independent school management spring/summer 2014

Independent School Management

Spring/Summer 2014www.independentschoolmanagement.co.uk

With the support ofSponsored by

Whistleblowing is no casual matter in schools Richard Bird, ASCL Legal Specialist 3

Information, information, information… Rosanne Musgrave, ASCL Independent Specialist 6

Creating global leaders of tomorrow Ken Swan, Director, Leaders in School, Australia 10

Curriculum reforms Sue Kirkham, ASCL Curriculum and Qualifications Specialist 14

Finance for the future Samantha Wood, Partnerships Manager, Rathbones 19

FCA regulations and options for fee payment Contributed by Premium Credit Ltd 23

A brave new world for pension saving Glenn Austen, The Pensions Trust 25

Looking for a long-term schoolwear relationship? Justin Cheatle, John Cheatle Group 27

All Steinway schools Contributed by Steinway & Sons Ltd 31

Tigerturf pitches support for Newbridge sport Contributed by Tigerturf Ltd 33

Economic impact of independent schools Rachel Kerr, Girls School Association 35

Northwood Prep pupils served up a funding boost Contributed by Allied Irish Bank (GB) 41

The three Rs of radon: risks, regulations and remediation Martin Freeman, ProTen Services 42

Index of advertisers 44

Independent School Management Spring/Summer 2014

Contents

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It is easy to think that whistleblowing, because its name sounds a little casual and unofficial, issomething that applies elsewhere. But history shows that it is just as necessary in schools as in otherorganisations; and potentially it is good for schools and for their employees and students. Financialirregularity, improper IT use, dangers to workers' safety and child abuse are exposed faster in ahealthy whistleblowing culture.

In any case, whistleblowing is no casual matter. It is regulated by legislation, the Public InterestDisclosure Act 1998, which makes it possible for an employee to make a claim against an employerfor victimising or dismissing him for making a public interest disclosure. In addition, the statutorycap on compensation for unfair dismissal is removed. This protection was widened in 2013 toinclude failing to prevent victimisation by fellow workers.

The law recognises that whistleblowing has to negotiate a difficult path between allowing employersto deal with things in their own way and the fundamental contractual duty of confidentiality withinthe employment relationship on the one hand; and the public interest on the other. So disclosureis limited to criminal offences; breach of a legal obligation; miscarriage of justice; health and safety;damage to the environment; and the deliberate concealment of any of these.

The law assumes the employee will normally disclose to the employer. To go beyond an employerto the appropriate external regulator, the allegation has to be substantially true. To bypass employerand regulator, the allegation has to be made in the public interest rather than for private gain; to bevalid and exceptionally serious; and there must be no other way of dealing with the matter.Effectively, one must have tried and failed to interest the employer and the regulator or believe thatthe employer, or associate, is criminally corrupt.

As a result of recent changes to the law, the person making the allegation must 'reasonably believe'that the disclosure is in the public interest, and if the allegation is made with malice, although therenow is protection, an award may be reduced. While whistleblowing itself is protected, 'related acts'


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�Whistleblowing is no casual matter in schools

Richard Bird, ASCL Legal Specialist

are not: as the IT teacher who hacked into a school system to demonstrate the ineffectiveness of itssecurity found out to his cost.

A fear of employers is that a worker will claim that s/he has been victimised or disciplined for onewhistleblowing claim after another. However, the Employment Appeal tribunal has ruled that indeciding on the justice of a claim, a claim for detriment for whistleblowing in a case of multipleclaims, the worker must meet certain conditions. Each claim must be separately identified. Eachfailure to respond by the employer must be separately identified. The basis for each claim must beaddressed. The claim must refer to a legal obligation capable of verification. There must be areasonable belief that the disclosure was in the public interest. The detriment must be identified andso must the date of the failure to act. These are not low thresholds.

Implications for schools

The charity Public Concern at Work published the report of its Commission on Whistleblowing at theend of 2013. The recommendations of the commission for the further development of the law aremany and various and may not find favour with government. However, four are particularlysignificant for schools. First is a negative one: that disclosure should not be made mandatory. Thereis an argument that by implication the Teachers' Standards make it mandatory to report child abuse,but the commission felt that agencies might be overwhelmed by 'suspicions' rather than realities.

The second is that the law should be changed on settlement agreements to add the clause 'noagreement should preclude a worker from making a protected disclosure.' So no 'gagging clauses.'The third recommendation is that the protection should be extended. As far as schools areconcerned, the important part of this recommendation is that it should be extended to jobapplicants and non-executive directors. It is not clear whether and how far this would apply toschool governors and academy advisory committees if it ever came into force; but there would seemto be no reason to exclude them.

The fourth is that the list of topics for whistleblowing should be made non- exhaustive, like a grossmisconduct list in a disciplinary procedure, but that two new categories should be added: 'grossmismanagement of funds' and 'serious misuse or abuse of authority.' These last tworecommendations have significant implications for schools.

There would be a great deal to be said for schools embodying these recommendations into theirown policies regardless of whether they eventually become law. To know that your sins will find youout is a powerful counter force to temptation. It is a very good way of making sure that people listento concerns, think twice and ask before they plunge into some scheme that is on the edge of legality.Whistleblowing is not only a threat to the criminal or the devious; it is good for the institution, forthose in authority in it, and, much more important, for those who the institution serves.

Richard BirdASCL Legal Specialist


Whistleblowing is no casual matter in schools

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Information, information, information…

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It can be a full-time job keeping up to date with all the changes and developments impactingeducation, but ASCL Independent Schools Specialist Rosanne Musgrave has the perfect solution forstaying in the know.

Everyone in education knows the pressure of trying to keep up to date with developments – newpedagogical theory, changes in statutory guidance, financial matters (including pay and pensions),safeguarding, employment law, curriculum, examinations and a plethora of other matters. There is avast range of sources of information and never enough time to read and research – the tension thatthis brings to staff at all levels undoubtedly adds to the stress and anxiety of working in school but theexcitement of being part of a developing system is also a powerful incentive for many people.

It is often said that in medieval times, a person could know all that there was to know – Chaucer’sOxford academic had “at his beddes heed twenty bookes, clad in blak or red, of Aristotle and hisphilosophie” – and laboriously copied manuscripts and oral transmission were the only sources ofinformation available until the first examples of movable type began the revolution that was thebeginning of printing in Europe in the middle of the 15th century.

The changes brought about by the mass production of books and pamphlets together withdevelopments in engraving and illustration have of course now been overtaken by the secondinformation revolution – that of the internet and electronic communication. We are faced with an arrayof material, facts and opinions from which to extract the information that we need to have and oughtto know. Newspapers and journals still play a very important part in our acquisition of knowledge,whether we read them online or in hard copy. The sales of books (albeit via internet sources) hasescalated hugely in recent years and we all receive emailed information updates regularly. One mightimagine that ‘written’ material is all-important to us but it seems that this isn’t in fact the case.

To return to the oral exchange of knowledge that was so important centuries ago – it is interesting tosee how attendance at meetings and conferences is steadily increasing. For those working in schoolsand colleges, going to a seminar or briefing is often the most effective way of keeping up to date and

Rosanne Musgrave, ASCL Independent Specialist


Editorial, cont........

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in touch with what is happening. Information days attract large numbers of people wanting to accessinformation but to receive it together with explanation, commentary and guidance – it is this thatmakes going to an event so worthwhile. In addition, such days offer the opportunity to meet colleaguesand to exchange experiences and views – it’s often said that such networking encounters are extremelyvaluable to all concerned.

