Freedom and Autonomy for Schools – National Association www.fasna.org.uk SBM Primary Cluster Grants 2014-15 National Launch Conference 12 December 2014 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk Joined-up leadership: Head Teachers AND Governors AND School Business Managers Tom Clark, Chair, FASNA Stephen Morales, Executive Director, NASBM Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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. Freedom and Autonomy for Schools – National Association www.fasna.org.uk FASNA is 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk Present landscape Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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’ Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk Effective Governance 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? Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk Strong school leadership is not about one person or one set of skills 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! Head Teacher Effective Engagement = School Effectiveness School Business Management Effective Governance Freedom and Autonomy for Schools – National Association www.fasna.org.uk Why schools need specialists Schools are business operations Specialist expertise is needed to complement teaching and learning and effective governance As 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk Leading School Business Management Professionals will need to ensure they…. Engage in the wider education agenda Share responsibility for the strategic direction of school and student progress Appropriately challenge Governors and Head teachers Demonstrate authoritative knowledge and lead on key areas of school operations Manage increased accountability Develop innovative approaches to ensuring financial sustainability Ensuring operational transparency Freedom and Autonomy for Schools – National Association www.fasna.org.uk Together we are stronger! Greater depth of expertise Greater reach School Business Management, Headship & Governance Appropriate challenge and accountability Sector-led System Leadership Greater capacity Broader perspective Freedom and Autonomy for Schools – National Association www.fasna.org.uk NASBM/FASNA Dual Membership Offer for 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 Freedom and Autonomy for Schools – National Association www.fasna.org.uk 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 The SBM Contribution to National Policy Implementation Carl Fagan Funding Policy Unit, DFE SBM PC Grant Conference 12th December 2014 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. A Review of Efficiency in the Schools System 2013 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 The holy trinity- an efficient and well-run school SBM Heads/ Principals Governors The Department’s Priorities Create a school led system Develop a great workforce Protect vulnerable young people Raise standards Prepare our young people for life in modern Britain Future challenges General Election The deficit School budgets Rising costs Premises Recruitment 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? email@example.com Buying Collaboratively – how to make it work for you? Helen Lumb Commercial skills for schools lead 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” Variation in spending? The current climate So………… where can we start? Save money time for a financial health check? Pareto Example 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. Kraljic KraljicModel Model H Significant Value for school output –e.g. Broadband Access, school MI modules L Leverage Items Strategic Items Non Critical Items Bottleneck Items Risk – item scarce, few suppliers or delivery difficult H Gap Analysis 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/ 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 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. Examples of spend areas… • 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 quick wins • ''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 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 Public Sector Procurement – what does it mean? EU Procurement Directives – Financial Thresholds From 1st January 2014 EU Procurement Directives and The Public Contracts Regulations 2006 For Schools & Local Authorities thresholds are:• £172,514 Goods & Services (£111,676 for DfE) • £4,332,012 Works (i.e. Buildings) Regulations do not apply in full when the estimated value of contract is below threshold but Treaty principles do New EC Procurement Directives Revised directives agreed by EC June 2013. Anticipated to be UK law by spring 2015 Changes to UK public sector procurement regulations are being highlighted to schools in www.buyways.co.uk Cabinet office training www.gov.uk/transposing-euprocurement-directives Core changes to the new Directives • ‘Most economically advantageous tender’ (MEAT) will become the standard award criterion replacing “lowest price”. • This includes: – Quality, – Environmental & social – Innovative characteristics – Transparency in sub-contracting – Rules on abnormally low bids “Light Touch” regime for Education & Social Services • Exemption negotiated for Education & Social Services (& Health) to use a “light touch” regime