school business management a quiet...
TRANSCRIPT
Schools and academies
School Business Management A quiet revolution Part 1
Geoff Southworth
Inspiring leaders to improve children’s lives
Resource
School Business Managers – a quiet revolution | 2
Contents
Introduction 3
Part 1
Backgroundandearlydevelopments 6
Thecurrentstateofplay 15
–Financialbenefitsandsavings 16
–Timesavings 22
–Demonstrationprojects 27
Lookingaheadandfacingthefuture 37
–Barrierstotake-upandimplementation 37
–Economiccontextandpublicfinances 39
–Nextsteps 41
Conclusion 44
References 46
Part 2
Visitwww.nationalcollege.org.uk/sbm-resources
School Business Managers – a quiet revolution | 3
Revolutions in education tend to occur quietly. The upsurge in numbers of teaching assistants and higher level classroom assistants in schools is one such revolution. Another is the growth of school to school leadership support working beyond their own school sites to support other leaders and schools in need of help. A third revolution is presently under way; it is the move to the appointment and effective deployment of school business managers (SBMs).
WhenEstelleMorris,thethenSecretaryofStateforEducation,pledgedin2001totrain1,000bursarsby2006,fewpeopleintheeducationsectoranticipatedthatthiswouldtriggerthegroundswellofinterestthatitdid.Yetthatannouncementlaunchedamovementacrosstheschoolsystemwhichcontinuestodayandissettogofurtherinthefuture.Itwasthestartofaquietrevolution.
AnnouncementsfromSecretariesofStateare,bytoday’sstandards,commonenoughevents.Thosethatsetinmotionnewtrendsinschoolsandhavelastingappealareperhapslesscommonandmoreimportant.Theintroductionoftrainingforbursarsstartedatrendthathasgrownanddeveloped,andatarapidpace.Moreover,thetrend,whilstco-ordinatedandsupportedbytheNationalCollegeforLeadershipofSchoolsandChildren’sServices(hereaftertheNationalCollege),hashappenedbecausetheemphasisonschoolbusinessmanagershasaclearlogicandappealtoschoolleadersandgovernors.
Therehavebeenbursarsinschoolsforalongtime.Theindependentsectorinparticularhasmadegooduseofsuchpostholdersformanyyears,butsotoohavesecondaryschoolsinthemaintainedsector.Whathashappenedsince2001hasbeenanincreaseinboththenumberofthesepostsinalltypesofschool–primary,secondaryandspecial–andinthenumberofschoolshavingaccesstothem.Furthermore,thenatureoftherolehaschanged.Bursarstypicallywereresponsibleforfinances,butbecausetherolehasexpanded,todaythemajorityhavethejobtitleof‘schoolbusinessmanager’;andthatisthetitleusedthroughoutthisbook.
Schoolbusinessmanagersdealwithmuchmorethanmoney.Theyhaveaportfolioofresponsibilitiesandskillsthatsupplementandcomplementthoseofotherschoolleaders,especiallythosedrawnfromclassroomsandwithteachingbackgrounds.Therehasbeenaseriesofstudiesconductedrecentlyexaminingschoolbusinessmanagers’roles,responsibilities,developmentanddeployment.Thisbookdrawsuponthesestudies
Introduction
School Business Managers – a quiet revolution | 4
andshowsthereisstrongevidencedemonstratingthatachangeisnowunderwaytotransformhowschools,andgroupsofschools,managetheirorganisationalresourcesandmaximisetheyieldandreturnsfromthem.
Thebookisorganisedintwoparts.Part1presentsanoverviewoftheevidence,showingwherethemovetoschoolbusinessmanagersstartedandwhathappenedintheearlyyearsoftrainingthem.Thenthecurrentstateofplayissetoutbeforelookingatwhatisneedednextandinthefuture.
Part2summarisesfourmajorstudiesthatunderpinthenarrativeinpart1andthesecanbefoundat:www.nationalcollege.org.uk/sbm-resourcesThestudiesare:
– PricewaterhouseCoopers(PwC),2010a,StrategicStudyofSchoolBusiness ManagersandSchoolBusinessDirectors,Nottingham,NationalCollegefor LeadershipofSchoolsandChildren’sServices
– PricewaterhouseCoopers,2010b,CostBenefitAnalysisoftheSchoolBusiness ManagementProgramme,Nottingham,NationalCollegeforLeadershipofSchools andChildren’sServices
– OakleighConsulting,2010,FinancialImpactAssessmentoftheNationalCollege’s SchoolBusinessManagerDemonstrationProjects,Nottingham,NationalCollegefor LeadershipofSchoolsandChildren’sServices
– UniversityofManchester,2010,SchoolBusinessManagementDemonstration ProjectEvaluationStudy(2010)
Part1drawsonthesefourstudiesaswellasotherreportsincludinganevaluationoftheimpactoftheSBMprogrammes(NationalCollege,2004),McKinsey&Co(2007)ANewFrontierforSchoolBusinessManagement,theAuditCommissiondiscussionpaperValuableLessons:Improvingeconomyandefficiencyinschools(2009)andthepublicationfromtheDepartmentforChildren,SchoolsandFamilies(DCSF)Securingourfuture:usingourresourceswell;adiscussionpaperonthebetteruseofresourcesinschools(DCSF,2009a).Part1alsoincludesthreecasestudiesfromthedemonstrationprojectstheNationalCollegehassupported.InPart2afourthcasestudyisincludedtoshowwhattheDarlingtonEducationVillagehasdone–withoutadditionalfundingtoprovideaccesstoanSBM.
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Part 1
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School Business Managers – a quiet revolution | 6
Following the announcement from the Secretary of State for Education in 2001, the National College, along with the Training and Development Agency for Schools (TDA) and Lincoln University designed a certificate programme for school business managers. The design was informed by the National College’s experience of best practice in leadership development and after pilot work the programme was rolled out nationally in 2003.
Thecaseforsuchaprogrammecamefromrecognisingthatwithincreasedautonomyanddelegatedfunding,schoolswerenotonlymakingthemajorityofdecisionsabouthowtousetheirfundsanddeployresources,butalsoneededexpertisetohelpthemdosoandtoensureschoolleaderswerefreedfromday-to-dayinvolvementinthesematters.Giventhisrecognitiontwothingsfollow:quantityandquality.
Schoolsneedbusinessmanagers,andtherefore,itwasessentialtoensurethere weremoreofthem.Second,theyneedsystematictrainingtoensurethequalityandeffectivenessofSBMsremainshigh.Consequently,thepurposeoftheprogrammeswasandremains:
toprovideSBMswiththetrainingopportunitiestoexpandtheirskills,knowledgeandcompetences,sothattheyplayaleadroleinthemanagementandleadershipofthenon-teachingelementsofschoolssothatallstudentscancapitaliseontheirstrengthstoachievethesocial,academicandeconomicgrowthrequiredforasustainablefuture.National College, 2009a:8
TheCertificateofSchoolBusinessManagement(CSBM)isanentry-levelprogrammethatprovidesSBMswiththeessentialskillsandcompetencesrequiredtomanagefinancesandresourceseffectively.Theprogrammecovers:
– financialmanagement– humanresourcemanagement– informationandcommunicationtechnology– officesystemsmanagement– facilitiesmanagement– riskmanagement– sustainabledevelopment
Theseskillsrelatetomorethanfinancialmanagementbecausealongsidedelegatedbudgets,schoolshavegonethroughaperiodwhentheirorganisationaland
Background and early developments
School Business Managers – a quiet revolution | 7
administrativetaskshaveincreasedincomplexityandtheirworkforceshavegrowninnumbersandbeenremodelled.Twentyyearsago,teacherswerethesinglelargestgroupinaschool;todayteachingassistants(TAs)andothersupportstaffoftenoutnumberthem(Figure1).Managingthosewithdifferentprofessionalbackgroundshasproved,insomecases,tobeachallengeforsomeheadteachers.Havingaccesstowell-qualifiedSBMswhocanmanagesupportstaffhasbeenoneofthebenefitsSBMsbringtoaschool.
TheCSBMprogrammequicklybecameestablished.Therewasgreatinterestandahighdemandforplaces,asTable1shows.Thenumberofplacesavailableincreasedfromanoriginal750to1,200in2004-05.TheprogrammewasalsoaccreditedbytheInstituteofAdministrativeManagement(IAM),andisequivalenttoLevel4qualificationontheNationalQualificationsFramework(NQF).
Figure 1: Increase in support staff in schools 1996-2006
2000 200420021998 2006
165
160
155
150
145
140
135
130
125
120
115
110
105
100
95
Support staff (including TAs)
Teachers
Pupils
Note:Ofthese2%areperpateticbursarsSource:SchoolBusinessManagersBaselineImpactStudy,NCSL,2005;DCSF
Staffinglevelindexedasapercentageof1997
Table 1: Enrolment figures for CSBM and DSBM, 2001–2004 (academic years)
2001/02 2002/03 2003/04 2004/05 To end of 2004/05
CSBM Enrolments
Pilot 100 100 - - -
Roll-out - - 900 1,200 2,300
DSBM Enrolments
Pilot - - 101 - 2,401
Roll-out - - - 100 2,501
Cumulative Total 2,501
School Business Managers – a quiet revolution | 8
Theprogrammehasenabledsignificantimprovementsinbusinessmanagementwithinparticipants’schools.Ithasresultedinbetteruseofresourcesandhelpedheadteachers,otherleadersandteachers,toberelievedofadministrativetasks,therebyreleasingthemtoconcentratemoreonteachingandpupillearning.Satisfactionrateswiththeprogrammeexceeded90percent,asthiscommentsupports:
I’vebeen(atthisschool)fortenyearsandIthoughtIkneweverything.It’s(theCSBMprogramme)thattotallyandutterlyopenedmyeyesandyourealiseyou’redoingajobbutyouarejustskimmingthesurface,there’ssomuchmoretothejob...andnowIwanttotakeittoanotherlevel,togointothemorestrategicrolesofaschoolbusinessmanager.(Primary School SBM)
40percentofparticipantswereable,evenatanearlystageintheprogramme’sdelivery,tociteexamplesofhowtheyhadimprovedtheeffectivenessoftheirschool.Infact,alltheindicatorsweresostrongthatitwasdecidedthatadditionalprovisionwasneeded,andsoaDiplomaofSchoolBusinessManagement(DSBM)programme,asahigherqualification,wasintroducedduring2003-04equivalenttoLevel5qualificationontheNQF.
OtherdataontheearlystagesoftheformationoftheseprogrammesisshowninPart2.RecentstudiesontheCSBMandDSBMprogrammesreportequallyimpressivedata:
Sincetheprogrammestarted,over7,000participantshavegraduatedasqualifiedSBMs.Bytheendof2009,over5,100peoplehadcompletedtheCSBMand1,000theDSBM...duringtheperiodApril2007andMarch2009,theNationalCollege
deliveredover3,600CSBMand1,130DSBMplaces.Thisrepresentsthehighestnumbersofplacessincetheprogrammebegan;howeverdemandremainshighasindicatedbynumbersontheprogrammewaitinglist.PwC, 2010 b:8
Duringtheearlyyearsoftheprogramme’sdevelopment,internationallinkswereestablishedsothattheparticipantsandprogrammescouldbenefitfromawarenessofwhatwashappeningoutsidetheUK.IntheUSA,SBMsareseenasadistinctprofession,whilstinSouthAfricatheneedtoreleaseschoolleaderstoconcentrateonteachingandlearningiscriticaltoimprovingschoolperformanceandsustainingteachermotivation.