As an organisation deeply concerned with all aspects of leadership in education, ASCL is very aware ofthe significance and usefulness of such occasions. The association holds an annual series of regionalone-day information conferences where members are updated on current issues with ASCL officersgiving feedback from their meetings and negotiations with the DfE and other bodies and discussing keytopics. The content is developed to ensure leaders have all the information they need to make keydecisions over the next year. The speakers craft their contributions to make the best use of theavailable time and feedback tells us that those attending often find the days to be the most usefulprofessional development that they have during the year.

This year, for the first time, ASCL hosted an information day specifically focussed on the needs andinterests of leaders in independent schools and colleges. Held in central London on Wednesday 25June, this meeting delivered vital information to ASCL members leading and managing all types ofindependent secondary schools and colleges. ASCL works closely with HMC, GSA, the Society of Heads,ISBA and other independent school organisations and many ASCL members work in the independentsector in a variety of school and college leadership positions. ASCL greatly values its independentschool and college members and this information day will offer professional advice, guidance andupdates presented specifically for those in fee-paying independent secondary and all-through schools.

ASCL President Ian Bauckham will be speaking about how all sectors can work together and his talk willbe called Working together – a shared vision of education. This theme is of very real significance toindependent school and college leaders. Brian Lightman ASCL’s General Secretary, will talk about thecurrent political agenda and key government policies – again, these are crucial matters as we moveforward to May 2015 and beyond. ASCL specialists will provide updates on a curriculum, assessmentand qualifications, pensions update and a session on vital developments in HR and employment lawfrom ASCL specialists. In addition, there will be sessions about initial teacher training, performancetables, industrial action, appraisal and teacher standards, the new pay arrangements and ASCL’s workin supporting all its members.

ASCL looks forward to this opportunity of sharing information and discussing current issues anddevelopments with independent school and college leaders through the ever-effective medium of oralcommunication. A day to talk and to listen and to share – we hope to see many people there.

Rosanne MusgraveASCL Independent Schools Specialist

Information, information, information…


Creating global leaders of tomorrow

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As educators, we are responsible for preparing children to be effective citizens. There are few moreimportant responsibilities. It wasn’t that long ago that this responsibility was contained within acommunity, defined by a village, town or shire boundary.

The world is a far different place now. Globalisation has forced new ways of thinking and relating.Communities, and cultures, are connected like never before. With access to a computer ortelevision, we can read, watch and listen to the news of any event anywhere in the world.

This is wonderful, in one sense, but it is also a challenge for educators. It is a challenge that mosteducation systems are trying to meet. The United Nations Alliance of Civilizations (UNAOC) recentlyreported that “three-quarters of the world’s major conflicts have a cultural dimension”(www.unaoc.org/actions/campaigns/do-one-thing-for-diversity-and-inclusion).

The finding is alarming, but not surprising, and there is an argument that our education systemsaround the world have played a part in fanning these conflicts. The world’s ‘major’ conflicts are ledby people who were students in our schools 10, 20, 30 or more years ago. They were students whoprobably developed their initial knowledge and understanding of leadership in the school setting.

What were they taught by educators previously – explicitly or subliminally?

� Were they taught that the great leaders of history conquered others?� Were they taught that leaders possessed certain qualities, often attributed to military or political

leaders?� Were they taught that leaders must protect their culture at any cost?

What are students being taught in schools today, explicitly or subliminally that could inform theirleadership actions in the future — actions that may reduce intercultural conflict in the years ahead?How will students in our schools today be perceived as leaders in 10, 20, 30 years from now? Whatare they learning about leadership now that will stay with them throughout their life? My view isthat education systems have a responsibility to contribute towards the development of citizens whohave initial awareness, knowledge and skills in leadership.

Recently, I shared stories of leadership, provided by students from various cultures and sub-cultureswithin education systems, at the convention of the International Confederation of Principals (ICP).They included:

Charles, 15, United States: I have always wanted to do something that allows me to make adifference. Being a part of Greening Forward (a global environmental group led by young people)and seeing the huge impact we are making is certainly motivating. I truly could not see myself doinganything else. Moreover, I get to work with some of the most amazing people in the world — youngchange-makers.

My ideas have been dismissed many times simply because of my age. I encourage adults to authenticallylisten to the ideas of young people, challenge them, and offer opportunities for them to be engaged inpositive activities that matter to them.


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Juan, 17, Uruguay: I knew I still needed more skills to be an effective leader to continue working in allthe community projects I had in mind. And there was one I especially lacked, public speaking! Think ofa leader, any leader you want. Picture them delivering a speech in front of a massive audience. Whatmakes them a leader, apart from their ideas? The way the audience is motivated and inspired by thewords spoken. Most will be deeply touched and maybe even shed a tear.

Such a reaction may be a response to inspirational leaders when they transmit ideals, but I knew thatif I did not improve my speaking skills, I would not be able to transmit my ideals and projects toothers to make this world a better place.

These and other stories by students in both primary and secondary education are free to downloadfrom the Leaders in School website www.leadersinschool.com.au They show how our students havethe capacity to think deeply about issues and about their own place in the world. They highlight keyleadership concepts that they share — overcoming discrimination, cultural restrictions, women’srights, freedom, making a difference, perceptions of the disabled, the need to motivate, sharingdecision-making, cultures of unity, and service learning for all.

For me, there is a key question that comes from the UNAOC research: How can we as educatorscontribute to significantly reducing world intercultural conflict in the near future?

I do not know the answer. I do know that this year’s school leavers will be in their late 20s in tenyears’ time, and will be in their late 30s in 20 years’ time. They will be:

� increasingly connected globally� proud of their cultural background� raising children and concerned for their future� working for or running companies or organisations with colleagues from various cultures that

may serve the communities of various cultures� voting for political leaders� taking on roles as political leaders� taking the lead in other ways where action is needed� supporting others to lead where others have more awareness, knowledge or skills

I also know that organisations such as the United Nations (UN) place great emphasis on supportingyouth to become well-informed, knowledgeable and skilled future leaders. School systems reachacross all communities; while there will be cultural differences across systems, they will all strive toprepare students for an increasingly multicultural society. If we, as educators, cannot guide studentstoday to become aware, knowledgeable and skilled in global leadership concepts, then who willguide them? They may never get another opportunity.

Ken SwanDirector, Leaders in School, Australia

Ken is founder of Student Leaders International, a free e-zine on student leadership. To contribute articles about your own school or students, please visit the website:www.leadersinschool.com.au or contact Ken at [email protected]

Creating global leaders of tomorrow...


Curriculum reforms

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While a week may be a long time in politics, the same could be said for qualification reforms. Everyweek it seems another piece of the jigsaw is being added and, little by little a coherent picture isbeginning to emerge. It is none too soon either, as the amount of planning schools will have to doto be ready for the changes – and to prepare students and their parents – may seem overwhelming.

ASCL has said very strongly to ministers and officials that the quantity and pace of curriculum andqualification reform is not manageable within the proposed timescales, either for schools or forawarding bodies, and is likely to result in further problems when it comes to awarding. Ofqual hasalso warned the government that the timescale is challenging and “will place a considerableburden” on the system.

This update gives an overview of changes to qualifications that are planned or proposed for Englandas well as reforms already in place. A number of decisions are still to be made, and consultations areunderway in some areas. Northern Ireland and Wales are also involved in reform and will be makingtheir own decisions. This information was correct as of going to press but please check the web forthe latest information.

Current GCSE reform

From 2014, all GCSEs are linear with exams taking place only in June, except for English language,English language and English literature (combined) and maths, which will have a November re-sitopportunity for students aged over 16 and those who have already taken the qualification.Controlled assessment will still be included. Spelling, punctuation and grammar marks are includedin assessments in English literature, history, geography, and religious studies, and somespecifications (geography, history, English literature) have been ‘tightened’ to ensure that studentsare covering the entire syllabus.

