Looking for a bursar? The key to effective school business management

Transcription

1 Looking for a bursar? The key to effective school business management

2 Contents Introduction 03 Why have a bursar? 04 What kinds of bursar are there? 06 The bursar job profile 12 Annex 1 National College for School Leadership: bursar/school business management programme 20 Annex 2 Case histories covering primary, secondary and shared bursar arrangements 22 Annex 3 A primary headteacher s perspective I Looking for a bursar?

3 Introduction In January 2003, government, employers and school workforce unions signed the historic national agreement Raising standards and tackling workload. The agreement paved the way for radical reforms of the school workforce, enabling teachers to focus on their teaching by freeing them from tasks that can be done by other appropriately trained staff. Bursars and business managers can play a significant part in these remodelling reforms, bringing their expertise to bear on the planning and management of resources, as well as removing some of the management load from headteachers. Choosing a title The term bursar is used here for convenience but school business manager and school administrator are common alternatives. It doesn t matter what title bursars adopt, so long as schools secure the strategic financial, administrative, and other advice and support that a skilled and competent individual can bring. The Training and Development Agency for Schools (TDA) works with schools to help them develop and train their whole school team. This remit includes the bursar development programme (BDP). Purpose of this guide This guide is intended to: assist headteachers, governors and others involved in running schools, who may be thinking of employing a bursar or developing the contribution of someone already on the school staff, and assist those already working as school bursars or considering doing so in identifying areas for development. The section Why have a bursar? discusses the benefits that bursars can bring to schools, and the specific gains to headteachers and other staff. The section The bursar job profile offers school leaders help in drawing up a job description and specification for a bursar and can also be used as a development tool by school staff. A summary of the main aspects of the BDP is available on the TDA website ( Further information, including a Useful links section, can be found on the Bursars area of the TeacherNet website ( Both websites cover bursar training, case histories and the role of the bursar in the remodelling agenda. Bursar training Many schools already employ bursars or have staff who are ready to be developed in the role. Training for bursars is now available from the National College for School Leadership (NCSL) and leads to a certificate of school business management () or a diploma () - see annex 1. The training covers the functions described in this document with an emphasis on enabling participants to make a greater practical input to schools. Annex 1 contains more information and there are also details on the NCSL website ( Following the pilot course, one headteacher commented on the effects of the training on the school s bursar, She now makes a tremendous contribution to improving standards being in a primary school, everything that she does impacts on the teachers ability to deliver to the pupils. Introduction I 03

4 Why have a bursar? Regardless of the size of a school s budget, it is always subject to competing demands and pressures. Headteachers and governors make difficult decisions every school year about how many and what kind of staff there should be. Understandably, they may decide on short-term solutions to solve immediate problems rather than thinking ahead to the role for a bursar. In the longer run, they may be passing over opportunities to put their school on a firmer footing. Why bother with bursars? Can t we manage with the headteacher or school secretary filling in as best they can? Won t children get more benefit from an extra teacher? And if things go wrong, won t the local authority (LA) bail the school out? In the end these are questions for you to answer it s your school, and no two schools are the same. But you may at least want to consider what a bursar can offer. More effective leadership The national agreement Raising standards and tackling workload states that: We recognise that the successful management of a school may be more achievable where headteachers and governing bodies have recruited individuals with particular areas of expertise, including in business or personnel management. It has become increasingly common for schools to employ a specialist bursar, but often this person remains outside the senior team with limited opportunity to contribute to the wider management of the school. Better trained, highly motivated bursars, acting at a sufficiently senior level, have a dual role in developing an effective school workforce: firstly, by releasing headteachers and other members of the leadership team from a wide range of school management and administrative tasks, enabling them to focus on the transformation of teaching and learning, and secondly, by using their expertise in resource management to support the wider remodelling of staff deployment across the whole school. Best value A key part of the rationale for training and recruiting bursars is to lever more productivity from all resources through better management. Bursars can play an important strategic role in implementing best value by making the most of school resources in the most sustainable and environmentally friendly manner, so that more is available for the school s core activities. 04 I Looking for a bursar?

5 Using financial management and performance information to benchmark their school, bursars can assess their effectiveness against that of other schools and businesses via a benchmarking website containing data from more than 20,000 schools ( A revised school finance pack can be found on the Value for money website ( and TeacherNet also has a dedicated area on school funding ( Extended schools Bursars can make an important contribution to achieving the targets for extended schools services. This includes developing and managing childcare facilities; after-school activities; parenting support; referral to specialist support services; and wider community access to ICT, sports and arts facilities incorporating adult learning. An example of how an NCSL trained bursar, Betty Renshaw, planned, funded and managed the development of a sports complex as part of her school s extended services can be found on the Latest news and features section of the Bursars area on TeacherNet ( By managing these services bursars ensure that headteachers are free to concentrate on raising standards, and teachers remain focused on teaching and learning. Making a difference to schools There is no one size fits all bursar. Many schools employ their own bursar, whereas some smaller schools may club together to employ someone who provides a shared service from which they all benefit. Schools can also buy in bursar services on contract. All bursars have the capability to make a real difference to schools and can provide expertise that would not otherwise be available. Most bursars come from a non-teaching background. This gives them a different perspective from their teaching colleagues and means they can be a useful sounding board for testing new approaches, or can put forward their own solutions. Many headteachers and governors have found that bursars can make a very positive difference to the way in which their schools are run. So, if you don t already employ a bursar or if you think your existing bursar or, perhaps another member of staff, is ready to take on a wider, more strategic role read on. Why have a bursar? I 05

6 What kinds of bursar are there? The bursar functions set out below are generic and could apply to bursars irrespective of the phase or type of school they work in. However, the scope of work done by a bursar depends largely on a school s needs and circumstances. A bursar in a primary school, for example, may be heavily involved in seeking sponsorship or promoting the school locally to counter the effects of falling rolls. Their counterpart in a secondary school is likely to have overall responsibility for all of the functions identified, but some of the basic tasks, such as payroll administration, may be delegated. For headteachers and governors, the most important task is to identify what role the bursar should play to ensure the smoothest possible running of the school. For examples of bursar case histories covering primary, secondary and shared bursar arrangements, refer to annex 2. For a primary headteacher s perspective on the role of a bursar in effective school leadership, see annex Strategic role Functions Added value of bursar Gains to headteacher/ other school staff 1.1 Strategic planning Professional expertise Captures whole school requirements Coordinated business continuity planning Foresee long-term educational developments and select most effective strategies Better informed decisions Delegation fully embraces distributed leadership Dedicated role to assess trends and implications of current and future government initiatives Long-term sustainability through five-year budget planning Timely and fully-costed proposals 06 I Looking for a bursar?

