing either, it can be the most powerful, but only if it springs from your core purpose.

Fundamental principles

I should add that going back to basics is not about ignoring new trends or technologies. Instead, it’s about grounding your strategies in fundamental principles that provide stability and direction. For example, you need to know why it’s right for your school to be on a social media channel in the first place before you even begin to craft your content. Admissions, marketing and communications professionals don’t really need me to tell them this, but some may welcome the nudge, especially if current conditions are giving them that ‘rabbit in the headlights’ feeling.

Philip Britton, Head of Foundation at Bolton School, was recently a guest on the AMCIS podcast (Sep 24) and said: “We’re about children, not politics”. That’s the key. He also said that it’s important to see what can be done, rather than to worry about what can’t. Without wishing to sound flippant, I think that’s the second key as it leads us to pragmatic action.

An opportunity to communicate

To conclude on a positive note, not only can going back to basics reconnect communities with their school’s core purpose, the need to adapt and innovate can also lead to more resilient and dynamic strategies. The challenges we face are very real. However they do present an opportunity to communicate with the kind of authenticity that resonates deeply and develops a strong sense of loyalty. ●

TORY GILLINGHAM is CEO of AMCIS, the Association for Admissions, Marketing and Communications in Independent Schools. amcis.co.uk

NEW ACADEMIC YEAR NEW FACES AT AGBIS!

AGBIS introduces its team for the academic year 2024-25.

We have welcomed four new members of staff to AGBIS at the start of this new academic year, bringing an abundance of skills to help the running of the Association, and to provide the best support for our member schools.

Virginia Parkes Director of Learning and Professional Development

Virginia (Ginny) Parkes commenced her career in education 20 years ago, when she initially taught ICT and Business Studies up to, and including, A Level. After several years in teaching, Ginny moved into a consultancy-based role before joining the Department for Education. Following the birth of her two daughters, Ginny took up the role of Education Strategy Director for an educational trust in Greater Manchester, before eventually taking up her previous role as Director of Finance & Operations (Bursar) at Beech Hall School in Cheshire. Ginny is an experienced governance professional, having sat as a governor for several schools throughout her career, as well as holding the position of Director of

Governance for a large, complex FE college group in South Yorkshire. Ginny is now a Trustee of the Sir John Brunner Foundation in Cheshire. Ginny’s role within AGBIS draws on her experience as a teacher, governance professional and independent school bursar enabling her to support member schools’ governing bodies.

Alex Mitchell Head of AGBIS

International and Consultancy

Alex Mitchell’s career spans 35 years in the maintained and, predominantly, independent sector including day, boarding, single sex, co-ed, tied and standalone schools. After many years as a Director of Music in several schools, including Haberdashers’ Girls’ School in Elstree and the Loughborough Foundation Schools in the East Midlands, he became Headmaster of Holmwood House in Colchester, Essex, in 2009. During that time, Alex was Chairman of the IAPS East Anglia district. Since 2002, Alex has built up 22 years’ experience as an ISI inspector and, since 2019, has been a Reporting Inspector for UK and overseas inspections. Alex now leads the

AGBIS International programme as well as coordinating consultancy services for both UK and international member schools.

Imogen Vanderpump Head of Member Services

Imogen Vanderpump joins AGBIS as Head of Member Services following 16 years in the independent sector with the Girls’ Schools Association (GSA). Imogen first worked in market research and software organisations before joining the GSA in 2008. With experience and expertise in digital management, internal communications and membership services, she is looking forward to working with governing bodies and supporting and building on the AGBIS member experience.

Peter Harris Finance Manager

Peter Harris is a management accountant with over 45 years’ experience working in different business sectors. Most recently, Peter spent 16 years working in the water industry as a Finance Business Partner, looking after both operational and capital spend. After 12 years in this role, Peter moved into a performance and insights role helping the business interpret how key data impacted the financial results and reviewing lead and lag indicators. He joined AGBIS in August 2024 as Finance Manager and is responsible for the day-to-day operations of the finance department and producing monthly management accounts. ●

Richard Harman Chief Executive Jo Dockery Executive Assistant

Rachel Cooke Director of Operations

Susan Harris Training & Events Manager

Ann Bell Member Support Officer

Lauren Eveleigh Digital Engagement & Membership

THE STRENGTH OF GIVING LEVERAGING PHILANTHROPY TO SUPPORT YOUR SCHOOL

Louise Bennett believes the introduction of VAT on fees presents significant challenges, but that it also provides opportunities to innovate, engage and drive forward growth in philanthropy to support schools’ financial sustainability and long-term vision.

Don’t retrench

The onset of VAT on fees may tempt some schools to scale back their development activities. However, the lessons from the pandemic are clear: maintaining and even enhancing development efforts is crucial to growing philanthropy – the schools that continued to ask during the pandemic, raised more. And, if you are new to development, there has arguably never been a more compelling need to ask your community for their support.