From 2014, speaking and listening will no longer be included in the English or English language grade– a move that ASCL strongly opposed. Controlled assessment of writing remains at 40 per cent butthe exam will now count for 60 per cent. Speaking and listening will continue to be assessed byteachers and will be awarded a separate grade on the certificate.

GCSE reform from 2017

GCSEs in maths, English language and English literature will be reformed for first teaching from 2015,first awarding from 2017. It is expected that specifications for these new GCSEs will be available inautumn 2014 and the subject content has already been published by the DfE. These new GCSEs willbe linear, will have more extended writing tasks and will be entirely assessed by externalexamination. The content is also greater than current GCSEs.

� Grading for the new GCSEs will be on a 9 to 1 scale with 9 being the highest. Ofqual is currentlyconsulting on what the grades mean and how they will be awarded. This closes on 30 June.


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� There will be tiering in maths but not in English. Both maths and English will be assessed by examonly. In English language, students will be assessed on speaking and listening but this grade willbe reported separately on their certificate and will not count towards the overall grade. Therewill no longer be a single English GCSE.

� Sciences, modern and ancient languages, geography, history, computer science, art and design, designand technology, drama, dance, PE, citizenship, music and religious studies will be redesigned as newGCSEs for first teaching from 2016, and first examining from 2018. As with English and maths, thesewill be linear qualifications and grades will be 9 to 1.

� Geography will be untiered and assessed by exam only but schools will need to confirm to theirexam board that students have completed two pieces of fieldwork. History will be untiered andassessed by exam only.

� Sciences (double award, biology, chemistry, physics) will be tiered. There will be further consultationabout the assessment of practical science.

Ofqual is consulting on the assessment of modern and ancient languages and will report backsometime after the closing date of 23 May. The DfE will lead a consultation on the content of thefollowing subjects: religious studies, design and technology, art and design, drama, dance, music, PE,computer science, citizenship studies. Ofqual will be consulting on the structure and assessment.

Ofqual will also be consulting on plans to reform the remaining GCSEs. The proposal is that all GCSEsoffered for first teaching from 2017 will be new GCSEs (linear, grading 9 -1, teacher assessment andtiering only where absolutely necessary). Any existing GCSEs which are not replaced by new GCSEsfor first examining in 2019 will be withdrawn.

There will therefore be a period of three years (2017-19) in which students have both old and newGCSEs on their CV with different grading structures and potentially different standards. There are moredetails on the Ofqual website (ofqual.gov.uk/news/gcse-a-level-as-qualification-updates-ofqual).

A level reform

There is no further January examination window so all modules in AS and A2 will be taken in the summer.

A levels are being reformed to become linear with more extended writing. AS will be decoupled from Alevel and will be available as a separate qualification but specifications are being developed so that AScan be co-taught with the first year of the A level course. Teachers will however need to bear in mindthat the AS exam standard is lower than that of A level so that students who have entered for AS willhave to be prepared to encounter more challenging questions on Year 12 work in the A level exam.

AS will be assessed by exam only and will have grades A to E as at present. These grades will not formpart of A level assessment. A levels will continue to have grades A* to E and may have teacherassessment where appropriate. The calculation of the A* grade is being reworked. Higher educationrepresentatives are being involved (as ministers proposed) in advising on A level content both

Curriculum reforms...

through awarding body advisory groups and through a new body, the A Level Content AdvisoryBoard (ALCAB), but awarding bodies remain responsible for A level specification design.

A number of A levels have been reviewed and will be reformed for first teaching from September2015, (English language, English literature, English language and literature, physics, chemistry,biology, history, psychology, art and design, sociology, business studies, economics, computerscience) as they have been found to need little or no change to subject content. In these subjects,the new structure will apply from 2015 with the first new AS awarded in 2016 and the first new Alevels awarded in 2017.

In sciences, students will carry out practical work which will gain a pass or fail grade. This will bereported separately on their certificate and will not count towards the overall grade.

Art and design will have 100 per cent teacher assessment; 20 per cent teacher assessment will applyin computer science, history, English language, English literature, and English language andliterature. Psychology, business, economics, history and sociology will be assessed by exam only,with no teacher assessment.

Maths, further maths, geography, modern and classical languages have been found to need moresubject content revision and will be reformed into the new structure for first teaching from 2016,first AS awarding from 2017, first A level awarding from 2018. Decisions have not yet been madeabout the structure and assessment of these subjects.

Religious studies, design and technology, drama, dance, music and PE will also be reformed for firstteaching from 2016. The DfE will consult on subject content and Ofqual will consult on structure andassessment.

As with GCSE, there will be a period of three years (2017-19) in which students will have old and newA levels on their CV. During this period, in particular, it may be difficult for employers and HEIs tounderstand why students may have AS results in some subjects and not others as the gradesawarded in old and new A levels will look the same. There are more details on the Ofqual website(ofqual.gov.uk/news/gcse-a-level-as-qualification-updates-ofqual)

Sue KirkhamASCL Curriculum and Qualifications Specialist


Curriculum reforms...

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Samantha Wood, Partnerships Manager at Rathbones, thediscretionary investment manager which sponsored thisyear’s Education Business Awards, explains how its FinancialAwareness programme can help schools to meetforthcoming changes to the national curriculum.

The recent Government announcement that financialeducation will become a compulsory part of the nationalcurriculum from September 2014, was well received bythose of us who feel that more can be done to educatechildren about money and the risks of debt.

The need for financial education

There have long been concerns that children don’t receiveenough practical financial education, but these gainedmomentum following the global financial crisis in 2007-09.Financial education for young people has been championedby the OECD, OFSTED, financial education charities such asPersonal Finance Education Group (pfeg), and even MartinLewis’s website, moneysavingexpert.com.

In 2011, this website ran an online petition in support of aparliamentary debate on the issue – the petition attractedover 100,000 signatures, enough to trigger a debate in theHouse of Commons. Around this time, the All PartyParliamentary Group (APPG) on Financial Education forYoung People was formed, which has become the largestcross-party group in parliament.

There is plenty of evidence that more financial education isneeded. According to the December 2011 report by theprimary and secondary strand of the APPG, “two-thirds ofpeople in the UK feel too confused to make the right choicesabout their money, and more than a third say they don‘thave the right skills to properly manage their cash”. Thereport cited a YouGov survey which found that 70% of 18 to24-year-olds were in debt.

In a similar survey by pfeg and Barclays, 42% of 14 to 25-year-olds were unable to tell the difference between beingin credit and being overdrawn on a bank statement, while28% didn’t know that a low APR (annual percentage rate ofinterest) is better than a higher one when selecting a loan orcredit card. There are lots of similar statistics showing thatmany young people don’t understand how to budget,choose financial products, or plan for the future.

This is a matter of serious concern. According to the APPGreport: “We believe that financial education is a long term

solution to the national problem of irresponsible borrowingand personal insolvency. Furthermore, teaching peopleabout budgeting and personal finance will help equip theworkforce with the necessary skills to succeed in businessand drive forward economic growth.”

What will compulsory financial education involve?

Finance and money management will be taught to five to14-year-olds in maths and to 11 to 16-year-olds incitizenship classes, including lessons in public finance. This isthe first time that financial education will be compulsory inEngland, although it is already taught in Wales, Scotland andNorthern Ireland.

It may be harder, however, to deliver high quality financialeducation than one might expect. The APPG inquiry foundthat key barriers to teaching personal finance in schoolsincluded time pressures (which will, presumably, lift with itsinclusion in the official curriculum), teachers’ lack of trainingand confidence, and a lack of resources.