Itwasalsoacknowledgedthatafurtherqualificationwasneeded,beyondtheDSBM,andtothisendtheAdvancedDiplomaofSchoolBusinessManagement(ADSBM)wasdevelopedin2008androlledoutnationallyin2008-09.TheADSBMisdesignedtoprovideSBMswiththeskillsandcompetencestoworkinmorecomplexenvironments,forexampleclusters,federationsortrusts.Andafurtherprogramme,theSchoolBusinessDirector(SBD)programme,whichissetatthelevelofafirstyearofaMaster’sdegree,waspilotedin2009-10.
Toensureprogressionandcontinuitywithinandbetweentheseprogrammes,acompetencyframeworkhasbeendeveloped.TheframeworkwascreatedinassociationwiththeNationalAssociationofSchoolBusinessManagement(NASBM).TheframeworksetsoutthesixmainaspectsoftheSBMrole,outlinestheprofessionalattributes,knowledgeandunderstandingthatformthesecompetencesandmapshowtheyaremanifestedatdifferentlevelsofbusinessmanagementwithinschools.ThesixmainaspectsintheframeworkandthesubsectionswithinthemareshowninFigure2.
ThesignificanceoftheframeworkincludesmappingouttheextendedrolemanySBMsplayinschools.TheroleofSBMshastranscendedthatofabursarandtheframeworkreflectsmorepreciselywhatthesepostholderscan,anddo,contributetotheirschools.ThiswiderconceptualisationoftheroleenablesSBMs’linemanagerstoexploittheirtalentsandskillstothefull,ratherthanlimitthemtoanarrowerdefinitionandtasklist.Asthetrainingprogrammeswereestablished,thebenefitsandimpactofSBMsbecameevident.Asthenextsectionshows,SBMshavebroughtaboutfinancialsavings,increasedincome,savedheadteachers’timeandimprovedtheirworklifebalance,creatingmoretimeforstrategicleadershipandenablingthemtoincreasetheirfocusonteachingandlearning.ThoseSBMswhoplayafullroleandaredeployedeffectivelyimpactpositivelyinallareascoveredbythecompetencyframework.
School Business Managers – a quiet revolution | 9
Figure 2: Six SBM competences and professional attributes, knowledge and understanding
1. Managing self and personal skills
– Managing own resources
– Maintain continuing professional development
– Developing personal networks
– Maintain professional values and ethics
2. Providing direction
– Provide leadership
– Plan school improvement
– Ensure compliance with legal, regulatory, ethical and social requirements
– Manage risk
– Foster school culture
3. Facilitating change
– Plan, lead and implement change
– Develop innovation
– Build capacity for organisational change
4. Working with people
– Allocate and monitor the progress of work
– Develop productive relationships with colleagues and stakeholders
– Recruit and support workforce planning
– Manage staff performance and development
– Build, develop and lead teams
5. Effective use of resources
– Manage finance
– Manage technology
– Manage health and safety
– Manage physical resources
– Manage environmental impact
6. Achieving results
– Manage projects
– Manage school processes
– Implement school service improvements
– Develop and strengthen community services
– Improve school performance
School Business Managers – a quiet revolution | 10
Source:SBMCompetencyFramework2009
Theprogrammesthemselveshavebeenevaluatedpositivelytoo.Thereisclearevidencethattheprogrammesenableparticipantstowidentheirframesofreference.TheCSBMandDSBMprogrammesenableparticipantstonetworkwithothersdoingthesameroleindifferentschoolsandtolearnaboutwhathappensinoneanother’sschools.
Thishasreallybeenoneofthebestthingsabouttheprogramme,thegettingtoknowothersworkinginsimilarroles.Thegroupreallygelledandwasverysupportive.IthinkwearegettingabitofacommunityofSBMsgoingthroughit.(Secondary school SBM)
Suchcontactandnetworkingliberatesparticipantsfromthelimitsoftheirownknowledgeandimagination.Ifitistruethatweareallprisonersofourownperspectives,thenprogrammesthatbringtogethercolleaguesfromarangeofschoolsandcontextsenableindividualsto:connectwithoneanother;becomeawareofotherwaysofdoingthings;andconsideralternativestotheirownwaysofworking.
Programmesencourageallwhoparticipateandengagetoseethingsanewandtothinkaboutpossibilities.Participantslearntoreflectonhowtheydothingsintheirschoolsorclusters–what is–andmovetothinkingaboutwhat might be–toimprovetheirworkandperformance.
Trainingprogrammesthereforeplayapartinspreadingideas.Inhisbook The Tipping Point,Gladwell(2000)talksabouthowideasandbehavioursspreadjustasvirusesdo.ThereisnodoubtthattheSBMprogrammeshavehelpedtospreadgoodpractice.Equallyimportantthoughisthestronglikelihoodthattheseprogrammeshavealsofacilitatedthespread,virally,oftheideaofSBMsplayingafullleadershiproleintheirschools.ItisastronglikelihoodbecausetheNationalCollegeanditsprogrammeshavechampionedthemovefrombursarstoSBMsandintroducedtheideaofaprofessionofSBMs.Theseideashavetakenrootandquickly,whichisentirelyinlinewithGladwell’sthesisthatchangecanbecontagious,thatlittlecausescanhavebigeffectsandthatsomechangescanhappendramatically.Gladwell’sargumentunderscoresthenotionofaquietrevolutioninthelast10years.Somethinghasdefinitelybeenhappeningwithregardtobusinessmanagementandithashappenedrelativelyquicklybythemoreusualratesofchangewithineducation.
Ofcourseothershaveplayedtheirpart.TheprofessionalassociationsnowacceptSBMsasmembersbecausetheyareseenaspartoftheleadershipofschools.TheAssociationofSchoolandCollegeLeaders(ASCL)didsoin2004-05andtheNationalAssociationofHeadteachers(NAHT)in2006-07.ThishashelpedtoraisethestatusofSBMsandaddedimpetustothechangeprocess.
School Business Managers – a quiet revolution | 11
Asinterest,demandandsupportfortheworkofSBMsgrew,andtheoutputsandoutcomesfromtraininganddeploymentincreased,theNationalCollegerealisedin2006thattherewasscopeforfurtherdevelopmentoftheroleofSBMsbothwithinschoolsandacrossgroupsofthem.ItcommissionedMcKinsey&Co,aconsultancyfirmofinternationalrepute,tolookintotheworkofSBMsandtoscopeoutpossibilitiesforthefuture.
McKinsey&Co(2007)reportedthatreformeffortsinthelast10yearshaddrivenaculturechangeinschoolsandtransformedthenatureofheadship.Also,reformsthenbeingplannedbycentralgovernmentfurtheremphasisedtheneedfordistributingtheleadershipofbusinessmanagementwithinschools.McKinsey’sconsultationswithschoolleaders,especiallyprimaryschoolleaders,identifiedhowthisincreasedneedcouldbemet.TheynotedthatpenetrationintheprimarysectorwasstilllowandthattherewassomeconfusionaroundtheroleofSBMs.TheyrecommendedaspectrumofsupportbeprovidedbySBMs:
– basic– leadership– strategic
TheyalsoidentifiedfourlevelsofSBM,eachoneanadvanceonthepreviouslevel:
– administration– schoolbusinessmanager– advancedschoolbusinessmanager(ASBM)– schoolbusinessdirector
McKinseyillustratedthisthinkinginahelpfultable(Figure3),whichmapsoutwhateachroleandlevelofsupportcovers.
Fromtheoutset,McKinseymadeitclearthattheroleofSBMswas,inlargemeasure,contextspecific:thesizeandtypeofschoolinfluenceswhatSBMsdo,asdoeslocationandrelationswithneighbouringschools.StaffattheNationalCollegesharethisviewandhavealwaysbeencarefultoprovidearangeofexamplestoillustratehowtheworkofSBMscanbeconductedwithsensitivitytocontext.McKinsey&Co(2007)alsomadethefollowingobservations.
– Somesecondaryschoolheadteacherswerebenefitingfromleadershipsupport.However,leadershipsupportwasbeingprovidedonlybythetopcadreofSBMs(currentlyASBMs),butthiswouldbetheminimumrequirementofnearlyallheadteachersinthefuture.
School Business Managers – a quiet revolution | 12
Figure 3: Illustration of the possible spectrum of roles
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School Business Managers – a quiet revolution | 13
– Veryfewheadteachershadstrategicsupportorthought-partnershiponbusiness managementissues.Trulystrategicbusinesssupportwasacleargapthatcouldbe filledbyschoolbusinessdirectors(SBDs)withinappropriatesettings.
– Theproposedseniorbusinessmanagementroleswereapplicabletoallschoolsbut specificneedswoulddifferacrossarangeofsettings.
– TheapplicationoftheASBMorSBDrolewasdrivenbycomplexityandscale,and flexibleprovisionwasrequiredtoaccountforvariabilityovertime.
– Primaryschoolshadanumberofoptionsforaccessinghigherlevelbusinesssupport.
– Enhancedbusinesssupportwouldhaveaverysignificantimpactonschool effectiveness,wasatleastcostneutralandshouldfreeupfundsforreinvestmentin teachingandlearning.
McKinsey’sdetailedandforward-lookinganalysissetoutthelikelybenefitsoffullytrainedanddeployedSBMsandoptionsfortheNationalCollege.Thereportalsoshowedtwokeyissues,thatin2007:
– thecaseforSBMswasevenmorepowerfulandrelevantthaneverbefore
– despitehavingcomealongwaysince2001,therewasfurthertotravel
Inshort,agoodstarthadbeenmade,buttherewasmoretodo.
Thenextstepswerethereforeaboutbuildingonthesefoundationsandhadtoachievetwothingssimultaneously:morebreadthandgreaterdepth.BreadthmeansengagingwithmoreandmoreschoolstoincreaseandmaximiseaccesstoSBMs.DepthisaboutmakingsureSBMsprovidehighlyeffectivebusinesssupportandaredeployedtothefullsothatschoolsandtheirleaderscancapitaliseontheirexpertise.Together,breadthanddepthrestinlargemeasureondemonstratingtherelevance,suitabilityandaffordabilityofemployinganSBManddevelopingthemovertime.
TheearlyyearswereatimewhenSBMswerechampionedandmanyschoolleaderswerewonoverbytheargumentsanddata.Othersremainedunconvincedand/orunwillingtocommit.Therefore,inlightofMcKinsey’swork,itwasdecidedin2008tosetupanumberofdemonstrationprojects.TheseaimedtoexplorethepracticalimplicationsandimpactoffullyutilisinganASBMorSBDtoleadthebusinessmanagementfunctionwithinarangeofschoolsettings.Theemergingevidencefromthesedemonstrationprojectsisreportedinthenextsection.