7 1. Strategic role (continued) Functions Added value of bursar Gains to headteacher/ other school staff 1.2 Managing finance, human resources, ICT, estate management, administration and training Effective management of administration and curriculum systems Involve all staff in bringing together management and curriculum networks Creation of buildings master plan Better chance of attracting funding Senior support staff can act as an example to encourage others in support staff development Headteacher time saved in consulting large number of stakeholders Peace of mind from having contingency plans in place in case of technology failure Better joined-up thinking Reduce administrative burden of implementing performance management procedures for all support staff, including teaching assistants Ensure training for support staff is fit for purpose and reviewed/ evaluated effectively 1.3 Health and safety, environmental issues and service contracts Effective heath and safety risk assessment and disaster recovery plans in place Lead the school in becoming eco-friendly Understanding utility usage and coordinating energy saving strategies Negotiate, manage and monitor contracts, tenders and agreements Secure bid-based competitive funds and exploit local networks and agencies Peace of mind from having fit-forpurpose risk assessment procedures and disaster recovery plans Whole-school (including pupil) involvement and increased awareness through whole school audit Knowledge of DfES and LA funding systems ensures school receives full entitlement Knowledge and commercial flair ensures all bids are well researched and presented, and secures best deals for support service contracts What kinds of bursar are there? I 07

8 2. Finance Functions Added value of bursar Gains to headteacher/ other school staff 2.1 Managing and monitoring budgets and payroll Professional expertise Experience Accuracy Speed Ability to set up local networks for problem-solving Ability to choose appropriate systems Relieved of tasks that require specialist skills Confidence Best systems and processes applied Benefit of advice that informs local decision-making 2.2 Managing cash Experience Ability to earn interest from surplus balances Peace of mind Extra cash Good audit reports 2.3 Securing funds to which the school is entitled Dedicated role increases know-how and familiarity with funding system Uses knowledge and networks to increase awareness of funding opportunities Reduces the likelihood of lost funding 2.4 Securing bid-based competitive funds 2.5 Managing contract services (such as catering and cleaning) 2.6 Buying and managing insurance (including supply teacher cover) Understands bidding system Contacts Fluent in resource language Commercial hard-headedness Ability to handle contractors Knowledge of law Knowledge of insurers and insurance products Ability to identify right package for the school More money and other resources Strategic input Time saved by delegating detailed work Better quality services Value for money Peace of mind No need for day-to-day involvement Value for money Insurance package fit for purpose Peace of mind 2.7 Securing sponsorship funding Commercial flair Range of contacts Articulate ambassador Increased resources Enhanced school profile 08 I Looking for a bursar?

9 3. Human resource management Functions Added value of bursar Gains to headteacher/ other school staff 3.1 Recruiting and managing support staff 3.2 Managing all staff employment contracts and the administration related to staff recruitment 3.3 Providing advice on employment law issues 4. Estate management Leadership Knowledge of local job market Better coaching and development Ensuring school s systems meet legal requirements Knowledge of employment law Effective vacancy adverts Administrative efficiency Knowledge of employment law Experience of similar issues Keeping abreast of new legislation More coherent staff management Maximising support staff contribution Reduced possibility of employment-related disputes More efficient administration of all staff contracts More effective recruitment Makes school attractive to potential staff and instils confidence in existing staff Informed advice Less need for costly legal input and fees Functions Added value of bursar Gains to headteacher/ other school staff 4.1 Managing the premises Experience of funding options Ability to manage contracts Understands options and implications of each 4.2 Managing health and safety Understands relevant health and safety legislation Better equipped to make informed decisions Up-to-date knowledge of school health and safety responsibilities 4.3 Maximising income from lettings and extended school services 4.4 Devising premises strategy, overseeing services and contracts management 4.5 Assessing risks and identifying hazards 4.6 Implementing risk management and loss-prevention strategies Commercial flair Understands implications of health and safety regulations Ability to liaise with partners and contractors Understanding of funding system and DfES guidance Ability to handle contractors Knowledge of risk assessment tools, and health and safety procedures established/updated Ability to negotiate best deal to reduce insurance costs Increased income Achieving extended schools targets Less day-to-day involvement Fewer problems and concerns Sound and fundable capital strategy (incl. asset management plan) Value for money Robust health and safety policy and procedures that comply with legislation Reduced burden for headteachers Reduced costs What kinds of bursar are there? I 09

10 5. Whole-school administration Functions Added value of bursar Gains to headteacher/ other school staff 5.1 Managing ICT, including purchasing and contracts Liaising with LA/DfES/feeder schools 5.2 Advising the headteacher and governors on admissions 5.3 Managing relationships (teachers/support staff/ contractors) Familiarity with ICT products Dedicated role with responsibility to develop and deliver whole-school ICT strategy Ability to deal efficiently with administrative processes Ability to develop admissions strategy Serves as bridge and facilitates closer working Meeting ICT needs for curriculum and school administration Cost and efficiency savings eg. avoid purchase of inappropriate equipment or software Coherent admission arrangements Reduced burden for headteachers More harmonious working Improved standards 6. Marketing and liaison Functions Added value of bursar Gains to headteacher/ other school staff 6.1 Promoting the school Promotes school and raises profile with different audiences Articulate ambassador Reduced burden for headteachers 6.2 Liaising with other local schools and outside agencies 6.3 Liaising with local businesses Uses local networking arrangements to reduce costs Single point of contact for outside agencies Fundraising Sourcing of vocational experience for students Joint projects Cost and resource savings Reduced burden for headteachers School better known and supported 10 I Looking for a bursar?