These limitations were examined further. When asked howthe teaching of financial education could be madesustainable in their school, the three highest responses fromteachers were the availability of high quality teachingresources, high quality pupil resources and teacher trainingor CPD courses. Also mentioned were help from the financialsector or volunteers, and online support.

The Rathbones Financial Awareness programme

Many adults have a genuine fear of finance. We’re told thatexcessive debt is bad, yet we spend our lives being encouragedto borrow. People are insufficiently informed about the risks ofdebt or what to do if it starts spiralling out of control. You can’tprotect everyone from debt, but you can make finance apositive subject rather than something to be feared.

Rathbones has been using its financial knowledge andexperience to offer a solution to this problem. Our FinancialAwareness programme provides financial education to 16 to24-year-olds, covering important areas such as personalbudgeting; the pitfalls of debt, particularly from pay daylenders; and the importance of planning and saving for thefuture, including why it is better to start saving for a pensionat the earliest opportunity.

Our programme is still in its early stages, but this year wehave worked with around 40 schools and over 1,000 young


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� Finance for the future

people. We can’t reach every young person that mightbenefit, so we have created resources to help schools todeliver the programme themselves. These include a Prezipresentation (an ‘animated’ alternative to PowerPoint) anda high-quality brochure. We also email a monthly newsletterto both students and teachers, covering significant events infinancial markets.

We’ve had excellent feedback from teachers and students. Ahead of sixth form told us: “I would certainly like to repeat theprogramme next year. Pupils were engaged and interestedand speakers were excellent: charismatic and informative. [Itwas] really worthwhile.” Meanwhile, a student wrote: “Thankyou for what was quite frankly a superb day...it wasenlightening, opening up many different areas in the financialworld which I had not even thought about.”

The key element in developing the programme was to makethe material relevant and engaging for young people. Thisgets to the heart of the issue of financial education. Money issomething that affects nearly every aspect of our lives, yet asa subject it is usually addressed in dull or daunting language.

Money and happiness cannot be conflated, yet moneyenables us to do many of the things we enjoy. It is merely ameans to an end, but the key is to earn it before you spendit, rather than to play catch-up with debt. The effect ofcompounding, so helpful when saving (at least wheninterest rates are at a reasonable level), is harder toovercome when repaying debt.

Rathbones is also involved in other initiatives in theeducation sector, such as the Chalke Valley History Festivalfor Schools and the Bang Goes the Borders science festival,and we continue our support of English Lacrosse andLacrosse Scotland, with a focus on schools lacrosse. We alsointroduced an apprenticeship programme in 2013 with sixyoung people joining us in our Liverpool office.

Rathbones’ investment services for schools

Rathbones is a leader in charities investment managementas shown by our industry awards, but know that we cannotrest on our laurels: we continually strive to earn our clients’trust, give strong investment performance and provide thehighest standards of service. We aim for an excellentstandard of administration to make life as easy as possiblefor our clients.

Each charity client has a dedicated investment managementteam, which develops a deep understanding of the client andits investment requirements. We do not use relationshipmanagers, so clients have direct, unfettered access to theinvestment managers who look after their portfolio.

We manage a wide range of investment mandates, coveringthe full spectrum of issues relevant to schools. No twocharities’ needs are the same: our bespoke approachrecognises this and gives us the flexibility to meet eachclient’s specific requirements.

We believe that the biggest differentiator in our service isthe empathy that we have for our clients. The bursar orfinance manager is often the only financial specialist in aschool, so we aim to be a genuine partner and trustedadvisor. As we say when meeting clients, we “like to sit ontheir side of the table.”

If you would like to know more about the Rathbones’Financial Awareness programme, please contact SamanthaWood on 020 7399 0000. To discuss Rathbones’ investmentservices for schools, please contact Francesca Monti, seniormarketing executive for charities.

Samantha WoodPartnerships Manager, Rathbones


Finance for the future....

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Independent schools need to ensure they don’t fall foul ofchange from OFT to FCA regulation when offering options forfees payments.

As the cost of sending children to private and independentschools has risen, many parents have found that paying feesin instalments, rather than paying a lump sum at thebeginning of term, makes the cost more manageable andfits into the usual way they pay monthly bills. Being able tooffer fees payment by instalments has therefore become apopular choice for schools. But school fees fundingspecialist, SFP, is urging school bursars to review any currentfinancing options offered to parents to ensure they don’t fallfoul of the new FCA regulator.

From 1st April 2014, the Government transferred theresponsibility of regulating consumer credit from the Officeof Fair Trading (OFT) to the Financial Conduct Authority(FCA), who want consumers to be ‘confident that they aredealing with firms where the fair treatment of customers iscentral to the corporate culture.’ As Roger Brown, Head ofSFP advises, this transfer of responsibility is not only limitedto finance companies. It may also affect schools that run in-house schemes for parents to pay fees in instalments wherethey charge a fee as part of the process.

“When schools allow parents to spread the payment oftuition fees, they could fall under the category of lenders,particularly if they apply any charges in connection with theprocess” said Roger Brown. “If so, they will need to obtainauthorisation from the FCA for their regulated consumercredit related activities, and obtaining authorisation involvesa rigorous application process.

“We know that a number of independent and private schoolstry to manage the provision of funding for fees in-house. Butthis could put them at serious risk of coming under theregulator’s spotlight. Schools must have obtained interimpermission from the FCA before 1st April in order to complywith its conduct rules in relation to regulated consumer creditactivities if they wanted to give parents the facility to pay feesin instalments. Unless they have the relevant permission and

they comply with the rules they will not be able to carry outany regulated consumer credit activities.

“A more practical solution would be to involve a provider ofschool fee finance, like SFP. This would simplify the feepayment system and schools may not need to go throughthe process of applying for authorisation of course, they willstill need to comply with the Consumer Credit Act andrelevant parts of the Consumer Credit Directive, which applyto all lenders. As the largest school fee finance provider, SFPhas the expertise and critical mass to enable schools to stayahead of the regulatory and compliance regimes that arebecoming an increasing burden on already stretchedresources in the sector.”

By using SFP, part of Premium Credit and the market-leadingprovider of school fee finance in the UK, parents can paytheir child’s school fees by monthly Direct Debiti while theschool receives the full fees – and any extras – direct. Theextensive knowledge and experience gained by SFP throughworking with and supporting parents and independentschools for over 20 years makes it the natural choice forschool fee finance among schools and parents alike.

Contributed by Premium Credit Ltd

About SFPSFP is the market-leading provider of school fee finance in theUK, enabling parents to finance their child’s independentschool fees and pay by monthly Direct Debit, while the schoolreceives the full fees and any extras direct from us.

We have been consistently committed to supporting parentsand independent schools for over 20 years, and currentlywork with hundreds of independent schools and tens ofthousands of parents throughout the UK.

SFP is a division of Premium Credit Limited, a companyregistered in England and Wales with company number02015200, whose registered office is at Premium CreditHouse, 60 East Street, Epsom, Surrey, KT17 1HB.


23

� FCA regulations and options for fee payment

For those of us who are immersed in the joy of pensions ona daily basis, the pension changes that were announced byGeorge Osborne at the end of his March 2014 budget cameas a shock, albeit a pleasant shock. Usually such significantchanges would have been leaked to the press in advance ofbudget day; not this time. Unusually, there hasn’t been anysignificant fallout from the announcement and the changeshave received almost universal support from all sectors ofthe press and consumer groups alike. There has even beencross party support for Chancellor’s changes. What is nowclear, subject to agreeing the finer detail, is that members ofdefined contribution pension arrangements will havegreater choice when they get to retirement as to what theydo with their money. This all sounds very positive; but whathas lead to such radical changes and what does it reallymean to the everyday person in the street?