School Business Managers – a quiet revolution | 14
School Business Managers – a quiet revolution | 15
The current state of play
Theworksince2001canbecharacterisedasdoingthreethings.First,designinganddevelopingasuiteofprogrammesthatprovidedrelevanttrainingtoincreasetheeffectivenessofSBMsandprovidedthemwithcontinuousprofessionaldevelopment(CPD)opportunities.Second,providingproofofconceptconcerningSBMs.InitiallytherewasscepticismaboutthevalidityofSBMsforallschools,andalthoughthisscepticismhadsubstantiallyreducedby2007,thedemonstrationprojectsaimedtoprovidefurtherproofofconceptacrossarangeofcontexts,includingforexampletheprimaryphase.Third,thenumberoftrainedSBMswassuchthatitwasappropriatetobeginthinkingofaprofessionofbusinessmanagers.
Thecurrentstateofplayshows:
– 90percenttake-upinsecondaryschools
– 30-40percentofprimaryschoolswithaccesstoanSBM
Thesearestrongfiguresforthesecondarysector,lessgoodforprimaryschools.Thesefiguresraisesomechallengingquestions,including:
– ArealloftheseSBMstrained,skilledandcompetenttodothejobrequiredin thisdecade?
– Aretheyallaseffectivelydeployedandutilisedastheycouldbe?
TheNationalCollegehasamassedsubstantialandcompellingevidenceofthebenefitsofSBMs.IthascollectedindependentevidencethroughtheresearchworkofPwC,OakleighConsultingandtheUniversityofManchesterandisusingthedemonstrationprojectstoexamineimpactindifferentcontextsacrossthecountry.Theevidence-baseispresentedinmoredetailinPart2,butitisimportanttoincludesomeofthekeyfindingsheretoshow:
– whathasbeenlearntaboutSBMs
– thecontributiontheymaketotheirschools
– theirimpactintermsofefficienciesandvalueformoney
Thefollowingsubsectionslookatwhattheevidencehastosayaboutfinancialbenefitsandtimesavings,aswellaswhathasemergedsofarfromthedemonstrationprojects.
Figure 4: Main objectives of demonstration projects
1. Potential for impact on quality of teaching and learning and the wider provision for
children and young people:
– Headteacher working time, focus of attention and role satisfaction
– Strategic decision-making
– Effective management of financial resources
– Income generation
– Networking and partnering arrangements
School Business Managers – a quiet revolution | 16
Financial benefits and savings
FinancialbenefitshavebeeninvestigatedindetailbybothPwCandOakleigh,althoughMcKinsey&Coalsodidsomeworkoncostingsin2007.McKinseyanticipatedthatSBMswouldimpactpositivelyoncosts:
– Throughimprovedfinancialmanagement(eg,multi-yearfinancialplanning,spend optimisationandimprovednegotiationandcontractmanagement),fundswillbe freedforreinvestmentinteachingandlearning.
– SBMs,advancedSBMsandSBDswilldriveincreasedincomegenerationthrough improvedrelationshipmanagement,schoolpromotionandgrantapplicationpreparation.
– SharedSBMsandSBDswillbeabletohelpsmallerprimaryschools(thosewithfewer than250pupils)toattainthescalebenefitsoflargerschoolswhilstmaintaininglocal, multi-siteandoftenruralprovision.
Improvedfinancialmanagementisnotsimplyamatterofmakingsavings;itisaboutfreeingupfundstoreinvestelsewhereintheschool.Savingsissometimesunderstoodascodefor‘cuts’.Hereitmeanstwothings:
– savingtoreinvest;and
– increasingvalue for money
Thepurposeofthedemonstrationprojectswastogatherevidenceofthesefinancialbenefitsandsavings.Oakleigh’sworklookedataround19demonstrationprojects,eachcomprisingaclusterofbetween3and19schoolsandthemajorityinvolvingprimaryandsecondaryschoolsoperatingcollaborativelyinavarietyofways.TheobjectivesoftheprojectaresetoutinFigure4.
The main objectives of the demonstration projects:
Table 2: Estimated savings in 123 schools from 19 demonstration projects
Gross savings (£m) Net savings (after SBD/SBM costs) (£m)
Approved grantsincluded in figures (£m)
2008/09 £0.7 £0.6 £0.3
2009/10 £3.1 £2.6 £0.9
2010/11 £2.5 £1.9 £0.2
Ongoing £2.3 £1.7 £0.1
Source: Oakleigh Consulting, 2010
2. Improve understanding of roles and requirements such as:
– Existing roles and responsibilities
– The qualities, skills and attributes that make for successful ASBMs/SBDs
– The training requirements both for internal and external participants
– The impact of school context on roles
3. Identify enablers and barriers to impact, such as:
– Which roles are most effective in which contexts
– Different operating models for the settings set out above
– The skills and attributes that headteachers and other school leaders need to enable
ASBMs/SBDs to succeed
– The contractual and governance arrangements that best enable impact
– Successful approaches to business change
School Business Managers – a quiet revolution | 17
Source:NationalCollege,2009b:1
Oakleigh’sfindingsshowedthatSBMsachievedcostsavingsinthefollowingareas:
– staffingstructure–reducedcostsfrommoreefficientstructure– contracts–savingsthroughbettermanagementandnegotiation– reducedemployeecoststhroughsharedstaffing– contractcosts–bulkpurchasing– premisesutilitiescosts–moreefficientmanagement– capitalcosts–improvedprojectmanagement– insurance–savingsinpremiumsandclaimsreceipts
ThesetypesofsavingswerealsoidentifiedbyPwC(2010b)inastudyoftheimpactofqualifiedSBMs.
Oakleighsurveyed123schoolsinthe19projects.TheauthorsreportedthatsubstantialsavingswereidentifiedbySBMsorSBDsintheirprojectsandestimatedtheseforthe123schools(Table2).
Theprojectedfinancialsavingsfor2009/10areshowninTable3.
Furthermore,Oakleighsawthepotentialforadditionalsavings.Ifthesavingsidentifiedfor2009/10inthe123schoolsstudiedareextrapolatedtoanationallevelthenassuming11,000schoolsdonothaveanactiveschoolbusinessmanagementstructureinplace,financialsavingsof£277million(£229millionnetofSBD/SBMcosts)canbeanticipatedinyear1.Excludingapprovedgrants,thesavingswouldbe£199million(£151millionnetofSBD/SBMcosts).
ThesumsshowninTables2and3andtheprojectedfiguresaresubstantial,bothatschoollevelandnationally.OakleighalsoanalysedwhatthereturnsoninvestinginSBMs/SBDsmightbe(Figure5).Reportingthatthereturnoninvestmentprojectedforthe19projectsin2009/10was575percent.AttheschoollevelthesesavingsareoneofthewaysSBMsseetheyaremakingacontributiontotheirschools’corepurpose:
EffectivelywhatIamdoingistryingtomakemoreefficientuseofourresourcessowe’vegotmoremoneytospendonthechildrenwhichshould,ultimately,makeadifference.Thingslikeprovidingadditionalteachingsupporthourssothatchildrenwithspecialeducationneedsarebettersupported.Sothereisdefinitelyalinkthere,itmightnotbedirectbutIbelieveIcanmakeadifference.(Primary school SBM)
PwCexaminedtheschoolbusinessmanagementprogrammeswiththeobjectiveofprovidingarobustanalysisoftheireconomicandfinancialcostsandbenefits.Thereport(PwC,2010b)lookedatthecostsofrecruitingandtrainingSBMsandSBDsandthebenefitsthesepostholdersbringintheformofcostsavingsthroughimprovedpurchasingarrangements,increasedschoolcollaborationandthetimesavedbyheadteachersandotherstakeholders(time-savingdatawillbereportedlaterinthissection).Interestingly,thestudyassessedhowthecostsandbenefitsvarybyleveloftrainingprovidedbytheprogrammes.
School Business Managers – a quiet revolution | 18
Table 3: Projected savings across demonstration projects, 2009/10
Gross savings Net savings (after SBD/SBM costs)
Per school £25,200 £20,800
Per member of leadership and teaching staff £2,064 £1,705
Per pupil £115 £95
Source:OakleighConsulting,2010
Overall,thePwCstudyandtheOakleighstudyareinagreement.Moreover,theanalysiscanbebrokendownbylevelofqualificationachieved(eg,CSBM,DSBMorADSBM).ThisenabledPwCtosay:
Approximately82%ofDSBMsand88%ofADSBMsareactivemembersoftheseniorleadershipteam,comparedtoaround50%ofCSBMsandnon-qualifiedSBMs.Therefore,theSBMprogramme,particularlytheDSBMandADSBM,appearstohavebeeneffectiveinincreasingthestrategicnatureoftheSBMrole.PwC, 2010b:6
Thisstatementsuggeststhatthemorehighlyqualifiedabusinessmanageris,thegreaterinvolvementheorshehasinschool.Moreover,datashowedthat,forthemajorityofSBMs,completionofaNationalCollegequalificationhadapositiveimpactontheperceivedvalueoftheSBMroleintheirschool.GraduatingwithaNationalCollegequalificationheightensindividuals’self-worthandenablesthemtoplayalargerroleintheschool.IncreasingSBMs’self-efficacyandextendingtheircontributiontotheirschoolsaretwoimportantandveryvaluableoutcomes.
School Business Managers – a quiet revolution | 19
Figure 5: Estimated return on investment in SBM/SBD, 2009/10
Return on investment 2009/10
Additional SBD/M costs (investment)
Gross savings (return)
£1,000,000
£1,500,000
£2,000,000
£2,500,000
£3,000,000
£3,500,000
£500,000
£0
Source:OakleighConsulting,2010
School Business Managers – a quiet revolution | 20
ThePwCreportalsostatesthat:
Overtheperiod2002/3–2008/9,itisestimatedthatNationalCollegequalifiedSBMshavegeneratedanadditional£306million,whichincludesprocurementefficiencies,increasedincomeandmonetisedheadteachertimesavings.SurveyevidenceshowsthatthehigherlevelqualificationsgeneratehigherlevelsofsavingsperSBMandhigherlevelsofbenefitsperSBMsinsecondaryschoolsandcollaborationsduetothehighernumberofpupilsperSBM.PwC, 2010b
Itseemsthenthatthereisapositiverelationshipbetweenqualifications,roleandbenefits.ItmaybetoostrongtosaythatbetterqualifiedSBMsbringgreatersavingsthanless,orunqualified,SBMs,butthereisanassociationbetweenqualificationsandthelevelofsavingsanditappearstobeapositiveone.
Italsoseemsthatthereisanotheringredientinthisequation,namelythenumberofpupilsperSBM.ThelargerthenumberofpupilstheSBMisresponsiblefor,themorelikelyitisthatsavingswillbegreater.Thisimpliesthatcreatingcollaborativesofschools(orfederations,orclusters),betheycomposedofsecondaryandprimaryschools,orasetofprimaries,increasesthelikelihoodofsavingsandefficiencygainsifthereisaqualifiedSBMtostrategiseandmanagethem.