11 The national agreement The national agreement Raising standards and tackling workload provides an opportunity for schools to review their staffing arrangements so that they can focus on improving standards while improving the status and conditions of all school staff. The remodelling pages of our website ( remodelling) contains important information for headteachers and governors on the key role for support staff in achieving workforce reform. In particular, the leaflet Developing the role of school support staff ( uk/nationalagreementdownloads) highlights the benefits of the reforms for support staff, including the NCSL training for the higher level role of bursar. The bursar role is a key one in supporting teaching and learning, and as such is clearly a support staff role. However, this does not prevent bursars from also being effective strategic school leaders and members of the senior management team (SMT). Indeed, NCSL was asked to develop the and not only because of their excellent training record, but also to promote the leadership role of bursars and school business managers in schools. Role of local authorities (LAs) LAs help to develop local frameworks that assist schools in recruiting, retaining and developing a skilled and committed workforce. They are ideally placed to provide schools with advice and guidance on development programmes and training opportunities. For example, many LAs now offer annual conferences for different types of school support staff, including bursars. Bursars will need to operate effectively within the LA scheme of delegation, according to the type of school in which they work. It is important that all aspects of the bursar modular job profile (which follows) are seen in the wider LA context. For example, the duty to issue contracts will depend on the extent of delegation by the LA, where the LA is the employer. Similarly, knowledge of employment law needs to be reinforced by awareness of LA models. LAs help schools to remodel successfully. Working closely with the TDA, each one has identified a remodelling adviser as a lead contact in its area. School leaders are encouraged to access this LA support and become actively involved in local remodelling events to share good practice. LAs also provide financial and other management support services which schools can buy into. An increasing number of LAs are taking advantage of the excellent NCSL training to update their services and help keep their place in an increasingly competitive market. So far over 60 LA staff have applied for the and. Accreditation of the and courses Agreement has been secured for the accreditation of the and by the Institute of Administrative Management (IAM). Graduates receive either of the following dual awards: NCSL and the IAM diploma in administrative management, which is equivalent to the first year of a degree course (NQF level 4) NCSL and the IAM advanced diploma in administrative management, which is equivalent to the second year of a degree course (NQF level 5). A clear progression in continuing professional development can be seen in the movement towards a full first degree which is recognised by universities such as Manchester Metropolitan. The NQF levels are based on the revised national qualifications framework, details of which are available on the QCA website ( Headteachers and governors should also be aware of the guidance, School support staff the way forward ( This was produced by the National Joint Council for Government Services and encourages LAs to continue to support the development of support staff, which is fundamental to the successful implementation of the national agreement remodelling reforms. It contains job profiles covering NVQ levels 1 4+, including those for administration and organisation which are most relevant to bursars. The guidance keeps these at a broad level because jobs and roles are developing in schools to meet new demands and are best assessed in local frameworks. What kinds of bursar are there? I 11

12 The bursar job profile The job profile below follows the same divisions used earlier, namely: 1. Strategic role 2. Finance 3. Human resource management 4. Estate management 5. Whole-school administration 6. Marketing and liaison The job profile focuses on the functions and competences covered by the and courses developed by NCSL. Some aspects are covered by both the and courses. This is because the concentrates on understanding the functions of the key areas of bursarship, with some reference to management skills; while the focuses on management and leadership skills within the key areas. None of the content of the profile should be seen as restricting or limiting the role of bursar in schools. However, the profile is already extensive and no individual should be expected to discharge all of these duties personally, without support. Bursars will need administrative backup, especially if they are to be freed from the detail in order to fulfil their strategic role as part of the SMT. Core functions: all schools Bursars will usually be responsible to the headteacher as their line manager and, if they are playing a significant strategic role, are likely to be a full member of the school senior management team (SMT) or leadership group. The job profile has a modular design to help schools assess their specific needs for a bursar when drawing up a job specification, reviewing an existing post or advertising a new one. It is expected that all bursars will cover broadly the core functions. (The former secretary of state, Charles Clarke, emphasised this core strategic role in his video address at the second NCSL bursar graduation ceremony.) Other than this, the specification will depend on the circumstances of the particular school. It is for schools to be selective in deciding which functions are relevant for the type of bursar they need, and to adapt the wording as necessary. 12 I Looking for a bursar?

13 Table 1 describes the core strategic functions that every bursar should fulfil. Tables 2 6 overleaf describe the functions that will vary according to the individual school s needs, including finance, human resource management, estate management, whole-school administration, and marketing and liaison. 1. Strategic role Resources 1.1 Strategic planning Ensure the school makes the best possible use of resources through effective strategic planning, including consideration of all financial implications. Produce timely and fully costed proposals and ensuring they are sustainable, for example, through five-year budgets. Understand the effects and implications of government policies, legislation and directives and develop effective strategies for current initiatives and long-term educational trends and developments. Management 1.2 Finance, human resources, estate management, administration and training Manage all or the majority of the disciplines of finance, human resource management, ICT, estate management, whole-school administration and marketing. This to include all general training and development of staff, and all matters within the management of the school which are supportive to, but do not involve, the teaching function. Ensure maximum efficiency and cohesive approach, for example, by involving all staff in bringing together management and curriculum networks. Risk management 1.3 Health and safety, environmental issues, and service contracts Ensure effective risk management, for example, in health and safety and in the management of any third-party service contracts. Develop a disaster recovery strategy to include a detailed plan. Negotiate, manage and monitor contracts, tenders and agreements ensuring best value at all times. Manage all aspects of school business management in a sustainable and eco-friendly manner. The bursar job profile I 13