It is fair to say that annuities, the method of convertingdefined contribution pots into pension, have become deeplyunpopular in recent years. The combined effect of lowinterest rates and improving longevity has meant thatannuities have been seen as poor value for money in thecurrent economic climate. Someone retiring 20 years agowould have been able to secure an annuity of more thandouble the rate that can be achieved today. TheChancellor’s budget announcement ends compulsorilyannuitisation in April 2015. Individuals with definedcontribution pension pots can still annuitise if they wish butthey will also be able to take the entire pension fund as acash sum to spend as they see fit.

The thought of being able to take ones entire pension pot asa one-off lump sum sounds extremely attractive on the faceof it but there are some pitfalls to be aware of. Firstly,generally only 25% of the pension pot can be taken tax-free.The remaining 75% will be subject to tax. Admittedly, theChancellor has suggested doing away with the penal rate oftax of 55% that currently applies and replacing it with anindividual’s personal income tax rate, but there is still apossibility that the pension pot is sufficiently large enoughto tip an individual into a higher tax band.

In reality, unless the pension pot is relatively small, someform of halfway house will be needed whereby some cash istaken at retirement, as happens currently, and the rest isinvested and can be accessed as and when required but withsome form of regular monthly payment being set up. All thissounds like a pension bank account. ‘Income Drawdown’ isa type of pension bank account and is an option that has

been around for some time now but has only really beenavailable for individuals with large pension pots due to therelatively high charges that apply. It is clear that the April2015 changes will lead to fewer annuities being purchasedand using the adapt or die principal this will lead the majorinsurance companies to innovate to capture future pensionfund monies post retirement. What we are likely to see aredrawdown type products for the masses at reasonable cost.This is something that will also be developed for the definedcontribution section of the Independent Schools’ PensionScheme.

Of course, this brave new world only applies to individualswith defined contribution pension pots; it does not apply tothose in defined benefit schemes such as the Public SectorPension Schemes that are operated by IndependentSchools; the Teacher’s Pension Scheme and the LocalGovernment Pension Scheme. Members of these schemesare, arguably, in a more fortunate position as they havenever had to contemplate steering a course through themurky waters of annuity purchase; they will simply get apension paid from the scheme when they retire which willlargely reflect the number of years they have paid into thescheme and their earnings over that time or even for thefortunate ones, their final earnings just before they retire.So you could say that there is no need to consider thissection of the public. This seems to be the position that theGovernment is taking too. It is extremely likely that a ban ontransferring benefits from any of the Public Sector PensionSchemes into a defined contribution arrangement will beintroduced. This restriction may also be extended to privatesector defined benefit pension schemes. The Government iscurrently consulting on this. If this happens it will be ashame as this will remove some further additional flexibilitythat these individuals may have benefited from.

We can’t talk about the forthcoming changes withoutmentioning ‘automatic enrolment’, nor should we. TheGovernment needs auto-enrolment to be a success. Theannuity crisis was starting to become a distraction and waslending weight to the argument that it wasn’t worth payinginto a pension arrangement. With the abolition ofcompulsorily annuitisation this is one less reason topostpone saving for retirement.

Glenn AustenIndependent Schools’ Pension Scheme Account Manager, The Pensions Trust


25

� A brave new world for pension saving

Security may be what you need...

When you’re considering the company that provides yourschoolwear, sports kits and associated items, do notoverlook one very important element: security of supply.

Security of supply is just as vital as getting the combinationof the other, more obvious factors right, such as value,service, flexibility and your school’s choice of deliveredoutlet option, whether through an on-site school shop, ahandy retail outlet, online, mail-order or direct selling.

Security of your schoolwear supply is just as important as maintaining security throughout your school

Security through the supply chain is sometimes not takeninto consideration and this omission can lead to serious andchallenging consequences for schools – and irate parents,too.

Many suppliers will happily agree to commit to supplyingschools with a considerable undertaking of uniforms and

sometimes sportswear as well, yet part way through theyear they can begin to falter in maintaining adequate stocksor being able to replenish stocks when there is a particularrun on a popular item or series of items. This is when theyneed to have an excellent relationship with their ownsuppliers, and this is also when bigger operators cansucceed where smaller ones fail.

Will your school shop be able to supply sufficient sports kits during the appropriate seasons?

Occasionally, a supplied uniform brand may even have afaulty batch and it is the largest operators, not the smallerindependent units, who will have more success in gettingsuch issues put right promptly and effectively.

The ‘people factor’

There is also the ‘people factor’. If you and your chosenschoolwear supplier are going to enjoy a happy and long-


27

� Looking for a long-term schoolwear relationship?

term relationship, where school uniform provision becomesan intrinsic part of the fabric of the school and its character,you need to feel you can trust the supply team to deliver.And, where the inevitable hiccup does occur, you need toknow that they will be capable of solving the problemquickly and efficiently, before it becomes a major issue.

Some items of schoolwear prove very popular with pupils and being able to source additional supplies

quickly is very important

The John Cheatle Group is the UK’s largest independentschoolwear supplier, three times larger than its nearest rivaland supplying 1200 schools around the UK with uniformsand sportswear. Established in 1937 and still a family-runbusiness, John Cheatle puts service, value and choice first,and its extensive team of experienced staff (it runs 45 on-

site school shops plus 35 retail outlets as well as sellingdirect to schools and online) often goes the extra mile toensure pupils are kitted out with the right uniform, in theright place and at the right time. John Cheatle’s suppliernetwork is considerable, ethical and well-established.What’s more, in addition to John Cheatle’s significant buyingpower – which means it gets precedence over smallersuppliers and can obtain better discounts to pass on toschools and parents – schools do not have to fit a ‘one-type-only’ supplier experience. All schools are different and so avariety of options may be preferred. John Cheatle is uniquein being able to supply almost any combination of options inschoolwear and sportswear, along with all the leadingbranded and unbranded source suppliers.

Great sportswear

In sportswear as well as schoolwear, John Cheatle is able tohelp schools update and refresh sports kits, using the bestand most appropriate brands available. High-performancefabrics that pupils really want to be seen in make a bigdifference to the morale of an away team. John Cheatleworks with schools to provide long-lasting solutions thatperform but do not cost the earth for parents.

It could be argued that all schools are looking for long-termsupplier relationships. Having consistency of supplydetermines appropriate quality, manages expectations,builds relationships and takes headaches away from hard-pressed staff and bursars. So, make the right decisions fromthe start, decisions that will enable long-term, successfulrelationships to flourish.

Justin CheatleGroup Managing Director, John Cheatle Group

See what other schools say about us on our websitewww.john-cheatle.co.uk or contact us for a friendly chatabout your current and future school uniform and schoolsportswear requirements. Telephone Justin Cheatle on0116 299 0925 or email [email protected]


Looking for a long-term schoolwear relationship?...

28

a commitment to excellence in music education – from prep schools to conservatoires

In 1998, Keith Glazebrook of Steinway & Sons left a decadeand a half of technical expertise behind him to take on anew role at Steinway & Sons focusing on businessdevelopment in the education and performance sectors.

He says two things became immediately apparent; “Thebenefits in offering students and performers a first class,well maintained inventory of pianos were rarely in dispute”says Keith, “However, securing the funds for suchinstruments was becoming increasingly challenging formusic departments and performance venues. It was clearsomething had to be done, and Steinway & Sons wereideally placed to help”.

