VIEWS


BRITISH EDUCATIONAL SUPPLIERS ASSOCIATION (BESA)


MAT research indicates continued growth despite pressure on school budgets The BESA annual Multi Academy Trust research


demonstrates considerable upward growth in the size of trusts and those providing support for schools beyond their trust. There are also insights into where procurement decisions reside at trust or school level, the need for contracts and services to be centrally aligned, and an indication of the impact of the cost-of- living crisis on school budgets. BESA’s Head of Content DAVE SMITH tells us more.


Background


As part of annual research undertaken over a 6-month period by BESA, leaders in multi-academy trusts across England were interviewed and asked to complete a detailed survey of the financial processes used by trusts to run and support their schools. A number of key findings gave insights into the current and future direction of multi-academy trusts. Growth


In terms of growth, 70% of trusts hope


to add schools to their trusts over the next two years with over 50% believing the Department for Education should pay for the costs associated with this growth. Interestingly, over 70% of trusts already provide support to schools outside of their own trust. Centralised procurement and contracts


Centralised procurement of at least one or two services is now commonplace across trusts, with the clear exception of teaching and learning resources, where procurement decisions are left to the individual academies to decide. Where centralised procurement is in place, the most common model is the trust negotiating contracts with suppliers and then ‘compelling’ their schools to use it. The research demonstrated that it is rare, but not unknown, for trusts to pay centrally instead of favouring the schools managing payments to suppliers. The most common areas to benefit from central procurement were non-teaching and learning IT services such as broadband, operating system licensing, utilities, and back-office software platforms - including management information systems. Jason Gould, Managing Director of the Education Company, who undertook the research on behalf of BESA commented that, “There were two recurring themes in the interviews we conducted, firstly trust leaders are frustrated at how difficult it is to harmonise contracts across their academies. Many CFOs complained that suppliers make it hard to align contract dates for pre-existing contracts. Secondly, and perhaps even more importantly, trust leaders want the various platforms that they and their schools use to talk to each other.” Cost of living crisis


In terms of the current cost-of-living crisis, over 75% of trusts are expecting at least one of their schools to experience serious financial problems within the next two years, however, fewer than 40% felt that the trust as a whole was at risk.


Gould continued, “We were surprised and grateful that so many CFOs gave up their time to talk to us. It’s clear that centralisation of purchasing will help trusts run more efficiently, but there are genuine and often insurmountable challenges. We hope and expect this research to improve the engagement between suppliers and trusts to the benefit of both” Feedback


If any trust leaders reading this would like to take part in the research, or have any questions or ideas please email besa@besa.org.uk


January 2023 LEADERSHIP WITH CHARLOTTE ROWLEY


Managing conflict In her regular column on leadership CHARLOTTE ROWLEY, Acting Principal, St Maria Goretti Catholic Academy, this month tackles the challenging subject of managing conflict.


I will be very honest, I find this the hardest aspect


of the job. I will never revel in or enjoy conflict, so I have to change the narrative and approach by referring to such challenges as ‘courageous conversations’ instead. Vitally though, I will never shy away from them for the sake of the school and the pupils that I work with. Seeing the ‘bigger picture and vision’ without doubt helps me to tackle these hurdles.


Conflict and kindness


Whether the meeting with a member of staff is attendance-related, a competence issue or maybe difficult feedback following a lesson observation, I do believe that approaching such meetings with compassion and kindness really are key ingredients. On several occasions, I have met with staff over difficult subjects only to find that they have been struggling with relationship issues, a bereavement or maybe illness and have been battling internal struggles that up until that point, they may not have been able to speak about. They do not wish to excuse an incident, but there is sometimes a valid reason for the outcome. By being approachable and open, colleagues will feel that they can talk honestly and then crucially, the right support can be implemented for all involved.


In his book, Parklands, a School Built on Love Chris Dyson states: ‘If you are looking for a strategy, it is love. Start from there. Strip away everything else. Put love on the centre of the page and plan everything from there.’ This speaks to me! Always start with kindness. More can be achieved. I don’t think it’s an accident that Chris Dyson turned Parklands around, transforming it into an outstanding school with this approach. As a Catholic school, this permeates through all that we do. I feel that these are very wise words indeed. Rehearse


I always practise what I want to say in advance of managing conflict/ courageous conversations. Writing the steps down and composing a rough ‘script’ helps me. Do not rush into such challenges underprepared. I have known some leaders admit that walking round the school to get their thoughts flowing before having a difficult conversation or meeting helps them. It’s really whatever suits you, but you must ensure that you know what you’re talking about. That sounds so obvious, but do your research, read the policies again and again, as well as prepare for any possible questions that you may be asked or ‘curve balls’. Also, be accepting and open to the fact that you may be shocked or caught off-guard and that the script may have to be torn up, scrunched up and metaphorically thrown out of the window (I’ve been there!) and that’s OK too. It is the unpredictability of people and emotions that we’re working with after all.


In summary: • Practise and prepare • Approach with kindness and try to get to the foundation of the ‘problem’ or issue • Speak with clarity. Explain the next steps/support • Have empathy • But also stand your ground • Think about HOW you say it. Body language and eye contact are so important • Summarise the discussion/conflict to check that everything has been heard and understood


Above all, focus on the why


Sometimes we have to pick our battles. Sometimes we have to remember to prioritise and sometimes we just have to tackle something, even though we know it won’t be easy. I always think about the reasons why and if something will benefit the pupils and the school that we lead then for me, that’s the ‘why’. Managing these courageous conversations, disagreements, conflict, whatever you wish to call them, I promise will be easier with this attitude. I can assure you of that.


www.education-today.co.uk 13


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60