14 Variable functions: according to individual school s needs 2. Finance Resource management 2.1 Managing and monitoring budgets and payroll 2.1a Prepare for approval by the headteacher and governors the annual estimates of income and expenditure. Obtain agreement of budgets, and monitor accounts against budgets. Prepare regular management accounts for budget holders and report on the financial state of the school to the governors. 2.1b Advise the headteacher and governors on investment and financial policy, preparing appraisals for particular projects and developing a business plan (long-term financial strategy) for the future development of the school. 2.1c Ensure compliance/working towards compliance with the Financial management standard in schools. Use financial management information, especially benchmarking tools, to identify areas of relative spending, assess trends and directly advise the SMT or leadership group accordingly. 2.1d Manage the school accounting function, ensuring efficient operation according to agreed procedures, and maintain those procedures by conducting at least an annual review. 2.1e Monitor all accounting procedures and resolve any problems, including: (i) ordering, processing and payment for all goods and services provided to the school (ii) operation of all bank accounts, ensuring that a full reconciliation is undertaken at least once per month (iii) maintaining an assets register, and (iv) preparation of invoices and collection of fees and other dues, taking legal action where necessary to recover bad debts. 2.1f Prepare the final accounts and liaise with the auditors. Provide detailed management accounts for the governors and headteacher according to an agreed schedule, reporting immediately any exceptional problems. 2.1g Provide a comprehensive payroll service for all school staff, including operation of the various pension schemes and other deductions in which the school participates. 2.1h Prepare all financial returns for the DfES, LA and other central and local government agencies within statutory deadlines. 2.1i Deal with the school s rating assessment and VAT liabilities, and advise on the financial implications of charitable status with respect to the current and any future tax legislation. 14 I Looking for a bursar?

15 Resource management 2.2 Managing cash Maximise income generation within the ethos of the school. Ensure best value principals are adopted, for example, in extended schools activities. 2.3 Securing funds to which the school is entitled Act as point of contact with central and other agencies with regard to grant applications, gifts and other donations. Bids/service contracts 2.4 Securing bid-based competitive funds Secure bid-based competitive funds by effective use of bidding systems and contacts. 2.5 Managing contract services (such as catering and cleaning) 2.5a Negotiate, manage and monitor contracts, tenders, and agreements for the provision of support services. Purchase, either directly or indirectly, the school s energy supplies. 2.5b Arrange school facilities to include: (i) catering (ii) transport, including minibus(es) and drivers (iii) school shop (iv) bookings for school facilities, and (v) provision of facilities for additional tuition out of school hours, including music. 2.6 Buying and managing insurance (including supply teacher cover) Seek professional advice on insurance and advise the governors on the appropriate insurances for the school. Implement the approved insurances, and handle any claims that arise. Developing sponsorship links 2.7 Securing sponsorship funding using commercial flair Act as an articulate ambassador to develop contacts and raise school profile The bursar job profile I 15

16 3. Human resources Personnel issues, support staff management and development 3.1 Recruiting and managing support staff 3.1a Responsible for general personnel matters including employment clearance for new staff (medical checks, child protection) and issuing contracts of employment. Advise governors on assessment of salaries, expenses, sickness and maternity procedures, redundancy and other matters of dismissal. Attend employment tribunals as necessary. Maintain confidential staff records and ensure that staff records held in the school by others are kept confidential. 3.1b Provide leadership and guidance for support staff, including direct line management responsibility where appropriate administrative and clerical, financial, technicians, medical, welfare and teaching assistants, premises and maintenance, ground staff, cleaners and caterers. 3.1c Manage the recruitment, professional development, appraisal and training of all support staff. 3.1d Plan for, arrange and report on staff development aspects for all staff. Contracts administration managing employment contracts 3.2 Managing all staff employment contracts, and the administration related to staff recruitment Oversee all staff contracts and coordinate the administration of staff recruitment. Advising on employment law 3.3 Providing advice on employment law issues 3.3a Advise governors on the policy needed to comply with legislation concerning employment protection, equal pay, sex discrimination, etc, and the implementation of these policies in school. 3.3b Formulate, monitor and implement the school s safety policy to comply with the requirements of Health and Safety at Work Act and other legislation. 3.3c Act as the school s health and safety coordinator and fire officer. 16 I Looking for a bursar?

17 4. Estate management Premises, health and safety management 4.1 Managing the premises 4.1a Manage the maintenance of the school site and buildings, the preparation of maintenance schedules and the efficient operation of all facilities on the property. In addition oversee plant for lighting, heating, domestic hot water, cooking, ventilation, water softening, energy conservation, etc. 4.1b In cooperation with the fire service, manage the installation and maintenance of equipment for protection against, and escape from, fire. Initiate and keep records of regular fire practices and alarm tests. Ensure emergency procedures are current and timely. 4.1c Manage the security of the school site. 4.1d Manage the upkeep of playing fields, gardens, all-weather surfaces, tennis courts and land drainage. Ensure the maintenance of boundaries, footpaths, roads and rights of way. 4.1e Purchase, repair and maintain all furniture and fittings. 4.2 Managing health and safety 4.2a Know about health and safety regulations, particularly the main issues specific to the school and how they relate to students, staff, visitors, contractors and other users of school premises and facilities. 4.2b Know the elements of fire safety and the associated risks to the school through the process of risk assessment. Letting, risk assessment 4.3 Maximising income from lettings and extended school services Manage the letting of the school premises to outside organisations and school staff, and the development of extended schools activities, with particular reference to the local community. 4.4 Devising premises strategy, overseeing services and contracts management Acquire and dispose of land and buildings as authorised by the headteacher and governing body. Draw up outline specifications for new buildings, obtaining tenders, obtaining planning permission, and liaising with building contractors and the school architect. 4.5 Assessing risks and identifying hazards 4.5a Know about risk assessment tools and how to use them to establish hazards within the school and the associated risk involved. 4.5b Be aware of the importance of a disaster recovery plan and its place within the management procedures of the school. Loss-prevention strategies 4.6 Implementing risk assessment and loss-prevention strategies 4.6a Know the elements of a comprehensive disaster and recovery plan and operate the elements linked to the resource management responsibility. 4.6b Implement risk management and loss prevention strategies in the school to reduce insurance costs. The bursar job profile I 17