A significant step towards making Steinway & Sons pianosmore accessible to music departments has been to launchthe All Steinway School initiative, a programme of supportfor prep schools through to conservatoires. As well as theperhaps obvious benefits of a closer relationship with apiano manufacturer such as Steinway & Sons, theprogramme offers support to a schools’ senior managementteam in, for example, both local and international studentrecruitment, which in its self contributes towards fundingdevelopment within the music faculty.

And the evidence that a first class inventory of pianos canlead to increased application is far from anecdotal. Onerecent example comes from an established All SteinwaySchool. Leeds College of Music’s Head of Development,Veronique Fricke recalls of her travels cross-country in NorthAmerica, “…the All-Steinway School indicator was one of thefirst key features I mentioned. The particular blend that ourinnovative conservatoire offers and Steinway’s longtradition, was perceived as a potent combination. It gotpeople’s attention.”

With particular reference to the independent school sector,with such a broad range of subjects to make available to itsstudents, it is often difficult to set aside the funding neededto afford first class equipment for the study of music, inparticular, first class pianos. To address this issue, in 2001Steinway & Sons launched the UK’s first piano leasingprogramme, which today remains the only lease in the UKfunded and supplied direct by the manufacturer. Thecombination of purchasing and leasing pianos is rapidlybecoming a popular solution to the problem of renewing amusic department’s pianos.

The All Steinway School programme now lists 22 schools inthe UK alone, including conservatoires, universities, stateschools, independent schools and a prep school.

However, the All Steinway School programme is just onesmall part of the Steinway & Sons UK operation. Steinway &Sons attention to its core business remains a top priority.Responding to the specific needs of each individual client,which can range from the need for an inexpensive uprightpiano for a classroom, to a full fleet of new pianos as was thecase at the Royal Welsh College of Music & Drama.

Despite all the good news stories which have been placed inthe media by All Steinway Schools, the most important storyconcerns the impact that a Steinway can have on a student’smusicianship. This was summed up beautifully by a Directorof Music just days after delivery of a new Steinway “B” grandwhen he said… “I’ve been quite shocked…I had no idea howgood my students were!”

Contributed by Steinway & Sons Ltd

To learn more about Steinway & Sons institutional programmes, visit www.steinwayhall.co.uk/institutional-programmeor e-mail [email protected]


31

� All Steinway schools

The UK’s leading provider of synthetic turf,TigerTurf Ltd, recently teamed up with McArdleSport-Tec Ltd to design, manufacture and installa full-size football pitch at the Newbridge HighSchool Academy.

The third generation (3G) synthetic turf pitch isa first for North West Leicestershire and hasbeen part-funded by the Football Foundationunder its framework agreement.

Specifically created for football, TigerTurf’sSoccer Real 60 XQ has been tested to meet FIFA1 and FIFA 2 Star standards. The system uses XQfibre technology which fulfils the requirementfor safety, performance and durability.

The 14 week installation programme was completed on timeand to budget and was handed over in September. This wasthen followed by an official opening, led by former LeicesterCity FC captain, Steve Walsh.

The new facility has a full-size (107m x 71m) synthetic footballpitch with pitch drainage, goal recesses, hard-standing areas,footpaths and a new car parking area.

Paul Langford, Managing Director at TigerTurf Ltd said: “Thesynthetic turf is the ideal solution for Newbridge High School asit can be used during wet weather and won’t degrade afterconsistent use. This is particularly important as the FAdesignated it a prime spot for community football and otherlocal clubs have their eye on the pitch for training and matches.”

“At TigerTurf we are committed to the development of high-quality products and we hope to continue working withpartners such as McArdle to recommend and deliver productsthat meet specific sporting requirements.”

Maxine Adams, Business Manager at Newbridge High SchoolAcademy, added: “We are delighted that a 3G artificial grasspitch has successfully come to North West Leicestershire andare extremely grateful to all who have worked incredibly hardto make this all possible, especially the excellent support fromthe Football Foundation from the very start of the project.”

Since its opening in September, the pitch has become a focus ofcommunity involvement and has been a boost for local sport.

TIGERTURF

TigerTurf is the UK’s leading manufacturer of artificial grass,and is a major supplier to the European, African, Middle andFast East markets. Founded in 2000, the Worcestershire-based manufacturer designs and manufactures artificial grassfor sport, landscape and leisure applications.

Thanks to an unrivalled investment in product development,TigerTurf utilises innovative manufacturing processes todevelop a comprehensive range of synthetic turf which meetsa variety of sports and leisure performance standards.

TigerTurf selects the most advanced yarns from leadingsuppliers and specialist producers to create a full range ofartificial grass for a wealth of sports, education, and leisurefacilities. This commitment to quality is supported by anetwork of testing houses and the manufacturer’s very ownResearch and Development team and laboratory, which isfully equipped with the latest in testing equipment.

To support its expansive product range, TigerTurf has anetwork of industry specialists who are highly skilled in sportsand landscape installations. Each of whom is able to extend theorganisation’s industry-leading attention to detail every step ofthe way, from installation to maintenance programmes.

Contributed by Tigerturf Ltd


33

� Tigerturf pitches support for Newbridge sport

ISC independent schools support a striking £9.5 billion grossvalue added contribution to Britain’s GDP – larger than theCity of Liverpool, or the BBC.

They support 227,000 jobs, one for every two pupils andgenerate £3.6 billion in tax revenues, according to analysisby Oxford Economics, the global economics consultancy.

They also make annual savings for the tax payer of £3.0billion – equivalent to building more than 460 new freeschools every year. The high standards of academicachievement shown by ISC school pupils are estimated tocontribute an additional annual £1.0 billion to GDP.

This is the first time that the contribution of theindependent schools’ sector to the British economy hasbeen subject to objective analysis. ISC schools have longbeen recognised for their educational excellence, but thisreport demonstrates the extent of their support for andcontribution to the British economy.

Key highlights show that:

� The 1,205 ISC schools in Britain support a £9.5 billion grossvalue added contribution to Britain's GDP. By way ofcomparison, this is larger than the size of the economy of thecity of Liverpool and also exceeds the BBC’s gross valueadded contribution, estimated recently at £8.3 billion.

� ISC schools support 227,200 jobs across Britain,equivalent to one in every 122 people in employment.Every 2.1 pupils at an ISC school support one person inemployment in Britain.

� ISC schools generate £3.6 billion in tax revenues for theExchequer, equivalent to £133 for every household inBritain.

� For every £1 that schools contribute to the Britisheconomy, they generate 98p in the rest of the Britisheconomy through the supply chain and wageconsumption impacts. This means that the independentsector has the same multiplier effect as thepharmaceutical industry.

� Projecting these results to the entire independent sector(so as to include those schools which are not ISC schools)produces an estimated contribution of £11.7 billion toGDP, 275,700 jobs and tax revenues of £4.7 billion.

ISC commissioned global consultants, Oxford Economics, toquantify the impact of independent schools, focusing

particularly on ISC schools. The report looks at threedimensions of economic impact:

� Contribution to GDP, employment and national taxrevenues made by independent schools

� Savings to the taxpayer by not having to provide state-funded education for ISC pupils

� Additional value to the British economy arising from highstandards of academic performance by independently-educated pupils

Further highlights demonstrate:

Savings to the taxpayer

� The 1,205 ISC schools in Britain educate approximately470,000 pupils who are entitled to, but do not take up, aplace at a state school. This results in an annual savingto the taxpayer of £3.0 billion – the equivalent ofbuilding more than 460 new free schools each year.

� Projecting these results for the entire independentsector produces an estimated annual saving to thetaxpayer of £3.9 billion, or more than 590 new freeschools each year.

