SBM Primary Cluster Grants 2014-15 National Launch Conference 12 December 2014

1. SBM Primary Cluster Grants 2014-15 National Launch Conference 12 December 2014

2. Conference objectives • To give Clusters the opportunity to share emerging practice and explore ways of dealing with common issues • To clarify DFE expectations of Clusters • To update Cluster SBMs on national policy developments • To clarify the support available to Clusters from NASBM and FASNA

3. 10.45 - 10.50am Formal welcome & introductions 10.50 - 11.15am Developing the school business management profession in an autonomous educational system 11.15 - 11.30am The SBM contribution to national policy implementation 11.30 - 11.40am Coffee break 11.40 - 12.00pm Buying collaboratively 12.00 - 12.20pm Buying collaboratively – Table discussion 12.20 - 1.00pm Lunch and networking

4. 1.00 - 1.15pm ‘In at the deep end’ – how to make a success of the Cluster SBM role 1.15 - 2.15pm Making a success of the Cluster SBM role: identifying priorities and measuring impact 2.15 - 2.30pm Meeting DFE reporting requirements 2.30 - 2.45pm Final questions and burning issues 2.45pm Close of conference

5. Presenters and Facilitators • Carl Fagan – Senior Manager, Funding Policy Unit, Department for Education • Helen Lumb – Commercial Skills for Schools Lead, Department for Education • Stephen Morales – Executive Director, NASBM • Tom Clark – Chair, FASNA • Sarah Ray – Chief Operating Officer, FASNA • Liz Walters – Training and Development Director, NASBM

6. Presenters and Facilitators • David Allen – Associate Practitioner, NASBM • Jane Durkin – Associate Practitioner, NASBM • Wendy Farrier – Associate Practitioner, NASBM • Peter Melville – Associate Practitioner, NASBM • Nina Siddle – Associate Practitioner, NASBM • Charles Turvill – Associate Practitioner, NASBM • Helen Albrow – Policy, Research and Resources Lead Officer, NASBM • Louise Burkinshaw – Training Coordinator, NASBM

7. Joined-up leadership: Head Teachers AND Governors AND School Business Managers Tom Clark, Chair, FASNAStephen Morales, Executive Director, NASBM

8. NASBM is the leading professional association for school business management professionals, with over 2500 members • Our core objectives: • Representing and building the reputation of SBM professionals • Supporting our members to carry out their role more effectively • Assisting members to develop their career • Setting the standard for the SBM profession • We aim to be: impartial; authoritative; collaborative; sector- led; responsive.

9. FASNAis a ‘not for profit’ membership organisation with charitable status, which seeks to promote and secure autonomy for schools and evidence its success • Member schools include VA schools, Foundation schools, Trust schools, Type 1 ‘sponsored’ academies, ‘Converter’ academies, primary, secondary, and special schools • Members include Headteachers, Governors, Clerks to Governors and School Business Managers • FASNA is apolitical

10. Present landscape

11. There are 4296 academies • 1879 secondary schools • 2260 primary schools • 129 special schools • 28 alternative provision • 71% of all academies are ‘converters’ • Academies are not all the same – ‘sponsored’ or ‘converter’; ‘stand-alone’ or in MATS; or in larger ‘chains’ • In addition there are over 2,500 independent schools, 3,750 VA schools and 736 Foundation Schools, so roughly 11,229 ‘autonomous schools’

12. Present Landscape • Government has created a market of ‘free’ schools, academies (‘sponsored’, ‘converters’ and ‘chains’), UTCs, studio schools, trust schools, foundation schools, community schools and independent schools • There is a crowded ‘middle tier’ – RSCs, LAs, Trustees, Governors, NLEs, LLEs, Teaching schools, NLGs, sponsored ‘chains’ of academies, MATS, commercial offers – which is more school-led than ever before • Patience is required for system leadership to grow and mature • ‘Regulators’ include DfE, EFA, Ofsted and league tables