18 5. Whole-school administration Improving school ICT systems, facilities and communications ICT management 5.1 Managing ICT, including purchasing and contracts Liaising with LA/DfES/feeder schools 5.1a Manage the administrative function including the administrative ICT facilities, school reception, reprographics, records and telephones. 5.1b Manage the school s administrative and financial computer network systems; the implementation of appropriate management information systems; and the full computerisation of the administration accounting and record system, including desktop publishing. Act as system manager for the administrative computer network and curriculum network if appropriate. 5.1c Provide for the preparation and production of all school records and publications. 5.1d Maintain pupil records including those for the assessment process. Analyse the data and, in conjunction with teaching colleagues, form strategies to address specific issues. 5.1e Act as correspondent for the DfES and be responsible for the records and returns required. 5.1f Obtain the necessary licences and permissions, and ensure their relevance and timeliness. Improving school policies and staff relationships Admissions 5.2 Advising the headteacher and governors on admissions Advise the headteacher and governors on the need for admissions and appeals policy; and develop a school admissions and appeals policy. Relationship management 5.3 Managing relationships (teachers/support staff/contractors) Act as a bridge to facilitate closer working relationships between teaching and support staff; and develop school policies for working with contractors and outside agencies. 18 I Looking for a bursar?

19 6. Marketing and liaison Improving school links to the local community Promoting the school 6.1 Promoting the school to parents, partners and the local community Promote the school to different audiences and raise the profile within the local community. Links to other schools/agencies 6.2 Liaising with other local schools and outside agencies Ensuring effective liaison with other schools. For example by linking to a learning network and accessing training on a group basis to reduce costs and/or improve accessibility. Business community links 6.3 Liaising with local businesses Liaise with local businesses for fundraising, arranging vocational experience and joint projects. The bursar job profile I 19

20 Annex 1 National College for School Leadership bursar/school business management programme Certificate of school business management () The course is aimed at practising bursars, including recent appointees and those in school administrative and support roles. It is also suitable for new entrants to the school management profession. The, which is externally accredited by the Institute of Administrative Management at international diploma level, is made up of eight modules: 1. School business management 2. Financial management 3. Human resource management 4. Information and communication technology, management information systems 5. Facilities management 6. Risk management 7. Administrative and support services management 8. Sustainable development On successful completion of the course, participants will be able to: illustrate and develop management decision-making skills and manage resources efficiently, effectively and sensitively understand the political, economic, social, legal and technological environment within which educational institutions operate enhance and renew their understanding of administration and management to evaluate the efficiency and effectiveness of educational institutions evaluate and analyse management strategies that support effective curriculum and learning development, and understand the nature of effective schooling in the 21st century. Course candidates have commented: I just want to put all this into practice. I m excited about all the tools that this course gives me. The programme seemed daunting at the start but now it s really good. The headteacher is very supportive of me on this programme. I m involved in interviews. When I asked my headteacher where she saw the SBM role, she replied on a par with a deputy headteacher. 20 I Looking for a bursar?

21 Diploma of school business management () This course is aimed both at experienced bursars in schools and at managers from outside education who are looking to enter the education field. Candidates from schools should either be members of their school senior management team (SMT) or leadership group, or working closely with them. The course is designed to provide candidates with the necessary skills and competences to operate at a strategic level, in particular playing an effective role with their school s SMT. The, which is externally accredited by the Institute of Administrative Management at international advanced diploma level, focuses on: 1. Change management 2. Managing school improvement 3. Strategic management On completion of the course, participants will be able to: demonstrate an understanding of the complex and dynamic environment within which senior managers and leaders work identify and evaluate emerging trends in institutional management demonstrate self-management skills and develop an appropriate change management process, and successfully deliver the school s mission and demonstrate an understanding of quality management as a central feature of educational improvement. Course candidates and their headteachers have commented: What I have really enjoyed is being asked to challenge my accepted beliefs. I think I am far more adept at working with the local community and businesses than I was before. I m now able to know how my skills can help improve the schools I work in. Being aware of what all the options are has been crucial to the quality of advice I can now offer. having somebody on my leadership team who could input that financial knowledge into my school improvement plan and ensure the two would be meshed together much more closely than they are, purely and simply because I haven t got that skill I think that s definitely the way forward. Both courses are fully funded for all maintained schools and open to suitable candidates with the support of their headteacher and chair of governors. For more information, see the NCSL website at or [email protected] Annex 1 I 21

22 Annex 2 Case histories A primary school bursar Sue Simcock St Chad s C. of E. (C) primary school, Pattingham I am the school business manager at St Chad s C. of E. (C) primary school, Pattingham, which operates as a first school and nursery with a pupil age range of 3 to 9 (150 pupils). I was originally appointed in 1997 as a clerical assistant on a part-time basis, with responsibility for pupil records and running the school office. However, at every opportunity I did try to take on more responsibility and to go on courses and it gradually became more than a full-time job. In January 2001, following the retirement of my former headteacher, I became the school administrator having the additional responsibility of managing the school s budget, school fund and all personnel matters relating to staff. To enable me to carry out this new role there followed a rapid growth in my professional development. However, the training offered by my local authority (LA) mainly concentrated on the financial and ICT aspects of my role, so in October 2002 I enrolled on the second pilot of the National College for School Leadership s (NCSL s) new development programme for bursars, the certificate of school business management (), which proved to be excellent. A new concept for primary schools Following successful completion of the course, I became bursar for the school, which, although comparatively new at primary level, is becoming more and more necessary with the increases in site-level resource management and devolved funding. I was now able to relieve my headteacher of some of the increases in her workload brought about by this, leaving her more time to concentrate on the teaching and learning aspects of the school. This was particularly noticeable in those aspects relating to facilities management, which prior to the, I was unable to do other than at a basic level. My increased knowledge now enabled me to represent the headteacher and the school confidently when discussing all aspects of the school s asset management and development with either the LA or other outside agencies, and to review and implement health and safety procedures to ensure we met current legislation. Although more expensive for the school initially with my increase in salary and the additional staffing required due to reassignment of duties - this has been more than paid for by savings I have been able to make, or through additional funding I have sourced. In the first 10 months following the this was in excess of 28,000 which, as a small school, increased our devolved budget by 8.75 per cent. Part of this was 4,450 that I won by using a travel plan I d adapted from one I d devised as part of the. 22 I Looking for a bursar?