for services under 750,000 Euros. • The UK is required to put in place “appropriate procedures” for the award of contracts under this process in the UK Regulations • The Cabinet Office has consulted on this & we await their proposals Build your procurement skills • BuyWays – free eLearning for schools giving a basic introduction to procurement • six modules in the course, including the Procurement Cycle, EU Legislation and the new rules applying to procurements from spring 2015, and Contract Management • case studies to help you learn about reallife procurement, and short review sections where you can test your knowledge Buying Collaboratively Useful links Procurement deals and information Buying collaboratively https://www.gov.uk/government /collections/buying-for-schools For school leaders, school business managers, back office staff and governing bodies in all schools November 2014 https://www.gov.uk/government /publications/schoolprocurement-buyingcollaboratively firstname.lastname@example.org In at the deep end A personal journey - 2009 to 2013 David Allen NASBM Lead Associate Practitioner December 2014 Content • Background • My experience • Some things to have on the radar! Norfolk – A Royal Rural County 9 Primary Schools 1 High School Approx 1200 Pupils 1 Children's Centre Where to start? • • • • Governors – we need a Business manager Heads – we need a Business manager Assistant head – we need a Business Manager Admin Team – we need a Business Manager Deputy Head “I am not sure we need a Business Manager” NCC Traded Services “You do not need a Business Manager” Teachers “What's a Business Manager?” What would you like me to do? £500 000 Sports Development Grant Make us a lot of money! It was as new for them as it was for me! Not everyone will ‘get it’ Self funding & sustainable The Business Process • Successful companies Know your customer Develop your product Establish a quality delivery Fact-find Establish service Build capacity Local issues? • Mixed year groups in Primary schools • Teaching Heads with significant in-class Become an advocate..... commitments • Falling rolls and Budget implications is part of the solution • ‘Collaboration Long term Sustainability and not part of the problem’ • Ageing infrastructure • Development of IT • Flat management structure • Succession planning • Changing LA role – change in services provided facilitation v’s Provision Developing strategic direction Demonstrate joined-up thinking… Engage in whole school ‘system’ leadership Purposeful leadership Focus on teaching and learning Raising pupil achievement Effective use of resources …Together we create an environment where success is inevitable... For your journey… 1. 2. 3. 4. Be an advocate of what you do… Understand the Bigger Picture… Listen, think and do… What does collaboration really mean to you, your schools, your governors? 5. How strong is your bond and vision? 6. Are you clear that business management is part of the wider collaboration strategy? 7. Think short, medium and long term. 8. Are your tasks goals realistic in year 1, challenging in year 2 and a recipe for success in year 3? 9. Have you allowed for training and development time? 10. How will you monitor progress against your objectives? Value professional networking So what about collaborative purchasing? Haven't you got a prescription for that? I think I poured it on my cornflakes! The changing landscape of ‘school organisation’ Free School Trusts Youth services Further education Social services Through Schools School Companies Police Health services Locality Clusters Partnerships Collaborations Academies Faith School Federations Community Federations Special Schools Academy Chains What next? • Feel empowered • Opportunity knocks • Choose your own adventure The Evaluation Process Carl Fagan Funding Policy Unit, DfE SBM PC Grant Conference 12th December 2014 The SM PC Grant • Over 700 expressions of interest • 106 Applications • 72 successful • 48 Appointments made so far • 21 payments made to schools/LAs in October • Around 280 schools set to benefit from the Grant, the appointment of a new senior, strategic SBM and from working in a cluster. • Very unlikely to be a SBM grant in 2015-16. Future challenges General Election The deficit Spending Review 2015? School budgets Evaluation Process • Mid year assessment of grant (mandatory)- Feb-Mar 2015 • 12 month grant assessment- autumn 2015 • 24 month evaluation- autumn 2016 Looking at • cost/time savings • efficiency improvements (i.e. getting more for less) • improving grant applications • revenue generation • saving head teacher time • impact on classroom • sustainability Should be completed by responsible person at lead school i.e. the person who signed the Grant Offer Letter. Ministers will be VERY interested in the evaluation of this project Recommendations for a future grant so far • Schools need a LOT more time in order to join together in clusters, agree a governance model for the SBM and make an application; • We can afford to be more flexible about numbers of schools in the cluster; • We can afford to be more flexible about match funding. Questions • Can you see any issues with us collecting this information as set out? • How can we make changes to the grant scheme to make it more effective?