Sustain

community engagement

Building relationships is the foundation of any successful fundraising programme; it is so much harder to make ‘an ask’ of someone you don’t know! But relationships take time, and building and nurturing a culture of giving is essential if schools are looking to sustain and grow philanthropy in the long-term. A lack of investment in engaging your community now could harm the success of your fundraising activities in the future.

Be willing

to adapt

Wherever your school is on its development journey, it is likely you will need to adapt and evolve your development plans. Do you need to change your fundraising messaging? Who you ask? The timescale of a campaign? Whilst it is essential to maintain momentum, to continue to grow your relationships with your community, it may be necessary to adapt fundraising plans or focus on effective community engagement, in response to the changing context in which schools are operating.

Tell (and re-tell) your story

Storytelling remains a powerful tool to engage your community in giving, but do you need to re-shape your

case for support to reflect the current needs of your community? Do you need to re-tell your story? Schools must continue to communicate the impact of these new financial pressures and how philanthropic support can make a difference in order to foster a deeper connection to the school and galvanise donors to give.

Don’t be afraid to ask

One of the most critical lessons from past crises is the importance of continuing to ask for support. Schools must not shy away from making the ask if you have established relationships with your community. Research shows that donor motivation often remains strong, even in challenging times. Schools should leverage this goodwill and continue to communicate their needs sensitively and effectively to sustain and grow support from their community.

Demonstrate your value

With the increasing financial pressures on schools, development professionals must be proactive in reviewing their current development programme, to ensure it is both cost-effective and adding value. With schools looking to make cost-savings, it is important for development teams to understand the purpose of each fundraising or engagement activity and to showcase the impact of this both internally and externally. Share with your community the positive ways in which you are rising to the challenge, and how they can support you to bring about positive change.

From the pandemic to the cost-of-living crisis, schools have adapted positively to challenges and this new landscape presents unique opportunities to strengthen communities, harness the power of philanthropy and create lasting impact. How will your school respond? ●

LOUISE BENNETT is Chief Executive of IDPE. Visit idpe.org.uk for further support in establishing or growing your development programme.

THE POWER AND IMPORTANCE OF CRITICAL ANALYSIS IN A TURBULENT AND DANGEROUS WORLD

Ben Vessey explains why he believes that teaching students the skills of critical analysis is becoming evermore important in a world where digital technology is increasingly dominant.

Irecall attending my first HMC Deputy Heads’ Conference in 2008 where one of the other attendees was proudly showing off his Blackberry. No longer did he have to fret about the growing pile of emails stacking up in his inbox as we sat through the various conference sessions, nor how he was going to manage all of that communication before heading to the bar and dinner. No, he could check them and clear them on the hoof every time.

Ben Vessey

Ben Vessey is Headmaster of Canford School. Ben has over 30 years’ experience in school leadership. He is Chair of the HMC Professional Development subcommittee and sits on the HMC Council. He leaves Canford in summer 2025 after 12 years, during which he has led the School’s strategic development including the creation of a university-style Sixth Form College concept to help secure Canford’s future growth into its second century.

that little red light began to flash. It was so exciting and so efficient! I missed the fact that he was lost in his own world with his eyes and attention fully fixated on the screen.

On my return to school a plea went in for a Blackberry so that I, too, could be really on top of my game and always connected to my work. Little did I know where that path would lead.

The Blackberry was launched in 1999 and the smartphone, as we are more likely to know it today, first appeared in January 2007, when Steve Jobs of Apple announced the iPhone to an excited crowd in San Francisco. Other smartphones have followed in the wake of the iPhone. Newer, updated versions of these devices are announced on a regular basis and as technology has moved on, we can now watch live TV, films and sporting events from wherever we are in the world.

When I started as Head at Canford in 2013, smartphones were still pretty rare amongst the pupil body and the vast majority had ‘brick’ phones which were pretty straightforward to monitor and manage. As I look ahead to ending my time as a Head, every child has a smartphone and, to state the obvious, the world is so very different as a result of the massive expansion of mobile technology and all that sits around those developments on many levels.

screen which is a cause for concern, but the prevalence and potency of what is being viewed to adversely influence and potentially seriously undermine individuals, communities and society more widely.

At Canford, following extensive research, including various surveys, we have revised our mobile phone policy yet again – things move fast!

Wide open to manipulation

My focus in this piece will centre around the importance of developing critical evaluation and analysis skills in young people. These are skills which have always been important, but I think developing them overtly is even more fundamental as digital technology has become increasingly influential over my decade or so in headship. The rise in digital technology, social media and AI in all its forms presents a reality that these technological advances leave us all wide open to manipulation in so many ways. The impact on our own personal and professional choices, and those of the

An increasingly fractious, polarised and dangerous global landscape.