23 I then became a member of the senior leadership team and, while embedding and learning the facets of my new role, I was able to obtain support from colleagues in schools across the country using NCSL s Talk2learn online community, which I was given access to when I enrolled on the programme. Through this I was, and still am, able to share examples of good practice with other school leaders, including governors and members of the wider school workforce, from how we manage our cleaning to implementing the differing aspects of Every child matters. The DfES in dialogue community on Talk2Learn even enables me to discuss, and thereby help shape, new and future policies with government ministers! The ability to share information this way, quickly and resourcefully enables all our schools to improve. After a year of embedding the practices learned on the, I enrolled on, and gained, the diploma in school business management () and became the school business manager. Again, both the school and I benefited from my participation on the course, as once more it allowed me to identify areas in which we both needed to develop or review our practice, such as how we analysed the potential impact of new and emergent trends. The ethos of my school encourages professional development for all staff and, through the progressive outlook of my headteacher and my training through the, I had already instigated and led many successful change initiatives in school, particularly related to workforce reforms and remodelling. These had included the introduction of performance management for all staff and the development and use of a higher level teaching assistant (HLTA) to cover teacher planning, preparation and assessment (PPA) time. I considered this one of my strengths so I was therefore surprised, when I started the, to discover how much more I still could learn regarding change management! Using the additional skills learned from the s change management module, I was able to encourage our lunchtime supervisors to change their focus and operate more as a team. The outcome from this is that they now support each other in implementing the same practices, and the children are calmer for the afternoon session, giving our teachers even greater ownership of teaching and learning. Successful change initiatives in school All of my modular projects from the were implemented by the school. The strategic management module allowed me to investigate and determine options for a very real and relevant threat to the school, that of falling roll. From this I was able to formulate a business continuity plan, which has maximised the number of pupils on roll and increased our nursery applications by 100 per cent. I then used the knowledge gained from both the strategic management module and the school improvement module to look at how our school improvement plan (SIP) was determined and formatted. Following the presentation of my report and subsequent discussion, the governing body devoted a two-hour evening session to blue skies thinking to develop the vision for the school and its strategic plan. We assessed thoughts and ideas gathered from parents, pupils, staff and governors, in conjunction with trends facing the school, and determined our strategic aims and a new vision statement. These were then linked to a revised format of the SIP, which includes both a strategic and operational plan. The school now has a vision that is shared and supported by the school community, and a strategic plan that will translate this vision into action. Annex 2 I 23

24 Leadership model for support staff Through all of these projects, I came to realise that while I have provided leadership for the support staff in school since completion of the, and now line-manage all of them, including the teaching assistants I am now able to make a broader contribution to the leadership of the school as a whole. The has allowed me to explore my management and leadership capabilities, and enhance my professional skills, while being instrumental in raising the quality and effectiveness of my school. I recognise that I am in the enviable position of achieving the things that the bursar development programme has prepared me for, while remaining not only in the primary sector but also in my original school, and that this has been made possible by my having such a forward-thinking headteacher. I know that a school business manager in a primary school as small as ours is quite rare and often seen as an unnecessary expense, but as the role develops in line with my training and increasing experience, I am able to apply my learning to the emerging needs of the school, improving its effectiveness. My headteacher saw that this, coupled with the savings and extra funding I am now able to generate, more than outweigh the cost. I believe that the role of the school business manager is essential in today s schools where leadership doesn t depend for its existence on hierarchy, but on shared responsibility and accountability. As schools now evolve to adapt to this ever-changing world, the bursar development programme allows us to develop necessary skills, which complement those already held by members of our schools leadership teams, to enable this to happen more effectively. I see leadership as one of the main facets of successful management within the school environment, particularly in these innovative but turbulent times and, as a professional, I appreciate the necessity to keep developing. I know I can improve and develop further; with all the changes that are taking place, I know that I will have to, but it is the bursar development programme that has engendered in me the belief that I can. As the headteacher of a rural village primary school I feel very fortunate to have the expertise of a qualified school business manager as a key member of the senior leadership team. The bursar development programme has given Sue access to leading-edge training, expertly delivered, which has raised her self-esteem, knowledge and capability and our access in school to a qualified business manager. Her in-depth knowledge of school systems such as finance, facilities, health and safety, and personnel have enabled me to be the headteacher I planned to be one with time to concentrate on maintaining high standards in teaching and learning, secure in the knowledge that the business management of the school is safe in the hands of our business manager. Jane Nicklin, headteacher, St Chad s C. of E. (C) primary school For further information, contact Sue Simcock at: [email protected] 24 I Looking for a bursar?