PwC’sreportincludedmanytablesandcharts,asampleofwhichisreproducedinPart2.InapresentationtostaffattheNationalCollege,PwCspecifiedthefinancialbenefitstoschoolsingraphicalfashion.Figure6showswherecostsavingswerebeingmadeandthesourceofincomegeneration.
Figure6reinforcesOakleigh’sfindingsofthebenefitstoschools.PwC’sanalysisalsoshowedclearevidencethatsavingscouldbemadeifschoolsworkedtogetherincollaborations(Figure7).Thisisanimportantfinding,particularlyforsmallerprimaryschools.Itisacceptedthatmanysmallschoolscannotaffordtoappointafull-timeSBM.Butthisisnottosaytheycannothaveaccesstoone.Thedemonstrationprojectshaveconclusivelyshown(ashaveotherclustersoutsidethedemonstrationprojects)thatwhenschoolsformcollaborativesandjointlyappoint,oragreetosharetheSBMoftheirlocalprimaryorsecondaryschool,thenitisbothpossibleandviableforsmallschoolstohaveaccesstoanSBM.
School Business Managers – a quiet revolution | 21
Therehasbeensomeconfusiononthismatterforsometime.AccesstoanSBMiswhatiscritical,notappointinganSBMtoeveryschool.TheevidenceimpliesitistimeforthosewhodonotthinktheycanaffordanSBMtothinkagain;togiveseriousconsiderationtoworkingwithotherschoolsinordertoprovidethemselves,asagroup,withthededicatedandspecialistsupporttheyneedanddeserve.
Source:Oakleighdemonstrationprojectdata,(Dec2009),PwCanalysis
Benefit per school
Cost savings Income
£4,000
£6,000
£8,000
£10,000
£12,000
£2,000
£0
Increased public sector grants
Private sector sponsorship/donations
Lettings and sales/ capital leasing
Insurance
Management of premises
Bulk purchasing
Contract management
Project management
Staff sharing
Staffing structure
Figure 6: Benefits per school
Assumptions and methodology
– We analysed the latest evidence from the demonstration projects to calculate the average total benefit per school of the additional SBM provision. The diagram segments these benefits by generated income and cost savings.
– Overall, the available evidence suggests that additional SBM provision could save the average school a total of approximately £16,000.
– This is comprised of roughly £11,000 of cost savings and £5,000 from income generation.
– We assume that most of these benefits can be fully realised in schools when considering a nationwide rollout.
– We consider that although there would be some additional public sector grants available to schools due to increased awareness, not all schools would be able to replicate the gain made in the demonstration projects. We therefore take a conservative view, and estimate that only 50% of these gains could be realised in an average school.
– We have not included the gains made in the demonstration projects due to an increase in pupil numbers, as when this is considered at the macro level, no additional pupils enter the system.
– These figures are the basis for the gross benefit figures in this section.
Source:PwC,2010a
School Business Managers – a quiet revolution | 22
Thisreviewofthelatestevidence,byindependentconsultants,showsthatSBMsreducecostsandincreasesavingswhichcanbeusedforotherthingsinaschool.Thesavingsaresignificantanddefinitelyworthhaving.Time savings
PwCidentifiedthreetypesofsavingsSBMsmake:
– financialbenefits
– financialandnon-financialbenefitsarisingfromgreatercollaboration
– non-financialbenefits
Havinglookedattheevidenceforthefirsttwo,thissubsectionfocusesonthenon-financialbenefits.Thesenon-financialbenefitscentrelargelyonheadteachertimesavings.
Source:PwCmodel,PwCanalysis,2010a
Cost
sav
ing
per
clus
ter
in £
Headteacher time saving (hours served per cluster per year)
=% of schools population covered
800 900 1,000 1,100 1,200 1,300 1,400 1,500 1,600 1,700 1,800
£20,000
£30,000
£40,000
£50,000
£60,000
£10,000
£-10,000
£0
Figure 7: Potential savings from formation of a school cluster
Across all segments, over 86% of schools can place themselves in collaboratives where net marginal financial benefits are, on average, £21k per collaborative in addition to headteacher time savings of 1,450 hours p.a.
Limited support Strategic assistance
Average = £21k and 1,450 hours per
collaborative per year25% of schools can form collaboratives which generate c.£4k of net marginal benefit but with a higher number of headteacher hours saved (c.1,620) compared to schools in the strategic assistance collaborative
61% of schools can form collaboratives with a net marginal benefit of c.48k
Estimated marginal benefit and headteacher time saving by cluster
School Business Managers – a quiet revolution | 23
Source:UniversityofManchester,PwCanalysis,2010a.Note:thistimesavingofapproximately1/3hasalsobeendemonstratedinMcKinsey’sresearchaswellasotherresearchundertakenbytheCollege
Other schools
Finance
Buildings
Other agencies
Other
Admin
Professional development
Strategic planning
Teaching
SBM delegated tasks
0%
Hours / Week
30%
40%
50%
60%
70%
20%
10%
80%
90%
100%
Headteacher Headteacher time saved by SBM
1Financial benefits
relating to SBMs
2Financial
and non-financial
benefits arising from greater
collaboration
3Non-
financial benefits
relating to SBMs
DrawingondatafromthedemonstrationprojectsandtheUniversityofManchester’sevaluationevidence,PwCestimatedthatSBMscouldsave31percentofaheadteacher’stime.ThisfindingisinlinewithMcKinsey’s(2007)estimatethatsavingsofupone-thirdofaheadteacher’stimewerepossible.SuchsignificantamountsoftimesavingcanbegeneratedbySBMsinthefollowingways:
– SBMscantakeontheadministrationandmanagementofnon-teachingstaff,HR functionsandriskmanagement.
– Administrativetasks,suchasbudgetpreparationandprocurement,canbedelegated toSBMsbyheadteachers.
– Somelong-termstrategicplanningcanbedelegatedtoSBMs(eg,responsibilityfor managingcapitalprojects).
Figure8providesmoredetailastohowSBMscansaveheadteachertime.
PwCalsoreportedhowthetypesofactivitiesthatSBMshadundertaken,whichprovedeffectiveinsavingtimeforheadteachers,variedaccordingtoSBMs’levelsofqualification(Figure9).Unsurprisingly,itisinfinancialmanagementandplanningwhereSBMs
Figure 8: Headteacher time saving by category
School Business Managers – a quiet revolution | 24
havesavedthehighestproportionofheadteachertime,followedbymanagementandinteractionofsupportstaff.Figure9alsoconfirmsthatthemorestrategicroleofASBMmakesSBMsoperatingatthatlevelmorelikely,comparedwithotherSBMs,tobeundertakingschoolpolicydevelopmentactivitiespreviouslyundertakenbyheadteachers.
PwCalsoreportedtimesavingsfordeputyheadteachersandothermembersoftheseniorleadershipteam.Theseamountsoftimewerelowerthanforheadteachers,andtherelevantactivitiesalsodiffered.Forexample,ahigherproportionoftimesavedfordeputyheadteacherswasassociatedwitharrangingteachingduties,completingtimetables,pupilallocationandsupplyteachers.
ItisclearfromthisdatathatSBMsimprovethefinancialmanagementofschools,andtherebytakepressureoffheadteachersandthebroaderseniorleadershipteam.Theireffectivedeploymentalsoopensupsignificantpotentialtounlockwiderbenefitssuchasprovidinggreatersupporttoteachers,increasingtheleadershipcapacitywithintheschoolandimprovingeducationaloutcomesforstudents.
Takentogether,theseareverysignificantbenefits.Moreover,theygobeyondthenumbers;theyhaveimplicationsforworkload,worklifebalance,jobsatisfactionandmotivation.Theseimplicationstranscendthefiscalsideofthebenefits,importantastheseare,andintroducethehumansideoftheevidence.Thefollowingquotesoutlinewhatthesebenefitsmeantothosewhodothework.
Figure 9: Main activities in which SBMs save headteacher time, by level of qualification
% headteacher time saved
3%
4%
5%
6%
7%
2%
0%
1%
Support staff management
School policy development
Financial management and planning
Change management
Managing capital projects
Contact with governors and stakeholders
CSBM DSBM ADSBM All SBMsSource:PwC,2010b:41
School Business Managers – a quiet revolution | 25
IusedtohavebrainshattereveryFridayandSaturdayat2inthemorning.Isimplycouldn’tsleep.That’sreducedwiththedemonstrationproject.Idon’tgetthatnow.Primary headteacher
IthinkSBMssaveaboutathirdofheadteacher’stime.Idoallthefinanceandwillthenmeetwiththeheadtogothroughitwithhim.IfIwasn’tinpost,theheadwouldhavetodothisworkinstead.School business manager
Anotherbigprobleminschoolsisrecruitmenttoheadship.SBMsreducetheworkloadandstressonheadsandmakeitmoreattractive.NAHT
SBMsfreeupheadteachertimefromthegeneraloperationalnoisethatgoeswithrunningaschool.Thiscansometimeshavestunningresults.National Governors’ Association
ThesearepowerfulquoteswhichshowhowSBMscananddorelieveheadteachersofsomeoftheirwork,enhancetheirworklifebalanceandmakethejobofleadingaschoolmoreattractive.
Ifthesefindingsarealignedwithwhatweknowaboutthefactorsthatmotivateanddemotivateheadteachers(Table4;PwC,2007),thenitbecomesapparentthatSBMsplayanimportantpartinsustainingthemotivationandjobsatisfactionoftheexistingsupplyofheadteachers.
Table4indicatesthatadministrativedemandsarethegreatestdemotivatorforheadteachers.Therefore,whenSBMsreduceheadteachers’workload,itnotonlysavesheadteachers’time,italsoremovesthelargestsourceofdissatisfactionintheirwork.
SBMs,then,playapartinmakingheadshipmoreattractivetoaspiringschoolleadersandcontributetomakingleadershipsuccessionlessofachallenge.Itisrecognisedthatsomeaspiringleadersdonot,atfirstsight,likethelookofleadershipbecausetheyperceiveitastakingthemawayfromcontactwithchildrenandyoungpeople.Thereareanumberofwaysthisperceptioncanbeovercome,andonewayistoensureheadteachershaveaccesstoanSBMwhowillsupportthemandenablethemtohavethetimetoremainclosetoteachingandchildren’slearning,andtheirpupils’progressandachievements.
School Business Managers – a quiet revolution | 26
Table 4: Factors that motivate and demotivate headteachers
Factors that motivate and demotivate headteachers
Motivating factors % Demotivating factors %
Role is dynamic/not routine 58 Administrative demands 54
Building shared values 54Inspection/measures of accountability eg.Ofsted
50
Collegiality/teamwork 46Low status/negative media image of the profession
41
Job satisfaction/sense of personal achievement
45 Changes in policy 39
Changing social culture 45 External interferences (eg. LAs, DfES) 39
Maintaining high standards 43 Problems with recruitment/retention 33
Sense of vocation 42 Stress 32
Professional autonomy/implementing own vision
39 Financial responsibilities 20
Passionate belief in the role 38 Less contact with pupils 18
People management (staff) 33 Isolation 15
Awareofthesepatterns,aswellasthefinancialbenefits,OakleighConsulting,aspartofitsfinancialimpactassessmentofthedemonstrationprojects,cametotheconclusionthat:
Itislikelythatevenifonlysmallfinancialsavingsaremade,whenthecostofadditionalSBMprovisionisnettedoffthentheintroductionoftheSBMfunctionwillstillbeworthwhilebecauseofthesofternon-cashsavingsintimeandeffortresultingfromtheiractivitieswhichfreesuptimeforimprovedpupil-relatedlearning.Oakleigh Consulting, 2010:16
Inotherwords,timesavingsandthewiderbenefitsthatcomewiththemforheadteachersandotherschoolleadersaresignificant,valuableandwellworthhaving.