13. Standards have become more rigorous and narrower: • ‘Floor’ and ‘bar’ raised • ‘Satisfactory’ is ‘not satisfactory’ • Accountability frameworks different and tougher • This is true for ALL schools

14. Challenge to Governors • Governance – the 30 year default – • Volunteers, usually parents, with single school perspective • becoming… • ‘Non-executive directors of autonomous not-for-profit public companies’ – a multi-school framework and perspective • A movement away from the stakeholder model: a movement towards ‘skill-sets’ but also true for all schools

15. EffectiveGovernance • Does your Governing Body PASS the test? • Is it: • Professional in practice and membership? • Accountable with robust structures? • Strategic in operation and outlook? • Skilled in challenging and supporting?

16. The continuing future • There will be: • Some big external ‘chains’(some perhaps commercial) • More local ‘chains’ of academies, led by schools • 100s, if not 1,000s of small schools needing to collaborate to remain viable • Demand for real value for money under procurement deals • Risk of financial implosion (‘perfect storm’) – NI, Pensions, Post 16 funding • NO sight of National Fair Funding • NO MORE MONEY

17. The continuing future • If Labour is elected: • Fewer (or no more) ‘converter’ academies and not ‘subsidised’ • Definitely no more ‘grants’ of up to £175K to convert • Some kind of ‘local management’, LAs or Regional arrangement • Some freedoms – curriculum, school day, services but not full range of academy freedoms • NO MORE MONEY

18. Joined-up future Joined-up leadership Headteachers, Governors and School Business Managers For SBMs status and remuneration comes with co-professional responsibility for strategic direction and pupil progress, not just managing the finances

19. Strong school leadership is not about one person or one set of skills Head Teacher Effective Engagement = School Effectiveness School Business Management Effective Governance • Schools need play to their strengths • Schools need to trust and embrace the specialists skills of all their Leadership Team colleagues • Schools need to nurture the talents of their best managers without the fear of being undermined • Schools need to learn how to effectively manage, delegate and encourage engagement • Strong school leadership through triangulation – we are better together!

20. Why schools need specialists Schools are business operations Specialist expertise is needed to complement teaching and learning and effective governanceAs school autonomy and operational complexity increase school business management finds itself centre stage The sector faces significant challenges but the new emerging opportunities are equally exciting

21. Leading School Business Management Professionals will need to ensure they….

22. Together we are stronger!

23. NASBM/FASNA Dual Membership Offerfor SBM Primary Clusters in receipt of DfE Grant • Dual membership benefits include: • Membership of two associations uniquely dedicated to your profession and the sector • Member-only e-bulletins, news updates and policy briefings • Access to the member-only resources from both FASNA and NASBM • An influential national voice with Government • A trusted support network – school-led support from FASNA Members and NASBM Associate Practitioners • An online professional community providing access to networks of school business managers across the country • Termly member magazines: ‘The Voice’ from NASBM and ‘Academy Magazine’ from FASNA • Membership discount on training and National Conferences • Free attendance at a NASBM Regional Conference and regional briefing

24. Developing your professional practice • Effective Financial Management Guide • Effective Governance Guide • Key questions, actions, information, case studies www.fasna.org.uk • SBM Professional Standards Framework – Take part in NASBM’s national consultation in summer 2015 • NASBM Fellowship Status – Apply from December 2014 • Understanding the SBM qualifications – Contact the NASBM Advice Centre • To find out more visit www.nasbm.co.uk

25. The SBM Contribution to National Policy Implementation Carl Fagan Funding Policy Unit, DFE SBM PC Grant Conference 12th December 2014

26. Review of efficiency in the school system (2013) • The Government gives schools around £40bn a year in revenue funding. • Schools revenue funding remains has been protected in this parliament and remains protected in real terms in 2015-16. • We must spend this effectively to deliver the best quality of education and best possible outcomes for pupils • School leaders are the right people to decide how to spend the funding allocated to them. • In DFE, it is our role to create a framework within which schools can improve their own levels of efficiency, while still maintaining the freedom to take the decisions that are right for them.