Value-added contribution to GDP

Recent studies have highlighted the link betweeneducational performance and economic output at a nationallevel. Applying these studies to the performance of pupils atISC schools in Britain results in an estimated additionalannual contribution to GDP of £1.0 billion. Scaling up forthe entire independent sector produces an estimatedadditional annual contribution to GDP of £1.3 billion.

The report highlights the role independent schools play insupporting strategically important and vulnerable subjects:science, technology, engineering, mathematics, modernforeign languages and quantitative social sciences. Thesesubjects are vital to the UK’s competitiveness and itsinternational relations but their supply is either weak orfalling, jeopardising the UK’s growth prospects.

“It has long been the case that the independent schoolssector delivers proportionately more students with betterSTEM related A-levels than the state sector. Without thesewell qualified applicants many university STEM courses


35

� Economic impact of independent schools

would face serious recruitment difficulties.” Professor SirMichael Sterling, former Vice-Chancellor of the University ofBirmingham and former Chairman of the Russell Group

Wider contribution to local communitiesThe report also looks at the wider contribution ISC schoolsmake to their local communities. In some areas, our schoolsare the only major employer - for example, Millfield Schoolin Street in the South West, Giggleswick School in NorthYorkshire and Sedbergh School in Cumbria.

There are schools, such as Portsmouth Grammar Schoolwhich are the mainstay of major arts and music festivals, towhich thousands of visitors flock. There is King’s School,Canterbury whose sports centre is the city’s main leisurecentre and which has been awarded a Centre for Excellencefor cancer and stroke patients and is part of a GP referralscheme. There are schools, such as Yarm School in Yorkshireand Dixie Grammar in the Midlands, whose theatres offerthe only entertainment hub for their communities. AsRaymond Jones , Vice Chair of Giggleswick Parish Councilcomments: “Giggleswick is immensely important to the lifeof the community. It offers a real cultural lifeline to peoplewho would otherwise not have these opportunities open tothem.”

There are the schools playing a leading role in renewal andregeneration, such as Newcastle-under-Lyme School andother schools whose building or maintenance projects havehelped local companies survive the recession.

There are also our schools who make specialist educationalprovision for children with special needs. Our schoolsprovide centres for specialist expertise and training for bothstate and independent teachers and are also able to provideplaces to local authorities who may not be able to fund anentire specialist school.

Barry Huggett, Headmaster of More House School,Frensham commented: “Independent schools for childrenwith special educational needs play a hugely important rolein the country’s educational landscape. The schools providecentres for specialist expertise and skills and are also able tooffer places to local authorities, who may not be inapposition to fund an entire specialist school for thechildren in its area.”

Other of our specialist schools, such as The Royal BalletSchool and Tring Park School for the Performing Arts,provide world class music and dance education, producing

talent including Darcey Bussell, Jonathan Cope and NicolaBenedetti, that draws international acclaim to this country.

Sam Moore, Chief Operating Officer, Oxford Economicscommented:

“By generating tax revenue, supporting jobs and stimulatingeconomic activity along its supply chain, the impact of theISC independent schools sector is shown to extend wellbeyond its core function of delivering an excellent all roundeducation to pupils. Our research clearly demonstrates thesignificant contribution that a large and successful sectorcan make to the economy as a whole.”

Matthew Burgess, General Secretary, Independent SchoolsCouncil commented:

“For the first time, the independent schools’ sector hascommissioned a rigorous analysis to understand the extentand significance of our impact on the British economy.While our schools have been long recognised for theireducational excellence, we can now see how important ourschools are in stimulating growth and employment, incontributing our fair share of tax and supporting localeconomies and communities across the country.”

Case Studies

1. West Newcastle Academy

“We are proud to be part of a very significant educationalinnovation that’s having real impact on a seriously deprivedpart of the city.”

Bernard Trafford, Head, RGS, Newcastle

The West Newcastle Academy is a one-form entry primaryschool set up on the west side of Newcastle, an area ofsignificant need. In helping set up this free school, The RoyalGrammar School in Newcastle were asked to offer expertiseand experience by a local charity, Kids andUs, that dealsparticularly in areas of social and educational alienation.

The Head of RGS and his deputy were part of a teammeeting regularly to put the bid together, includingattending the final interview with the Department forEducation that led to the success of the bid. Now the schoolis up and running with 28 children in one reception class,RGS is continuing to work in partnership in areas whereWest Newcastle Academy identifies need, ranging from RGS


Economic impact of independent schools...

36

sixth formers helping with reading to the RGS bursarassisting the school’s business manager.

2. Supporting the teaching of Physics to all Bolton’schildren – the Ogden Teaching Fellow

“The project over four years has brought funding of some£200,000 to Bolton providing Continuing ProfessionalDevelopment to the large majority of science and physicsteachers in the local area.”

Philip Britton, Headmaster, Bolton School Boys’ Division

In 2010, Bolton School initiated the idea for a full timephysics teacher based at the School, who also works in 17local secondary schools, jointly funded by the School, theInstitute of Physics and the Ogden Trust.

The Ogden Teaching Fellow has worked with teachers across13 of the 17 secondary schools in Bolton in the four years ofthe project. Pupils from those schools have been involved invarious science and physics related events as well acrossthat time.

3. Portsmouth Festivities

“Portsmouth Grammar School is our major sponsor andstakeholder. The Festivities couldn’t happen without itssupport.”

Samantha Worsey, Portsmouth Festivities general manager

Portsmouth Grammar is the co-founder and principalsponsor of the town’s Portsmouth Festivities, a ten dayfestival in June, celebrating arts, culture and heritage in the

great waterfront city. Headmaster James Priory is theChairman of the Festivities.

Now in its 15th year, the Portsmouth Festivities havedeveloped a reputation for providing high quality large andsmall events with professional artists in the city’s uniquevenues.

Some events have hundreds of performers and thousands inthe audience. Events take place across the city, fromGunwharf Quays, Portsmouth Dockyards to PortsmouthGrammar School itself in the school’s David Russell Theatreand Gatehouse Studios.

The School provides major venues for events, housing theFestivities office and offering marketing, design, financialand IT support. Pupils and teachers at the school participatein drama groups, choirs and writing productions, as well asproviding front of house staffing.

4. Bradford Chinese School

Bradford Grammar school has gone one step further andopened its campus to host another school: the BradfordChinese School. Established in 2011, the school aims toeducate children between 5 and 15 who are interested inlearning the Chinese language and in developing anunderstanding and appreciation of Chinese culture. Theschool now has six classes and one adult class, providing anexcellent and systematic education to more than 70 pupils.The school also provides art classes, teaching traditionalChinese brush painting by a professional art teacher.

Rachel KerrGirls School Association


Economic impact of independent schools...

38

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For a quote, site assessment or more information,call Jeanette or Sean on 01529 462101

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41

� Northwood Prep pupils served up a funding boost

Pupils at an historic prep school in Rickmansworth will beenjoying best in class school meals after their schoolreceived funding for building works, including a brand newdining room and state of the art kitchen.

Northwood Prep in Rickmansworth, Hertfordshire receiveda substantial loan from Allied Irish Bank (GB), which helpedfund a series of works, including a new classroom, new staffcommon room and study area and new staff cloak facilities,as well as the new dining room and kitchen.

The dining hall was opened with a party with entertainmentprovided by dancers from Mass Movement, who havedanced with Justin Timberlake, Peter Andre and on the XFactor.