IPSOS,MORI(2006)Base=911Source:PwC,2007:8
School Business Managers – a quiet revolution | 27
Demonstration projects
Referencehasbeenmadeonanumberofoccasionstothedemonstrationprojects,soitisappropriatetolookmorecloselyatthem,describewhattheyaredoing,andseewhatmainlessonscanbedrawfromthem.
Theprojectswerelaunchedin2008-09toexplorethepotentialofexpertbusinessmanagementpracticestobeusedacrossgroupsofschools.ThespecificprojectobjectiveshavealreadybeenshowninFigure4.Thegroupsofschoolsincluded:
– groupsoflargeorsmallprimaryschoolsoramixofthem
– cross-phasegroups,egall-agecampuses,linkedprimary,secondaryandspecial schoolsand14–19partnerships
– groupsofsecondaryschools
TheUniversityofManchester’sinterimevaluationoftheseprojectsshowsthatjustover94percentofheadteachersinvolvedratedtheextentofthebenefitstoschoolsasexceedingormeetingtheirexpectations,withjust5.7percentratingtheprojectbenefitsasfallingshortoftheirexpectations.Justover91.4percentratedafavourableimpactontheirworkloadsandnonesawanegativeimpact(8.6percentperceivednoimpact).
CommentsfromparticipantsgatheredbytheUniversityofManchesterwereequallypositive:
Theprojectisavehicleformovingthingsforward.There’sbeenafantasticamountoflearning.Imeansuperb...I’vehadmymindblownthisyearandreallychallengedintermsofwherethingscouldgo...HavinganADSBMparticularly,whichisastrategicjob,isjusttotallydifferenttoanythingelsethat’shappenedineducationbefore.Primary headteacher
Asaheadteacheryouwanttomakesureeveryiisdottedandeverytiscrossedandthatwhatyoudoisyourbest…Weallknowaboutthistrustelementwehavewithourteamofteachers,butwhatpeopledon’trealiseisthatifyouhavegotsomeonealongsidewithwhatisineffectthebackroomstuffthatnobodyelsegetstoseeintheschoolthenthat’salotofweightoff.Thatde-stressesbigtime.ImeanIdon’tthinkmystaffrealisehowmuchthe[theSBM]doestobehonest…butIdo.Primary headteacher
School Business Managers – a quiet revolution | 28 School Business Managers – a quiet revolution | 28
ThefollowingthreecasestudiesareincludedtoshowthedifferentwaysaccesstoanSBMcanbeachieved.Thefirst,DysonPerrins,showshowasecondaryschoolwentaboutprovidingSBMaccessandsupporttosixprimaryschools.
Case Study 1: Dyson Perrins
Thisdemonstrationprojectinvolvedonelead(11–18highschool,DysonPerrins),andsixprimaryschoolsrangingfromsmallruralschoolstotwo-formentryschools.Theschoolsserveasemi-ruralcommunityinWorcestershire,withmanypupilstravellingtothehighschoolbybus.Alltheschoolswerekeentoworkcollaborativelyandtosharebestpracticeinbusinessmanagement.Theprojectaimedtodevelopabusinesssupportstructurewiththesecondaryschoolsharingexpertiseacrosstheprimaryclusterparticularlyinareassuchasincomegeneration,financialplanning,ICTdevelopmentandareviewofcurrentsystemsandprocesses.
Withaschoolbusinessdirector(SBD)alreadyinplace,projectfundingwasusedtoappointanassistantSBDwhowould,inthefuture,becomethenewSBD.Theprojectwassuccessfulinanumberofways.Forexample,otherschoolsexpressedinterestandtheSBDisnowconsideringasecondclusterofschoolsusingthesamemodel.Anothersuccessisthatheadteachers’perceptionsoftheSBDrolehavechangedfromearlyscepticismtoallbecomingadvocatesofSBDs.
Thetransitionacrosstheprojectprimariesfromanoldfinancialmanagementpackagetoanewsoftwarepackage(SAP)wasundertakenbythesecondaryschool’sbursarundertheguidanceoftheSBD.TheSBDwasinstrumentalinassistinginbespoketraining,bothfortheheadteachersandtheadministrativestaffacrossthecluster:
WeswappedovertotheSAPfinancepackageandthelimitedtrainingwehadfromthelocalauthorityreallywasn’tgood.…oneoftheadministratorsfromDysoncameinandwentthroughsomethings,anditwasreallygood.Primary headteacher
Interestandrequestsforhelpfromschoolsoutsidetheprojecthavecomeinandtherehavebeenopportunitiestogiveadviceandshareideastopotentialnewdemonstrationprojectschools.Accordingtogovernors,threekeybenefitshavebeenidentifiedsincetheintroductionoftheassistantSBDrole.
– OneprimaryschoolwasusingEarlyYearscapitalfundingforanextensionprojectand
School Business Managers – a quiet revolution | 29 School Business Managers – a quiet revolution | 29
theassistantSBDwasverygoodatfocusingtheseideasatagovernors’meetingintosomethingmoreconcrete.
– Carparkingwasasignificantissueforoneprimaryschoolintermsofpupilsafetyas theschoolissitedattheendofaresidentialcul-de-sac.TheSBDhandledthesituation verysuccessfullybyengagingwillallstakeholdersincludingthehighwaysagency,the localauthorityandresidentstofindasuitablesolution.ThisSBDsupporthada positiveimpactonparentswhocouldseeprogressbeingmadeintermsofsafety.
– HelpwiththeFinancialManagementStandardinSchools(FMSiS)wasadefinite benefitacrossalltheprimaryschools.Forprimaryheadteachers,FMSiSisahuge undertakingandthesupportgivenbytheSBDwasinvaluableinhelpingalltheprimarygainFMSiSaccreditation.
JointSBDandheadteacherreportstogovernorsalsoincreasedgovernors’understandingoftheSBDrole.SchooltravelplanswereintroducedacrosstheclusterwiththeinvolvementoftheassistantSBDcontributingsignificantly,asthelocalauthority’straveladviseracknowledged:‘Everyoneknowsher,[theschools]trustherbecausetheyfeel[theschooltravelplan]isinsafehandsifsheismovingitforward.‘Supportstaffbenefitedfromthespeciallycreatedadministrators’network.Jobsatisfaction,performanceandefficienciesimprovedforisolatedassociatestaffbecauseofin-housetraining.HeadteachersreportedthattheSBDhadfreedupmoreoftheirtimeandincreasedtheirjobsatisfaction.
TherewasaconcernthatschoolshadunrealisticexpectationsofwhatcouldbeachievedinapilotyearandwouldmakemoreandmoredemandsontheSBDrolebecauseofitssuccesssofar.Ontheotherhand,thefactthatheadteacherswerelookingtotheSBDforassistanceisanindicatoroftheproject’ssuccess:
IthinkI’veprobablyunderused[theSBDresource].I’mhappytobuyintoitnextyear,mygovernorsarehappyaswell...Iwasthinkingnowwe’vegotarefurbishmentplannedforthesummer..projectmanagingit,allofthattakestoomuchtimesoIhaven’tinvolvedtheminthatyet,butIwill.Primary headteacher
Thesecondcasestudy,forWellacreTechnologyandVocationalCollege,showshowthissecondaryschoolplayedaleadingroleinprovidingamenuofservicesforlocalprimaryschools.Asthestudydemonstrates,therangeofservicesprovidedcoversmorethansimplyfinancialmanagement.AswithCasestudy1,thisshowshowcollaborationcanenhanceandextendsupportamongschools.
School Business Managers – a quiet revolution | 30 School Business Managers – a quiet revolution | 30
Case study 2: Wellacre Technology and Vocational College
WellacreTechnologyandVocationalCollegeisahigh-performingandover-subscribedboys’secondarymodernschool(1116)ofaveragesizelocatedinaboroughofGreaterManchester.Pupilsaredrawnfromdiversesocialandeconomiccircumstances.Thepercentageeligibleforfreeschoolmealsisaverage;theproportionofpupilswithlearningdifficultiesand/ordisabilitiesishigherthanthenationalaverage.InitsOfstedreportfor2007,inspectorsdescribedWellacreas‘anoutstandingandhappyschool’.
Sinceprojectstart-up,WellacrehasdevelopedamenuofSBMsupportservicestoagrowingnumberoflocalprimaryandspecialschools:currently14plusschoolsranginginsizefrom160to450pupils.ThegoaloftheprojectwasforWellacretoprovideabespokebusinessmanagementservicetoschools.Theseservicescontributetoschoolimprovementandfinancialefficiencyinschoolslackingthetimeorexpertisetodothisforthemselves.Wellacreoffersanalternative,widermenuofservicesandhigherlevelofsupportthanthatprovidedbythelocalauthority.Wellacreaimedto:
– enableashiftinfocusofseniorteachingcolleaguesawayfromroutineadministration andtowardseducationalmatters
– improvetheeffectivenessofresourcemanagement
– providestrategicinputtoschoolmanagementandsecurenewpotential fundingstreams
– workwiththelocalauthority’sSBMforumtodevelopamodelforschoolbusiness managementthatfocusedonfinancialandbusinessmanagement,withsubsequent servicestoincludegroundsmaintenanceandITsupport
AcharteredaccountantworkingasafinanceofficerforthelocalauthorityjoinedWellacreastheSBMfiveyearsbeforethedemonstrationprojectbeganandhadatrackrecordofimprovingefficiencyinthecollege,haddevelopedastrategicroleandtakenaleadinthelocalSBMnetwork.Acolleagueinthelocalauthoritywhohadmovedfromprivatesectoraccountancybecauseofadesiretoworkineducation,sharedWellacreSBM’svisionfordeliveringenhancedSBMservicestosmallerschools,asshowninFigure10.Togethertheysetupaprivatecompanytoprovideservicelevelagreements(SLAs)andsupporttolocalprimaryschools.LaterthiscompanywastransferredtoWellacreandhassinceoperatedsolelyaspartofthecollege.Demandforitsserviceshasbeenhealthyandcontinuestogrow.CurrentlythestructureconsistsofaschoolbusinessdirectoroverseeingSBMoperationsatWellacreandthecompany,andtwoSBMswhofocusontheprovisionofservicestoprimaryschools.OneoftheSBMshascompletedtheCSBM.