Mental health concerns

Whilst not the primary focus of this piece, the growing mental health concerns related to the rapid rise in mobile technology usage, especially amongst young people, are well publicised, and the research base around that is growing. We are all acutely aware of the pressures and problems arising from this as schools and society seek to adjust to and manage the negative mental health impacts that mobile technology can bring, alongside embracing the benefits also. It is not just the amount of time spent looking at a

young people we work with, is hugely significant as we try to understand and engage with an increasingly fractious, polarised and dangerous global landscape. This is a crucial area of focus for the world of education, as well as for society more widely.

Jeremy Bowen, vastly experienced BBC foreign correspondent, presented a podcast in 2023 called ‘Frontlines of Journalism.’ Across the ten programmes, Bowen highlights the increasing pressures faced by those seeking to report on what is happening in our world, not least

through the manipulation of technology by unscrupulous forces, and the growing need for fact-checking expertise and resources to verify what is presented in news stories and elsewhere. The foundation of Bellingcat is one such example Bowen explores. If one now peruses the BBC News website you can see frequent references to whether details in stories have been verified by the BBC’s factchecking unit. The media has always been manipulated by some, but the growth of digital technology has vastly increased this and the dangers it poses.

Festival of Ideas

Every year at Canford we have a Festival of Ideas where the whole school goes off timetable for a couple of days and we have a feast of thought-provoking talks, seminars and workshops around a particular theme. The buzz is palpable and always prompts ongoing reflection and discussion. A couple of years ago the theme focused on ‘The role of the individual in society’.

As part of the event, another highprofile journalist, with links to Canford, gave a brilliant talk to all year groups about his career. Alongside outlining the in-depth training he received, including the importance of understanding accountability, responsibility and liability for the stories produced, he also showed off the tools he had been able to use to present and deliver his stories over the years, from notebook and pen and the typewriter to the smartphone. He waxed lyrical about the smartphone and all the things he could do with it to build his networks, gather information and swiftly deliver his insights on what was happening in the world. The pupils were nodding vigorously, worshipping the benefits and the wonders of digital technology and social media. Then came the big ‘BUT’! He showed them a story

about a very sensitive issue which had been released online and asked them to explain how it made them feel and think about the issue and people in question. Emotions ran high in some quarters as it was accepted as gospel by most. He then critically evaluated and analysed the piece and exposed much of it as false and manipulative. It was a powerful moment for all present and we realised how easily we had been taken in.

World of work

An article in The Times by Mehreen Kahn on 7 December 2023 focused on The Bank of England’s assessment of the financial risks of AI on the economy. She quoted Governor Andrew Bailey stating that ‘policy makers were learning at speed about the impact of AI on the economy and financial sector, leading regulators to expand their remit to include technology from next year’. We are reviewing our Futures strategy at Canford and as part of that we have run a series of focus groups with Old Canfordians, aged between 25-35 and working across a very diverse array of sectors, to gain insights into how best to prepare our young people for the rapidly changing world of work. When asked what skills they felt we should be seeking to develop in current Canfordians, one of the top three cited by almost everyone

were the skills of critical evaluation and analysis, especially given the rapid increase in digital technology and AI in almost every sector.

Critical analysis

So, what are these skills? To give a formal definition The California Institute of Behavioural Science and Psychology states that critical analysis is ‘an intellectual exercise that involves evaluating and dissecting a subject, be it a piece of literature, a policy, a business strategy, or a scientific study. At its core, it goes beyond mere description or summary, delving into the ‘why’ and ‘how’ of the subject matter. This method encourages a deeper understanding, questioning the underlying assumptions, methodologies and potential biases inherent in the subject.’ (1). The article explains that in academia, critical analysis is paramount. It nurtures a culture of inquiry, pushing students and scholars to challenge conventional wisdom and contribute novel perspectives to existing knowledge. It’s instrumental in developing those skills which are essential for navigating complex issues and ideas. In business and professional environments, critical analysis aids decision-making and strategy formulation. It provides a framework for evaluating risks, benefits and the potential impact of decisions, ensuring more

informed and effective outcomes. On a personal level, critical analysis fosters informed opinions and judgements, vital in a world inundated with information. Societally, it promotes a more engaged and discerning citizenry, capable of understanding and participating in complex discussions on policy and governance. Bernard Marr, in his excellent piece cited on the Forbes website on 5 May 2022 (2) emphasises that ‘with the sheer volume of information that we’re bombarded with on a daily basis – and with the pervasiveness of fake news and social media bubbles – the ability to look at evidence, evaluate the trustworthiness of a source, and think critically is becoming more important than ever as AI models evolve and digital technology is increasingly built into every aspect of human existence’. This is why in this digital age, for me, critical evaluation and analysis are the most vital skills to cultivate, and indeed actively promote and teach, to our young people. This is not just for their future success, but also to increase the prospects of harmony, respect and under standing in our troubled world. ●

1. cibnp.com/critical-analysis-definition/ 2. forbes.com/sites bernardmarr/2022/08 /05/13-easy-steps-to-improve-your-criticalthinking-skills/