The loan is part of the bank’s renewed commitment tolending to established and growing organisations andbusinesses in the UK which are seeking to expand, includinga recently-announced fund of £100 million fund for ownermanaged businesses which are seeking medium or longterm capital finance for growth in the South and East,providing competitively priced finance and full bankingfacilities to established, growing businesses.

Peter Slattery, Regional Manager at AIB said:

“We have been delighted to provide business banking toNorthwood Prep for the last ten years and lend our supportas the school has gone from strength to strength inreputation and academic excellence. We are pleased wehave helped provide funding for new facilities that are inkeeping with the rest of the very impressive school site. Wewere proud to provide the financial support for NorthwoodPrep to help build a theatre in 2008 and very excited to seeit opened by Oscar-winning actor Kevin Spacey.

“The loan to Northwood Prep is just one example of AlliedIrish Bank (GB)’s commitment to working with establishedand growing organisations and businesses in the region. Wehave a strong history of providing funding in the Educationsector and are always pleased to support organisations withambitions to expand. Our Owner Managed Business fund isearmarked for organisations across all sectors in the regionthat are established and growing, just like Northwood, andwe are we are keen to hear from other similar candidates.”

Headmaster of Northwood School, Dr Trevor Lee said:

“Northwood Prep is a school with a remarkable heritage,and our site has played an important role in history over thecenturies, including as a home to both Cardinal Wolsey andCatherine of Aragon. We have even been the subject of aTimeTeam special this year. I am thrilled that Allied IrishBank (GB) is helping us make sure that the future of theschool is just as impressive.

“We are delighted to have had a very warm and supportivebusiness relationship with Allied Irish Bank (GB) over a tenyear period that has seen the school grow exponentially inits reputation for delivering a high quality, best in classeducation for boys. The process of organising the bankingfacility was efficient and had an extremely quickturnaround: even more impressive was the fact that it wasarranged over the Christmas period and we receivedapproval in time for the New Year.”

Contributed by Allied Irish Bank (GB)

Allied Irish Bank (GB) encourages Owner Managers lookingto access competitive finance to get in touch with a localbranch, visit www.aibgb.co.uk or call 0845 045 0900Monday to Friday 8am to 8pm for more information.

Radon is a naturally occurring gas formed in the ground duringthe decay of uranium, which is present in rocks and soil. It canenter buildings through the floor or earth-retaining walls (e.g.,in a basement or lower ground floor room) and get trapped. Ifallowed to build to a high concentration, radon poses asignificant hazard to the health of the building’s occupants.

Risks

Individuals exposed to high levels of radon for long periods willinhale minute radioactive particles, which emit radiation ontothe lung tissue and can lead to lung cancer. Each year in theU.K., over 2,000 people die from lung cancer developed as aresult of exposure to radon. Of these 2,000 deaths,approximately 370 can be attributed to radon exposurereceived whilst in the workplace . The gas accounts for thesecond greatest number of lung cancer cases in the U.K.,second only to smoking.

The Health Protection Agency (HPA) has carried out radon testingin buildings nationally over the past two decades, and hascollated this data with geological information from the BritishGeological Survey to predict which areas of the country are morelikely to have buildings with high levels of radon. Affected Areasare places where it has been estimated that more than onepercent of properties have high levels of radon. In addition, allproperties with basements or rooms partly below-ground,regardless of geographic location, should be treated as AffectedAreas, due to the increased surface area in contact with theground through which the gas can permeate.

Regulations are currently in place to protect employees frombeing exposed to high levels of radon in their place of work. Atthe time of writing, these are the only regulations that applyto radon levels within schools, however this may change in thefuture.

Radon cannot be seen, smelled or tasted so the only way toassess its presence in a building is to use a specialist detector.Radon detectors are small and unobtrusive, and simply need tobe left in place for a period of three months before being sentto a laboratory for analysis. In a large building, it would be wiseto place detectors in several different areas to assess the levelsof radon throughout the building. Testing for radon isinexpensive; prices for each detector (including full laboratoryanalysis) can be less than £20, depending on the numberrequired.

Radon is measured in a unit called becquerels and is expressedin terms of cubic metres of air (bq/m3). Outdoors, the

background radon concentration is approximately 4 bq/m3and the average indoor concentration in houses is 20 bq/m3.Official guidelines have been set for the maximum radon levelpermissible in workplaces. Referred to as the Action Level, 400bq/m3 is the maximum level that radon should be allowed toreach inside a workplace.

The radiation dose an individual would receive from dailyexposure to 400 bq/m3 is significant. Over the course of a year,an individual spending 8 hours per day in this level of radonwould receive the equivalent radiation dose to undergoing 223chest x-rays.

It should be noted that the domestic Action Level is currently200 bq/m3 (as it was originally believed that individuals spendlonger at home than anywhere else, and so the tolerance levelshould be lower). The HPA has, however, recently begun apublic consultation as to whether the domestic Action Levelshould be lowered further to 100 bq/m3. This consultation isalso asking for opinions on whether this lower Action Levelshould be applied to public buildings, which includes schools.If this move is taken, the implications for schools will besignificant, as the maximum permissible radon concentrationwill be a quarter of the current limit.

Regulations

Under the Management of Health & Safety at WorkRegulations 1999, employers must assess all risks posed totheir staff. If a workplace is either in a designated radonAffected Area, or has a basement or other area partly beneathground level where employees spend a significant amount oftime, an assessment of radon exposure must be made bycarrying out radon testing.

To ensure that radon risk assessments are carried out inbuildings where they are required, the Health & SafetyExecutive has a team of radiation specialist inspectors. Theseinspectors will request to see a copy of a radon test certificate,and if one cannot be produced, they will order the building tobe tested. In Ireland, prosecutions have been brought againstemployers who have ignored orders to carry out radon tests.

If the radon level inside a workplace exceeds 400 bq/m3, theIonising Radiation Regulations 1999 (IRR99) comes into force.These regulations include monitoring who is using the buildingand for how long, imposing limits on the time spent inside thebuilding and appointing a Radiation Protection Advisor. Whenvery high levels of the gas are found, a building may even bethreatened with closure by HSE.


The three Rs of radon: risks, regulations and remediation

42

�

By far the simplest and most cost-effective course of action isto lower the level of radon inside the building and then re-testto confirm the radon level has dropped to below 400 bq/m3.IRR99 will then no longer apply.

Remediation

The main mechanism through which radon enters a propertyis advection. This is the movement of the gas from the soil tothe lowest point of pressure, which is usually inside thebuilding. This means that the gas is being sucked from theground into the building, and the greater this pressuredifference is, the faster the rate at which the gas is drawninside is. Evidence shows that radon gas passes throughcertain building materials, so even if there are no visual defectssuch as cracks or crevasses in the building, radon can still beentering.

The most successful methods of reducing radon levels inbuildings therefore involve employing techniques that alterthis pressure differential.

Two such techniques are the use of specialist positive pressureunits and retro-fitting a radon sump beneath the building.

Positive pressure units are inexpensive to run (about the samecost as a light bulb), quiet and do not create a draught. Afurther benefit of such units is their ability to control humiditylevels inside the building to between 40-60% relative humidity,which may relieve many asthma sufferers’ symptoms. Air thatis at this optimum humidity level is also cheaper to heat, andso energy bills are often found to decrease after theinstallation of a positive pressure unit.

It must be recognised that radon mitigation is a specialist andsophisticated service, where an understanding of the scienceof radon movement is required. Some techniques, such as theuse of extract fans to increase ventilation can in factexacerbate the problem and cause greater volumes of the gasto be drawn into the property. It would therefore be unwiseto place such responsibility in the hands of a generalcontractor.

Martin FreemanManaging Director, ProTen Services


The three Rs of radon: risks, regulations and remediation...

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