School Business Managers – a quiet revolution | 31 School Business Managers – a quiet revolution | 31
Headteacherswithintheprimaryschoolsreportedanumberofbenefitsincludingimprovementsintheirworkinglivesandhighlevelsofsatisfactionwiththeproject.NotablefinancialbenefitsareinevidencethroughtheSBMservicepersonneldevotingtimetoresearchingoffersthatrepresentbestvalueformoneyandthroughbulkpurchases.Otherbenefitsare:
– timeandenergysavedinadministration
– accesstoWellacre’sfacilities
– careerprogressionforsupportstaff
ImportantbenefitshavebeenidentifiedforWellacre:
– closertieswithitsfeederprimaryschools
– significantopportunitiesforprofessionaldevelopment
– careerenhancementandsuccessionplanningamongstSBMandfinancestaff
Thoughtherewassomeuneasewhentheprivatecompanywassetup,allstakeholdersarenowsupportiveoftheserviceofferedbyWellacre.Someprimaryschoolshaveprovedwaryofmovingawayfromthelocalauthority’sservices,thoughdemandforservicesamonglocalprimaryschoolsisgrowinganddiscussionwiththelocalauthorityabouthow,andhowfar,theprojectshouldexpandareongoing.
- business management service for local primaries that is cost effective
- training courses for schools
- payroll, personal advice
- grounds maintenance support for local primaries that is cost neutral and shares resources
- key holding service for local primaries
- printing department
- reprographics for primaries
- website design
- IT support
- IT help desk
- training courses
Figure 10: Business management support partnership: service level agreement model
Grounds maintenance support and share resources
Financial and business management support SLAs
IT support and help desk
Reprographic services/
printing
School Business Managers – a quiet revolution | 32 School Business Managers – a quiet revolution | 32
Casestudy3looksathowagroupofprimaryschoolsworkedtogetherandsharedanSBMinordertomaketheworkofheadteachersinsmallprimaryschools,withsignificantteachingresponsibilities,sustainableandmorefocusedonteachingandlearning.
Case study 3: Withernsea
TheprojectislocatedintheYorkshireandtheHumberregion.Thelocalauthorityorganisesschoolsintoclustersandtheprojectinvolvesagroupofschoolsfromacrosstwodifferentlocalauthorityclustersworkingtogether.WithernseaJunior(theleadschoolforthisproject)andtheinfantschoolarefederatedandwillamalgamateinSeptember2010.Theprojectinvolvessixprimaryschools,plustheleadschool.Withernseajuniorandinfantschoolshave300and169pupilsonrollrespectively.Theotherschoolshavepupilrollsof54,83,88,89and160.
ThelocalauthoritycoversoneofthelargestgeographicalareasinEnglandwithsomesparselypopulatedareas.Thereare140primaryschoolsundertheremitofthelocalauthority,ofwhicharound50havefewerthan100pupils.Inmanyschoolstheheadteachershaveateachingcommitmentof50percenteachweek.Thelocalauthorityhadataskgrouplookingintothesustainabilityofschoolsbecauseoffallingrollsandhaddecidedtointroduceaccesstoqualifiedbusinessmanagementsupportforallschools.Theprojectaimedto:
– developtheroleofSBMstoafargreaterextent
– reducetheworkloadofheadteachers
– identifyfinancialsavingsforschools
FromtheoutsetitwasunderstoodthattheSBMwastoworkataseniorlevelintheschools.TheSBMispartoftheseniorleadershipteamatherleadschool:theheadteacherattheleadschoolsaid:‘Itreatherasequivalenttomyassistantheadteachers.’TheamalgamationofthejuniorandinfantschoolshasfullyinvolvedtheSBM.JointproceduresandpolicieshavebeendevelopedandtheschoolsaremovingtowardsintegratingFMSiSdocumentation.
Thelocalauthorityisimpressedwiththeprojectandaimstohave35SBMstosupportall140schoolsalthoughthisisexpectedtotaketimetoimplementfully.Oneofthemajorprojectenablerswasthesupportofthelocalauthority:‘Thelocalauthorityhasbeenmybackbonereally,it’sbeenbehind[theproject]thewholeway,’commentedtheSBM.ThelocalauthorityhaspilotedalocalDSBMcoursewhichiscurrentlybeingevaluated.
School Business Managers – a quiet revolution | 33 School Business Managers – a quiet revolution | 33
Iftheevaluationispositive,thelocalauthorityaimstorunafurtherDSBMprogrammeandcontinuewiththelocalprogrammefortheCSBM.
Thecommitmentoftheleadschooltotheprojectisanotherdriver.Moreover,theservicesandskillsofotherstaff,suchasanICTtechnician,caretaker,andahigherlevelteachingassistantfromtheleadschool,havealsobeenutilisedbyschoolsintheproject.Headteacherswhocommittedtotheprojectalsoplayedanimportantpartinenablingitssuccess.ItwasrecognisedbytheSBMthattheseheadteachershadbeenopenandflexibleintermsoftheirapproachandtime.Anotherkeysuccessfactorhasbeenthecommitment,experienceandenthusiasmthattheSBMhasbroughttotherole.
OnebarriertotheeffectivenessoftheSBMrolewasheadteacherswhodidnotwanttoworkwithanSBM.Ifheadteachersdonotwanttorelinquishcontrolofrolesthatcanbedelegated,ultimatelytheSBMroleisgoingtohavelittleimpact.AnotherchallengeistheworkloadoftheSBMwhenworkingwithseveralschools.Therehadbeenaverybusyperiodforhalfaterm,andwhilsttheworklevelledoutduringthenextterm,thenumberofschoolstheSBMtakesonremainsanimportantconsideration.
Oneofthemainbenefitsreportedbyheadteacherswasareductioninworkload.ThishappenednotonlybecausetheSBMtookonsomeoftheirtaskssuchasmakingphonecalls,emailingandwritingreports,butalsothroughthereorganisationoftheschooladministrationsystems:‘Youcanfeelover-poweredbytheworkyou’vegottodoand“whenamIgoingtofititin?Idon’thavemuchtime”Ifeelmoreconfidentnowtosaypleasedothis…andIknowit’sgoingtohappen,’saidoneheadteacher.TheSBMundertookanenergyreviewatoneschool,therebysavingthetimeoftheheadteacherwhootherwisewouldhavecarriedoutthereview.Thereviewhighlightedthefactthattheschoolhadahighwaterconsumptioncomparedwithschoolsofasimilarsize,socapitalfundingwasusedtoinstallsensortapstoreduceconsumptionandnewthermostatswerefitted,bothsavingmoney.
Afurtherbenefitishavinganexperienced,qualifiedSBMsupportingheadteachersandgovernorswiththeirfinancialresponsibilities.TheSBMtookontheroleofbudgetmonitoringandreportwritingforthegoverningbody’sfinancialcommitteemeetings.TheSBMalsoactsasafacilitatorintermsofknowingpeople,orfindingpeoplewhocanhelpschoolssavemoneyortime.Forexample,acaretakerattheleadschoolisveryknowledgeableaboutfireriskassessments,andtheSBMarrangedforhimtotraincaretakersinotherschoolssothattheycancarryouttheirownfireriskassessments.Oneschoolplannedtobuynewlaptopsandanewsmartboardbecausetheirexistingequipmentwasnotworkingwell,andtheSBMarrangedfortheITtechnicianatthelead
School Business Managers – a quiet revolution | 34 School Business Managers – a quiet revolution | 34
schooltoreviewtheequipmentforfreeastheywerepartoftheproject.Itwasfoundthatthelaptopsneedednewmemoryandupgradingandthesmartboardneedednewcabling.Thissavedtheschool£3,500.TheSBMusedawebsitecalled‘Businessinthecommunity’tolocateanarchitecttodevelopdrawingsfortwoschools,freeofcharge,tosupporttheirbidsforlotterymoney.TheSBMalsocompletedaponddevelopmentproject,accessingexternalfundingandco-ordinatingtheworkwithanofficerfromtheEnvironmentAgency.
TheSBMhasincreasedcapacityamongadministratorsintheschoolsthroughstafftraining.Asoneheadteachercommented:‘Iammuchmoreconfidentbecausetheexistingstaffwe’vegotaremorecompetent.’Capacityhasalsobeenincreasedintermsofexpandingstaffroles.Atoneschool,theSBMistrainingtheadministrativeassistanttodothebudgetmonitoringtotakeitoverfromtheheadteacher.However,therearelimitationsonhowmuchtheofficestaffrolecanexpandandreducetheheadteacher’sworkloadasofficestaffoftenworkparttimeandalreadyhaveheavyworkcommitments.
Theprojectissustainablebecauseofthesupportfromthelocalauthoritywhichhassetupasimilarschemeforvoluntary-aidedschoolsandhasrolledoutSBMsupportclusters.ThesetypicallyincorporatefourschoolsperSBMandencouragefederationsoreconomicallianceswithinclusters.Attheendofthedemonstrationproject,twooftheprimaryschoolsengagedtheSBM’sservicesforthenextterm,payingforhertimeoutoftheirownfunds.Web-basedsupportwaslaunchedinNovember2009toshareinformationandestablishforumsbetweentheschools.TheSBMhasuploadedrelevantinformationonthewebsiteandhasencouragedotheruserstosharetheirpractice.
ThebenefitsofsecuringaccesstoanSBMorSBDareplainlyevidentinthesethreecasestudies.Thesamewasgenerallytrueacrossallthedemonstrationprojects,involving270schoolsintotal.Allwere,inthemain,enthusiasticabouttheroleandworkofSBMs.Tosomedegreethisispredictable;theyweredisposedtogivingthisinitiativeago.Yettheevaluationresultsareverystronglypositive,andwhilstsomemightarguethiswasinevitable,itisalsothecasethattheirexpectationscouldequallynothavebeenmet.
Theprojectsshowtheneedforcarefulplanningtotakeaccountoftheschools’settingsandcontexts.Theyalsorevealtheimportanceofschoolstakingaleadandbeinginnovative.Morethananything,thecasestudiesandotherdemonstrationprojectshavestrongcollaborativefeatureswhichshowthatcollaborationandfederationsareimportantwaysofsecuringaccesstoanSBM,ASBMorSBD.ThiswasacknowledgedbyDCSF:
School Business Managers – a quiet revolution | 35
WeknowthatmanyimprovementsinoutcomesforpupilscanarisefromcollaborationwithschoolsandFEcolleges,andthroughfederations–suchasimprovementsinbehaviour,greateraccesstosportsandextra-curricularactivities,and/oranincreaseinthecurriculumoffertochildrenandyoungpeople.Manyschoolsfindthatalongsidetheseimprovementsinoutcomestheyareabletomakebetteruseofexistingresourcesandrealisecostsavings.DCSF, 2009b:18
ThedemonstrationprojectsprovideevidencetoshowthatwhenqualifiedSBMsandSBDsaredeployedincarefullyplannedandwell-designedroles;arefullyinvolved,andsupportedintheirschoolsandgroupsofschools;andperformsubstantialandauthenticroles,thentheymakeareal,tangibleandvaluabledifference(Figure11).
