school business management a quiet revolution

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


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


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.


Part 1



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


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


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.


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


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.


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.


Figure 3: Illustration of the possible spectrum of roles

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– 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.



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


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


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.


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.


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


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.


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


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


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


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


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.


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


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


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.


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.


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


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.


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


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:


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


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.


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


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.


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


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.


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.


– 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


PwCseesthesestepsbringingbenefitsthatfaroutweighthecostsandthatSBMswillplayakeyroleinreformingthesystemandhelpingtomakethebestofallavailableresources.

ImplicitwithinalloftheserecommendationsandactionsistheneedforthetrainingforSBMstoremainattheleadingedgeofprovision.Itwillbeevenmoreimportantinthefutureandwiththechallengesweanticipate,thatSBMs’trainingisrelevantandstretching.TheCSBM,DSBMandADSBMprogrammesmustplacethosewhograduateatthefrontofcurrentthinkingandpractice.


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


advocacyandchampionswillbeneeded,butSBMsthemselvesshouldalsobemoreassertiveaboutwhattheycandosothatwhentheyareinposttheyareusedtobesteffect.

Increasingaccessandtake-upisimportant,butthismustgohand-in-handwithcarefulandeffectivedeployment,delegationanddistributedauthority.WhatisrequiredisSBMsandSBDsinpostandworkingaseffectivelyandefficientlyastheyarecapableofdoing.Thismeansfullydelegatedresponsibilitiesandleadershipdistributedtothemsothattheyplayasfullapartaspossible.Thenallheadteacherswillbeabletodowhattheydobest,leadteachingandlearning,andhavethetimetoleadstrategically.

ForfurtherinformationPart2whichsummarisesfourmajorstudiesthatunderpinthenarrativeinpart1canbefoundatwww.nationalcollege.org.uk/sbm-resources


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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The College gives its members theprofessional development and recognitionthey need to build their careers andsupport those they work with. Membersare part of a community of thousands ofother leaders – exchanging ideas, sharinggood practice and working together tomake a bigger difference for childrenand young people.

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