25 A secondary school bursar Sharon Golze MBE, Don Valley high school, Doncaster I started work at the school in 1991 as bursar, mainly undertaking responsibility for finance and administration and supervising a support staff of approximately 12 people. This has now increased to 91, including administrative, technical, catering staff and teaching assistants. The role has evolved tremendously and can now be categorised into five main areas: finance, administration, human resources, ICT and facilities. The school budget, which is delegated directly to the school s bank account, has increased from just over 1m to over 5m. I am also responsible for the management of the finances of a city learning college which opened on the school s premises in September Support and staff development The administrative support for teachers ensures that information is up to date and easily accessible. Communication with pupils, parents and the community is also provided. Several of the support staff take an active role in training and retraining teaching staff in the use of the computerised management information system. Personnel plays a large part in the role, with both teaching and support staff, including salaries, personal issues and staff development. The support staff are all included in the appraisal system and are encouraged to undergo professional development. Many have or are involved with degrees, masters and NVQ courses. More recently I have become line manager for the 12 teaching assistants (TAs) who were previously employed by the local authority (LA). One of the TAs is senior and she directs their timetables and works with the special needs coordinator. I regularly spend time in the classroom observing them and have frequent meetings with them. In September 2003, they embarked on NVQ level 2 for TAs. The school is a centre for NVQs and I am a qualified assessor; therefore I have supported and assessed their work for this qualification. The most recent development in school has been the appointment of eight higher level teaching assistants (HLTAs). I have devised a training package which takes them through to assessment. I am the systems manager for the school, which entails providing ICT support for administration of pupil data, examinations, timetable, attendance and academic information. The collection and reporting of academic information at Don Valley high school is very important, as all staff for a variety of reasons can access it. This role includes the collation of this data, making best use of the information it provides and producing reports. Both national and internal data is used and staff are trained by myself and other support staff in its use. I have liaised with my LA to provide access to both the academic and the curriculum side of the computer system, incorporating the use of the internet and intranet. I work very closely with the site staff to ensure smooth running of the facilities of the school, in particular the hiring of the premises, health and safety, and maintenance of the buildings. Participating in leadership In recent years, I have become a full member of the school s leadership team, comprising the headteacher and six assistant heads. I attend all meetings and am included in all consultations and decisions of the team. One advantage of this is that it enables me to receive and contribute information at conception and use this information to improve administration throughout the school. I also attend the governors finance sub-committee to report on the school s budget and the full governors meeting. The role also includes membership of the school improvement team, contributing to improving all areas of quality in school. We have also established a support staff leadership team which consists of myself and nine other senior support staff. This has helped me enormously in sharing the development of the support staff and giving these members of the team opportunity for the advancement Annex 2 I 25

26 of their own development. As the role of school business manager (SBM) can be a very isolated one, it is beneficial to use this team for their ideas for improving the support given by support staff to improve the school. The headteacher, Bob Johnson, has encouraged me throughout, introducing and supporting me in studying for and completing an MBA in education management. He also conducts my own performance management reviews. The support of the headteacher is crucial in recognising the value of the SBM role and developing it professionally. Sharon s role is central to the smooth running of this large comprehensive school. She has a very important strategic role in the school and there is no doubt in my mind that the impact of a non-teaching business manager on a school s progress can be immense. Sharon received her MBE in the Queen s Birthday Honours list (2004) for services to education. She says that this is...an honour for myself, my family, Don Valley high school and all support staff nationally. For further information, contact Sharon Golze at: [email protected] Shared bursar arrangements Some smaller schools may have difficulty in employing a full-time bursar, even though their needs and responsibilities are similar to those of larger schools. One solution to this problem is for a group of schools to share the services of a bursar. The following two examples show how schools can achieve this by making their own arrangements or by buying into a shared service provided by the local authority (LA). Bob Johnson, headteacher, Don Valley high school ( 26 I Looking for a bursar?

27 Opportunity networked learning community, north Bristol excellence in cities action zone (EiC) Clare Sanders, lead school business manager Opportunity networked learning community consists of nine primary schools, one infant, one junior and one secondary school based in north Bristol. The zone came into effect from January The schools cover a diverse social and economic geographical area. A key way in which the zone has been working has been the use of collaboration between different staff headteachers, teachers, administrative and support staff with the aim of achieving our vision of every adult a learner, every child an achiever. Problem The headteachers of the schools in the network meet fortnightly. Observation and feedback from headteachers identified that a high percentage of their time was spent on administrative tasks that they were not necessarily trained/equipped to perform efficiently and effectively. They were therefore spending increasing amounts of time attending courses to gain expertise in areas such as health and safety/risk assessment, finance and personnel issues. As a result, time was taken away from headteachers being able to lead teaching and learning in their schools. We undertake all SBM responsibilities within our allotted schools. In addition, each of us has different areas of expertise which other members in the team can call upon to support the work in their schools. An advantage of this approach is that headteachers and governors have one key person to work with but gain the experience and skills of three. The SBM job descriptions were based on the modular job profile contained in the original DfES Looking for a bursar? document. Benefits to schools Headteachers focus on teaching and learning, impacting on pupils achievement Good support for headteachers and governors Headteachers have greater job satisfaction Recruitment of quality headteachers Recruitment of quality support staff Professional development for support staff Consistency of practice across schools Efficiency and financial savings, for example: bulk buying; contract negotiation; accessing available funding streams; and improvement to planning, monitoring and reporting of school budgets to achieve best value An additional member giving support to the senior management teams. Solution The solution was to provide professional administrative and management support to schools so that the headteachers were freed up to focus on their main function leading teaching and learning. After considering different options it was decided to appoint a group of three primary school business managers (SBMs) shared between eight primaries which had no existing bursarial support. SBMs work with up to three primary schools, with myself as lead SBM working with two schools. I also act as line manager to the other SBMs. Annex 2 I 27

28 Impact so far The programme has been running for two years and below are some examples of indicators of impact that have been identified. Quantifiable changes Water company contacted as water costs seemed high. New water meter has been installed with probe to enable the water company to investigate possible leakage Vandalism: telephone wires between two buildings on site continually cut by vandals at a cost of 1,000 for each reinstallation; in the past two years the wires have been cut three times. The SBM has investigated installation of a cable telephone system which will cost 2,400 to install. The cables will now be underground, therefore eliminating vandalism. Over 50 per cent external funding for the installation has been found Identification of over 25,000 of missing funds, located on local authority (LA) suspense account Identification and retrieval of 8,000 threshold salary grant and supply costs not previously claimed from LA/external funding sources. Headteacher comments: I have already noticed that I am giving more quality time to children and teachers in and out of the classroom. I feel that a real weight has been lifted from my shoulders. Just taking the health and safety files off my shelf, having them organised and an action plan put in place has been a relief. My SBM will keep me on the straight and narrow and I feel very reassured about the future management of the school. For further information, contact Clare Sanders at: [email protected] Qualitative changes Three-year financial planning introduced to enable school budgets to be driven by current and future needs rather than historical ones Impact of effective management of support services and processes on pupil learning, for example, improved usage of SIMS assessment manager to track pupil data to assist planning and target setting for pupils Support for transition to secondary schools by ensuring use of common transfer files for all pupils (admissions and removals) As Bristol city council undertook a single status (job evaluation) review, the SBMs have been able to develop shared expertise to manage the process and explain it to the relevant staff. The team have also been able to identify anomalies in the process and bring them to the attention of the LA to reduce inconsistency and confusion Health and safety: implementation of appropriate practice at an accelerated rate in comparison to how schools were implementing the initiative before the programme commenced. 28 I Looking for a bursar?