Figure 11: SBMs drive significant benefits to schools
Enhanced school business management could
drive significant benefits for schools
Available to all schools
Context dependent
Dedicated resource to build and create value from networks and partnerships
Effectiveness leading to improved outcomes
More effective and attractive HT and SLT roles
Improved strategic decision making
Efficiency freeing up funds to be redeployed towards T&L
Redeploying funds towards teaching and learning
Improved financial management
Improved financial management
Improved fundraising
Leadership reconfiguration
SBM+/SBD cost
Source:McKinsey&Co,2007
School Business Managers – a quiet revolution | 36
Figure11neatlydrawstogetherintheformofanequationalltheelementsdiscussedhere.Theequationaddsuptoincreasedbenefitsthatfaroutweighthecosts.
So,atthisjuncture,itisfairtosaythatalothasbeenachieved.Therearegoodindicatorsaroundratesoftake-up,particularlyinthesecondarysectorand,informedbysoundevidence,thereisastrongcaseforprimaryschoolsbeingencouragedtogainaccesstoSBMs.Programmedataisalsohealthy;thedemandforplacescontinues;anditisclearthatqualifiedandwell-trainedSBMsprovideahigh-qualityreturnforthisinvestmentinthem.
Forthesereasonsitappearsthatachange–aquietrevolution–isunderway.Recentchangesintheschoolsystemincludethemovetopartnershipsandcollaborations,bothformalandinformal,andinresponsetoprovidingextendedservicesandrespondingtotheEveryChildMattersagenda.Partofthismovementinvolvesacultureshift,asFigure12illustrates.Thisisnotabouthaving(ornothaving)anSBM.ItisabouthowthedeploymentofSBMsenablesacultureshiftthatsupports21st-centuryneedsandexpectations.
SBMsplayapart,alongsideothers,inenablingschoolstofaceandmeetanever-moredemandingfuture.Itisalwaysbetterthatwelookaheadfacingforwards,ratherthanwalkingbackwardsintothefuture.ThereisnodoubtthatSBMsarepartofthefutureandwillenableschoolsandtheirleaderstodealwithwhateverthefuturebrings.
Figure 12: The culture shift
All SBMs are key in helping to achieve the required cultural shift
- hit and miss
- uniformity
- provision
- producers
- inputs
- generalisation
- talk equity
- received wisdom
- regulation
- haphazard development
- demarcation
- look up
- universal high standards
- diversity
- choice
- customers/citizens
- outcomes
- specificity
- deliver equity
- data and best practice
- incentives
- continuous development
- flexibility
- look outwards
COMFORTABLE DEMANDINGSource:MBarber2008
Figure 13: What is getting in the way of take up?
The major barriers are cultural:
– Headteachers and LAs who do not fully understand the SBM role and the benefits they can deliver
– Headteachers who are reluctant to cede power and responsibility to non-teaching members of staff
– LAs which are resistant, especially if they are concerned about their own services to schools
– Governing bodies which act as a barrier, especially around clustering
There are also implementation barriers:
– Some headteachers do not see past the upfront investment and so feel the role is not affordable
– Difficult to co-ordinate a group of schools to take a collective decision to recruit
Supply of the right type of skills will become a barrier if not addressed:
– There is currently no shortage of supply of CSBMs, but there is currently a lack of ADSBM and SBD candidates capable of working across collaboratives.
– The College currently provides 1,500-1,700 places for CSBM, 600-800 for DSBM, 200 for ADSBM and 50 for SBD. Meeting the needs of a collaborative-based system implies a need for significantly more qualified DSBMs, ADSBMs and SBDs.
– There are many individuals working in an SBM role but without qualifications. This may lead to issues of quality and increase the risk of a mis-understanding of what a properly trained SBM/SBD can achieve.
Sustainability issues are not significant now but will need attention in future:
– To operate strategically, there is a strong argument that SBMs/SBDs should be on the leadership team. Not all headteachers share this view. Linked to this is wide variation in pay and conditions for SBMs, with some on the leadership scale and others not.
School Business Managers – a quiet revolution | 37
AlthoughthereisagoodstorytotellaboutSBMsandtheirimpact,somechallengesremain.Thesechallengesareoftwodifferentkinds:
– barrierstotake-upandsystem-wideadoptionofSBMs
– economiccontextandpublicfinances
Thenexttwosubsectionsreviewtheissuesthatcreatethesetwochallenges,beforeoutliningwhatthenextstepsshouldbe.
Barriers to take-up and implementation
Aswellasconductingacostbenefitanalysis,PwCproposedastrategyforincreasingthepresenceofSBMsintheschoolsystem.Aspartofthisstrategicthinking,thePwCreportidentifiedwhatwasgettinginthewayoftake-up(Figure13).Thebarriersareamixofcultural,implementationandsupplyissues.
Looking ahead and facing the future
Source:PwC,2010a
School Business Managers – a quiet revolution | 38
TheculturalbarriersincludealackappreciationoftheSBMroleandthebenefitstheydeliver,aswellasattitudesresistanttotheidea,ortosharingpower.
ItalsoappearsthatsomeschoolleadersareputofftheideabecausetheonlywaySBMsareaffordableisthroughco-operatingwithotherschools.Somemayfeelthatclusterarrangementsarefineinprinciple,butconsumeprecioustimeforindividualswhoarealreadyverybusyandhardpressed.DCSF(2009b)sawadvantagesinincreasingco-operationbetweenschools,butalsonoted,fromitsownfieldwork,thatschoolssawavarietyofbarrierstothemaswell,including:
– up-fronttimeandresourcecosts
– fearoflossofpower
– competitionbetweenschools
– traditionalrivalrybetweencommunities
– fearoflossofidentity,ethosandvalue
– personalityclashes
– perceptionthattherearenocommonneedsbetweenschoolsofdifferentsizes
– beliefthatcreatingfederationswilldetracttheheadteacherand/orwidersenior leadershipteamfromday-to-dayduties
– fearofredundancies
Thesearesignificantbarriersandtheywillnotbeover-turnedeasily.
MuchofthisreluctanceisunderstandableandtheNationalCollege,theDepartmentforEducation(DfE)andotherswillhavetoaddressthesepositionsandarguments,increaseawarenessandunderstandingofthebenefitsanduseexamplesofwhereSBMsandcollaborationsareworkingeffectivelyinsimilarsettingsandcontextstothosewhoopposeorareresistanttothem.Atthesametime,advocatesshouldrecognisethatsomeofthesebarriersaresubjectiveonesand,asMichaelFullanoncewrote:
Thefallacyofrationalismistheassumptionthatthesocialworldcanbealteredbyseeminglylogicalargument.Theproblem,asGeorgeBernardShawobservedisthat“reformershavetheideathatchangecanbeachievedbybrutesanity.”Fullan, 1991:96
Toovercomethesebarriersrequiresastrategythatappealstobothheartsandminds.
School Business Managers – a quiet revolution | 39
Economic context and public finances
In2009DCSFpublishedSecuringourfuture:usingourresourceswell(DCSF,2009a),adiscussionpaperonthebetteruseofresourcesinschools.Ataroundthesametime,theAuditCommissionpublishedValuableLessons:Improvingeconomyandefficiencyinschools.TheAuditCommission’spaperwasabriefingforheadteachersandschoolstaffwithfinancialresponsibilitiesandrecognisedthatschoolsfacechallengingfinancialcircumstances,withfundinggrowthslowingafterreal-termincreasesof56percentbetween1997and2008.Schools,alongwithothersectors,facetighterfunding.
Akeyresponsetothechallengeofmanagingonlessmoneyistoimprovevalueformoney(VfM).AccordingtotheAuditCommission,VfMhasthreeelements:economy,efficiencyandeffectiveness.Table5outlinestheAuditCommission’sdefinitionsofthesethreecomponents.
TheAuditCommissionpapersuggeststhatschoolscanimproveVfMbychallengingthemselvesinsixareas:
– consideringthefinancialimplicationsofschoolplans
– reviewingfinancialsurplus(ordeficit)
– ensuringthegoodsandservicestheschoolbuysrepresentVfM
– usingtheschoolworkforcetobesteffect
– collaboratingwithotherschools
– usingdataandinformationtosupportbetterdecision-making
Table 5: Three components of value for money
Definition Example
Economy Minimising the costs of resources used for a good service or activity
Are school supplies purchased at the best available price?
Efficiency The relationship between outputs and the resources used to produce them
Does the timetable make best use of teachers?
Effectiveness The extent to which objectives have been achieved
To what extent has the deployment of teaching assistants raised attainment?
Source:AuditCommission,2009
School Business Managers – a quiet revolution | 40
DCSF’sworkonVfMhasacknowledgedthat‘almostallprocurementiscurrentlydoneatindividualschoollevelandinsomeinstancesbyindividualswithlimitedprocurementexperience’(DSCF,2009a).IthasalsogivenstrongsupporttoSBMs:
Goodfinancialplanningneedsskilledstafftosupportit,andschoolshaveincreasinglyinvestedinhigherlevelsoffinancialskills.Manysecondaryschoolsnowhavebusinessmanagers,whobringexpertskillsinprocurementandfinancewhichresearchbytheNationalCollegedemonstratescanmakeasignificantimpact.DCSF, 2009a:14
DCSFgoesontosaythatbusinessmanagersarelesscommoninprimaryschools,but‘webelievetheyhavearealcontributiontomaketheretoo,albeitonasharedbasis’,and:
TheNationalCollegeworkshowsthatabusinessmanagerforagroupofschoolscanrealiseinitialsavingsveryquickly,andoftendeliverasignificantsurplusoverthecostoftheirsalarythroughacombinationofcostsavingsandadditionalincome.Businessmanagershavethetimeandexpertisetolookcarefullyathowaschoolusesitsresourcesinawaythattheheadteacherandotherseniormanagerscannotaffordthetimetodo.DCSF, 2009a:14
Whatisclearfromallofthisisthat,ontheonehand,therearebarriersandchallenges,butthat,ontheotherhand,partofthesolutiontothesechallengesisforeveryschooltohaveaccesstoaCollege-qualifiedSBMorSBD,andthatformanyprimaryschoolsthismeansworkingcollaborativelywithotherschools,betheyprimary,secondaryoramixofbothtypesofschool.
ItisvitalthatschoolsstartplanningtodaytosecuremaximumVfMfromtheirbudgetstomorrow.ItisencouragingthatmanyschoolsarereapingthebenefitsofSBMs,notleasttheirabilitytofreeupheadteachers’timesotheycanfocusonteachingandlearning,buttherearestilltoomanynotrealisingtheirfullpotential.Allofwhichleavesuswithaquestion:
Howdowemakethishappen?
ThenextsubsectionpresentswhattheNationalCollegethinkingisonthisquestion.
School Business Managers – a quiet revolution | 41
Next steps
Followingtheassessmentofthebarriersandchallengesthatneededtobeovercome,PwCrecommendedeightstepsthatshouldbetaken(Figure14)toachievethevisionofeveryschoolhavingaccesstoanSBMorSBD.
ThisvisionbuildsonfourfindingsfromthePwCstudy(2010b)andisinlinewiththeotherevidencecollected:
– SuitablyqualifiedSBMsandSBDshelpschoolsruneffectivelyandefficientlyby improvingfinancial,operationalandstrategicmanagement.
– Thiswillbeincreasinglyimportantasresourcesbecomemorescarce.