27. A Review of Efficiency in the Schools System 2013

28. The characteristics of the most efficient schools Our research determined that the most efficient schools: 1. Deploy the workforce effectively, with a focus on developing high quality teachers 2. Make use of evidence to determine the right mix of teaching and education support staff 3. Employ or have access to a skilled school business manager who takes on a leadership role 4. Make good use of financial benchmarking information, to inform the school’s own spending decisions 5. Make use of school clusters, sharing expertise, experience and data, as well as accessing economies of scale when making shared purchases 6. Manage down back office costs and running costs 7. Have in place a strong governing body and leadership team that challenges the school’s spending

29. The holy trinity- an efficient and well-run school

30. The Department’s Priorities

31. Future challenges

32. A couple of questions….. • What do you think are the most significant challenges in your cluster? • How could we help you to foster a greater culture of efficiency at your schools? carl.fagan@education.gsi.gov.uk carl.fagan@education.gsi.gov.uk

33. Buying Collaboratively – how to make it work for you? Helen Lumb Commercial skills for schools lead

35. Why collaborate • Become an intelligent customer • Achieve procurement efficiencies • Meet deadlines by sharing tasks • Get better services by knowing what works for your schools “Walk in your users shoes”

36. Variation in spending?

37. The current climate So………… where can we start?

40. Save money - time for a financial health check?

41. Pareto Example

42. Lets try it………... • Thinking about the previous questions – does the same situation apply in school? • Think about the associated admin costs, yours and your team ? • Where would your Pareto line be? • Can you identify Top 10 suppliers • Identify 5 things that you might do.

43. Kraljic Model Kraljic Model H Leverage Items Strategic Items Significant Value for school output –e.g. Broadband Access, school MI modules Non Critical Items Bottleneck Items L H Risk – item scarce, few suppliers or delivery difficult

44. Gap Analysis

45. What can you do? • Analyse expenditure • Review your contracts • Identify opportunities for rationalisation • Deliver admin savings • Collaborate across key strategic spend areas • Benchmark and compare http://www.education.gov.uk/schools/performance/

46. What to consider? • Risk • What level of risk are we willing to take or will a higher level of risk give us more options? • Are there any implications for senior leaders or Governors? • Better planning will make for an efficient and secure, process with fewer legal risks • Award to one supplier only • Manage your contract • Accountability issues

47. We’ve taken the work out of finding good deals in key spend areas… The Department supports the development and delivery of procurement efficiency savings in schools. Through: working with partners to deliver the best procurement deals for schools on specific goods and services and to address procurement issues, change industry practice and raise awareness of the pitfalls of poor procurement practice continuing to ensure schools can access support to help them make informed procurement decisions raising awareness of efficient purchasing methods through our website and our partners.

48. Energy ICT / Microsoft licenses Insurance and Risk Protection Arrangement Benchmarking products and services/Banking/acquiring services Professional services: legal, due diligence and audit Food Examples of spend areas…

49. ''By using the new CCS RM1599 framework the school is saving 90% on the new Xerox MFD agreement plus over 80% on the Service contract.'' Benthal Primary School, Stoke Newington, London We’ve accessed the new RM1599 Lot 1 framework and we’re saving over £1,500 a year. The greatest savings have been on the new colour capable device, 34% less for lease rental contract and 51% lower for the service contract. We’re glad to say the service has been excellent and we can now fund other vital resources." Meadowgate School Examples of quick wins

50. Benchmarking Data Intelligence • Develop a benchmarking tool to help schools /Academies identify typical costs for commodities and services to help procure better deals • Working with CCS, JDP Procurement and a School Reference Group to identify and analyse a quarterly basket of school goods and services to agree “target prices” • Pilot with a Schools Reference Group – Dec 2014 • Help Schools/Academies to negotiate better deals