29 Learning, culture and children s services, City of York council Linda Brook MBE, York local authority (LA) school finance team maintenance on an ad hoc basis or to employ a handyperson attached to the school? One headteacher commented that while it was difficult to delegate in the beginning, she felt she got into the habit and it was liberating. York LA provides successful financial support to its schools including a light touch financial service supporting experienced school staff in budget planning, and a peripatetic bursar service providing support for high-level strategic financial tasks and day-to-day processing. In 2004, the LA school finance team, which I led, investigated how we could build upon these services by providing a traded school business manager (SBM) service. We approached the project with a blank piece of paper and built up a skeleton service plan based on research, projects and other people s experiences. These included, for example, the original DfES Looking for a bursar? document, the north Bristol shared SBM project and our own LA staff, with a wealth of school experience, who had also completed the certificate of school business management () course with the National College for School Leadership (NCSL). Christine Richardson, a peripatetic bursar and graduate, was appointed. Three primary schools were then identified for the pilot. Prior to this none of the headteachers of these schools were aware of the role of the SBM. Following initial discussions, the headteachers felt that participation in the project would give them more opportunities to be in the classroom and around school and provide support for key aspects of their job which were time consuming, such as applying for bids and researching value for money in purchasing. Headteachers have commented that they are pleased to have the opportunity to delegate tasks and know that they can confidently expect a thorough response. This is particularly the case where it is very valuable to know which of several options is cheaper or whether it makes good business sense to go down one road rather than another. A specific example is it better to pay for At the end of the pilot (August 2005) a full evaluation report was produced. Its main findings include: Headteachers are very positive about the service. Even when budgets are stretched, headteachers now feel that the question is not whether they can afford the service, but whether they can afford not to have it Governors are very enthusiastic as the project gives support to several crucial areas financial management, strengthening the senior management team and administrative overload Tasks undertaken by the SBM are varied, for example, strategic planning, contributing to building projects, teaching assistant (TA) pay assimilation, restructuring/teaching and learning responsibility (TLR) payments and workforce remodelling Headteachers valued being able to concentrate on raising standards through planning, teaching and additional monitoring of what is going on in the classroom Very positive comments from Ofsted inspectors who found that the SBM had tightened the management procedures of the schools and made effective use of best value. The report confirms that the LA will continue to develop the service and concludes that: Whether schools buy in the service from the LA or employ their own SBM is not important. It is important that schools consider and implement the separation of the role of the SBM from that of the headteacher. Linda received her MBE in the Queen s New Year Honours list (2005) for services to education. She says, I am thrilled and extremely grateful to be honoured in this way. For further information, contact Linda Brook at: [email protected] Annex 2 I 29

30 Annex 3 A primary headteacher s perspective Hazel Pulley, headteacher, Caldecote community primary school The school (480 pupils) is situated close to the city of Leicester on the outskirts of a large housing estate which is very deprived. The school is at the forefront of many local and national initiatives which are linked to raising standards, and is part of an excellence in cities project. Learning about leadership presents challenges! During my work for the National College for School Leadership (NCSL) as a consultant headteacher and co-facilitator on the New visions programme for early headship, I have felt professionally challenged to review my own leadership practice. Through this stimulating interaction with a focused learning community and benefiting from time to reflect, the shape of leadership has been radically changed in our school. This has meant transforming structures and teams with a strong feature on empowerment, encouraging others to join in leading the school. I focused heavily on changing the role of the school administrator, widening the management opportunities in order to leave me time to focus on leadership practice. The NCSL certificate of school business management () course was pivotal to this change and has helped transform not only the job description and work practice of the school administrator, now school bursar, but also the school office arrangements. In order to symbolise our new school leadership practice, a more substantial bursar office was created and placed in the centre of the school. I do not need this office space to successfully lead the school, but the bursar does need it to support me through effective business management. Having dispensed with a base altogether, I turned my office into a meeting room with one large oval table. The school bursar was invited on to our regular leadership team meetings held around the table, demonstrating the shared/distributed leadership practice now in place at our school. Throughout this joint learning experience I have seen the capacity for leadership grow in our school. Roles and responsibilities now reflect broad involvement and collaboration, and new processes and principles of leadership have enabled me to reach a situation where others are given and own the authority to lead and manage. A primary school model? Changes to our school expenditure and income with added creativity have funded this new position of school bursar. Having a more strategic financial element within our leadership practice has created many savings. For further information please contact: [email protected] 30 I Looking for a bursar?

31 Her in-depth knowledge of school systems such as finance, facilities, health and safety and personnel have enabled me to be the headteacher I planned to be one with time to concentrate on maintaining high standards in teaching and learning... Primary headteacher The strategic management module allowed me to investigate and determine options for a very real and relevant threat to the school, that of falling role. NCSL trained bursar I have already noticed that I am giving more quality time to children and teachers in and out of the classroom. Primary headteacher The headteacher is very supportive of me on this programme. I m involved in interviews. When I asked my headteacher where she saw the SBM role, she replied on a par with a deputy headteacher. NCSL trained bursar Annex 3 I 31

32 The TDA is committed to providing accessible information. To request this item in another language or format, contact TDA corporate communications at the address below (or by Please tell us what you require and we will consider with you how to meet your needs. Training and Development Agency for Schools (TDA) 151 Buckingham Palace Road LONDON SW1W 9SZ Publication line: TDA switchboard: TDA0219/08.06/CHAR TDA 2006