– Thereare7,500College-qualifiedSBMsandafurther2,500inprogress.
Figure 14: Whatactionsareneededtoachievethefuturevision?
Source:PwC,2010b:5
The interventions we recommend are:
– Targeted seed funding to incentivise schools with qualified SBM or SBD to share this resource with others; to encourage new collaboratives to form and recruit qualified SBMs/SBDs; and to encourage further upskilling of C,D/ASBMs. We recognise and understand reluctance to use seed funding to promote programmes. However, schools will discover that they can ‘spend to save’ and therefore will sustain the posts, as almost all demonstration projects did.
– Ofsted inspection should include a sharper assessment of Value for Money which will encourage schools to assess SBMs. Inspection is a very strong lever to change behaviours.
– Increased targeting marketing to a selected type of schools, LAs and others to raise awareness of the seed funding opportunities (a ‘pull’ strategy), highlight the sharpened inspection focus on VFM (‘push’), and to provide advice on how best to access seed funding and other support.
– Training for SIPs and advice for headteachers on the benefits of qualified SBMs/SBDs and how to make most effective use of them. This should be mandatory within NPQH for new heads, but voluntary for others, provided via conferences and workshops. The main aim will be to help those headteachers who have access to an SBM make better use of them.
– LAs to be encouraged to ensure that more local schools have access to qualified SBMs and to promote their take-up, on the basis it helps address workload issues and improves headteachers retention as well as supporting efficiency. The College should promote this in its Succession Planning work.
– Adjust the levels of supply to reflect the cluster-based requirements. We recommend producing , on average, 1,100 DSBMs (up from 700), 400 ADSBMs (up from 200) and 60 SBDs (no change) per annum. By reducing CSBM intakes, this should be cost neutral.
– Accelerate sharing of the very best practice by identifying and publicising the best examples, providing interactive tools based on these, and providing incentives for SBM Advocates to provide outreach support, advice and guidance to other schools.
– A clear professional development pathway which with the granting of chartered status should raise the status, attractiveness and sustainability of the profession.
School Business Managers – a quiet revolution | 42
– Therearemanyothersoperatingintherolebutwithoutthesequalifications.
Givenallthathasgonebefore,itwasnosurprisethatinMarch2010thethenSecretaryofState,EdBalls,announcedfundingtosupport250partnershipclusterswithacommitmentthateverylocalauthorityshouldhaveatleastoneclusterwithinitsarea.TheSecretaryofStatesaidthatprimaryschoolswillhaveaccesstoupto1,000extraschoolbusinessmanagersunderaschemelaunchedtomaketheirmoneygofurther.TheannouncementoutlinedthattheseSBMsweretoworkinclustersofprimaryschools,withaccesstoconsultancyprovidedtosupportthemonhowtosavemoneyandwithadviceandguidancefromDfEandtheNationalCollegeonpartnershipworking,procurementanddeliveringVfM.Inshort,notonlyweremoreSBMsneeded,butsotooweremoreclusterarrangements.
TheSecretaryofState’sannouncementaddressesthesupplysideofthechallenge;namely,arethereenoughSBMsoutthere?IncreasingthenumberofSBMsby1,000addstothe7,500College-qualifiedSBMsalreadyinplaceandthefurther2,500beingtrainedduring2010.Numbersareincreasing,butbecausenoonebelievesthateveryprimaryschoolshouldhaveitsownresidentSBM,duetoaffordabilityandthenumberofsmallschoolsintheprimarysector,deployingSBMstobesteffectandwithmaximumVfMmeansprimaryschoolsworkingcollaboratively.
PwC(2010)arguedthatarangeofmodelsforclusterswouldemerge.Aroundaquarterofschoolsinthesectormightformrelativelysmallclusterscontainingasecondaryschoolworkingwithoneortwolargeprimaries.However,thedatashowedthatperhapsasmanyas60percentofschoolswillneedtoformlargercollaborativeswith,onaverage,betweenfourandsixschoolsinthem,toachievethegreatestbenefits.
Suchgeneralisationstendtoberatherneatandtidy,soitisgoodthatPwCappreciatedthattherewould,inpractice,bemuchmorevariationthanthis.Therewouldbesomeverylargecollaboratives,aswellasindividualschoolsusingSBMs.ThePwCreportgoesontosay:
Webelievethatmostschoolsinthecountry–atleast85%andpossiblymore–couldgainsignificantbenefitfromcollaboratingovertheuseofSBMs...WeseethesecollaborativesbeingledbystaffqualifiedatDiploma(DSBM),AdvancedDiploma(ADSBM)andDirector(SBD)level.ThosewithCertificatelevel(CSBM)willtypicallyhavearoleattheindividualschoollevel.PwC, 2010a
School Business Managers – a quiet revolution | 43
PwCseesthesestepsbringingbenefitsthatfaroutweighthecostsandthatSBMswillplayakeyroleinreformingthesystemandhelpingtomakethebestofallavailableresources.
ImplicitwithinalloftheserecommendationsandactionsistheneedforthetrainingforSBMstoremainattheleadingedgeofprovision.Itwillbeevenmoreimportantinthefutureandwiththechallengesweanticipate,thatSBMs’trainingisrelevantandstretching.TheCSBM,DSBMandADSBMprogrammesmustplacethosewhograduateatthefrontofcurrentthinkingandpractice.
School Business Managers – a quiet revolution | 44
TheevidenceoverwhelminglydemonstratesthatSBMsmakeadifferenceandbringfarmorebenefitsthancoststoschools.Theyarekeytoensuringschoolsprovidevalueformoneyandfindwaysthroughdifficultfinancialtimes.TheevidenceshowsthatSBMsnotonlybringfinancialandotherexpertisetoschools,theysaveseniorleaders’time–inthecaseofheadteachers,significantamountsoftime.Inotherwords,SBMsareawin-win;savingmoney(forreinvestment)andtime.
Afternineyearsofco-ordinatedactionwhichhasincluded:
– championingtherole
– creatingprogrammesthatprovideprogressionandqualifications
– evaluatingdevelopments
– learningthelessonsfrompracticeinschoolsandschoolclusters
– searchingforsignsofimpact
ItisrightthatwenowconcentrateonensuringthateveryschoolhasaccesstoanSBMorSBD.Thiswill,inturn,enableheadteacherstobebettersupported,freedfromsomeoftheiradministrativetasksandabletoconcentrateonteachingandlearning.Agreatdealhasbeenachievedsofar,butthenextstepsarelikelytobeevenharder.Undoubtedlyachangeisunderway,butitisnotcomplete.Changes,evenquietones,occurinpredictablepatterns.Therearetheinnovatorsandearlyadopterswhoarewelldisposedtochangeandkeentotryoutnewideas.Latercomethosewhowillonlyuseideaswhenthemajoritydosoandlaterstill,thosewhoarecriticalandresistanttonewideasandwhoonlyusethemwhentheyhavebecomemainstream(Rogers,1995).Becauseover90percentofsecondaryschoolshaveadoptedSBMs,theremainderarelikelytobemadeupofthosestillunconvinced.Intheprimarysectortherearemanymoreyettobewonoverandmanyofthesemaybeverycautiousandscepticalaboutthemeritsofthischangeforthemselvesand/ortheirschools.ThesameappliestolocalauthoritieswheresomearenotyetsurethatusingSBMsisagoodideainthelocality.ThenextstageofrollingoutSBMprovisionnationallyinvolvesreachingouttoandengagingthemorereluctantandlessenthusiasticcolleaguesonthisissue.
Amoredifferentiatedapproachisgoingtobeneededtoconvertthisnextgroupofschools;andprobablyadifferentapproachtocommunicationaswell.Whathasworkedsofarinbringingaboutthechangeswecanseemaynotworkaswellinthefuture.Whathaswonoverthosewelldisposedtothechangemaynotbethesameforthosewhohaveyettobeconverted.Ofcourse,thebenefitsmustbecontinuallyreported,and
Conclusion
School Business Managers – a quiet revolution | 45
advocacyandchampionswillbeneeded,butSBMsthemselvesshouldalsobemoreassertiveaboutwhattheycandosothatwhentheyareinposttheyareusedtobesteffect.
Increasingaccessandtake-upisimportant,butthismustgohand-in-handwithcarefulandeffectivedeployment,delegationanddistributedauthority.WhatisrequiredisSBMsandSBDsinpostandworkingaseffectivelyandefficientlyastheyarecapableofdoing.Thismeansfullydelegatedresponsibilitiesandleadershipdistributedtothemsothattheyplayasfullapartaspossible.Thenallheadteacherswillbeabletodowhattheydobest,leadteachingandlearning,andhavethetimetoleadstrategically.
ForfurtherinformationPart2whichsummarisesfourmajorstudiesthatunderpinthenarrativeinpart1canbefoundatwww.nationalcollege.org.uk/sbm-resources
School Business Managers – a quiet revolution | 46
AuditCommission,2009,Valuable Lessons: Improving economy and efficiency in schools,London,AuditCommission
BarberM,2008,Thechallengeofachievingworld-classperformance.PresentationtoNationalCollegeannualinternationalconferenceforSBMs,9May,London
DCSF,2009a,Securing our future: using our resources well; a discussion paper on the better use of resources in schools,London,DepartmentforChildren,SchoolsandFamilies
DCSF,2009b,Public Value Programme: review of dedicated schools grant and related grants,London,DepartmentforChildren,SchoolsandFamilies
Fullan,M,1991,The New Meaning of Educational Change,2nded,London,Cassell
Gladwell,M,2000,The Tipping Point,London,AbacusBooks
McKinsey&Co,2007,A New Frontier for School Business Management(unpublished)
NationalCollege,2009a,School Business Management Programme: Impact and Evaluation report 2007–2009,Nottingham,NationalCollegeforLeadershipofSchoolsandChildren’sServices
NationalCollege,2009b,School Business Director Demonstration Projects Directory,NottinghamNationalCollegeforLeadershipofSchoolsandChildren’sServices
NationalCollege&NationalAssociationofSchoolBusinessManagement,2009,School Business Management Competency Framework: a guide to continuous professional development for SBMs,Nottingham,NationalCollegeforLeadershipofSchoolsandChildren’sServices
NCSL,2004,Bursar Development Programme Impact and Evaluation Report,NottinghamNationalCollegeforSchoolLeadership
OakleighConsulting,2010,Financial Impact Assessment of the National College’s School Business Manager Demonstration Projects,Nottingham,NationalCollegeforLeadershipofSchoolsandChildren’sServices
PricewaterhouseCoopers,2007,Independent Study into School Leadership,London,DepartmentforEducationandSkills
PricewaterhouseCoopers,2010a,Strategic Study of School Business Managers and School Business Directors,Nottingham,NationalCollegeforLeadershipofSchoolsandChildren’sServices
PricewaterhouseCoopers,2010b,Cost Benefit Analysis of the School Business Management Programme,Nottingham,NationalCollegeforLeadershipofSchoolsandChildren’sServices
Rogers,E,M,1995,Diffusion of Innovations (4th Ed).NewYork:FreePress
UniversityofManchester,2010,School Business Manager Demonstration Project Evaluation Study
References
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