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Diploma of School Business ManagementPhase 3: Leading and managing the business of the school Handbook

Schools and academies

Professional development

Diploma of School Business Management Phase 3 handbook

Timetable 1

Phase 3: Leading and managing the business of the school 2

Day 1

Workshop 1: Welcome and introductions 4

Workshop 2: What is strategy and why is it important? 5

Workshop 3: Evaluating your school’s current approaches 7

Workshop 4: Futures thinking 9

Workshop 5: Strategic analysis and financial planning 10

Workshop 6: Options appraisal and the business case 11

Day 2

Workshop 7: Developing critical reading skills 13

Workshop 8: Participants’ diagnostics: focus on elements related to strategy 15

Workshop 9: Facilities strategic planning 16

Workshop 10: Strategic approaches to risk analysis 17

Workshop 11: Group tutorial 18

Workshop 12: Action-planning for assessment 19

Phase 3 assessment criteria 21

Contents

Diploma of School Business Management Phase 3 handbook

Resources

Resource 1: Exploring strategy: Mintzberg’s fundamentals 29

Resource 2: School leaders talking about how they think about strategy in schools 30

Resource 3: Mapping the development planning process in your school 32

Resource 4: Evaluating your school’s strategic planning processes 33

Resource 5: OECD schooling for tomorrow initiative 35

Resource 6: Schools Financial Value Standard (extract) 38

Resource 7: Using the 5-whys model to analyse key issues in strategy and finance 39

Resource 8: Using prioritisation matrices to conduct options appraisal 42

Resource 9: Key sections of a business case 45

Resource 10: Developing critical reading skills 46

Resource 11: Single-text critical review: suggested questions 47

Resource 12: Strategic leadership and management of the school: professional competency diagnostic 48

Resource 13: The National Curriculum in England 50

Resource 14: Assessing suitability 53

Resource 15: Recording the outcomes from a suitability survey 55

Resource 16: Designing for learning 56

Resource 17: Risk analysis scenario 57

Resource 18: Classifying risks 60

Resource 19: Writing a professional commentary 61

Resource 20: Writing a strategic plan 62

Diploma of School Business Management Phase 3 handbook 1

Day one

9am Reception Arrival and coffee

9.15am Workshop 1 Welcome and introductions Programme overview

10am Workshop 2 What is strategy and why is it important?

11am Tea/coffee break

11.15am Workshop 3 Evaluating your school’s current approaches

12.15pm Lunch break

1pm Workshop 4 Futures thinking

2.15pm Workshop 5 Strategic analysis and financial planning

3pm Tea/coffee break

3.15pm Workshop 6 Options appraisal and the business case

4.15pm Close

Day two

9am Review and preview Review of Day 1 and preview of Day 2

9.15am Workshop 7 Developing critical reading skills

10.45am Tea/coffee break

11am Workshop 8 Participants’ diagnostics: focus on elements related to strategy

11.30am Workshop 9 Facilities strategic planning

12.45pm Lunch break

1.30pm Workshop 10 Strategic approaches to risk analysis

2.30pm Workshop 11 Group tutorial

3pm Tea/coffee break

3.15pm Workshop 12 Action-planning for assessment

4.15pm Close

Timetable


Aim

The aim of phase 3 is to enable participants to enhance their contribution to the strategic direction of the school and the management of school improvement projects to secure its sustainable development.

Learning outcomes

Upon successful completion of phase 3, participants will be expected to be able to:

− Demonstrate knowledge and understanding of key concepts and techniques of the strategic direction, project management and development planning in schools

− Evaluate the effectiveness of their own school’s current arrangements for strategic development and project planning

− Apply the key concepts and techniques of strategic analysis and project planning to take forward strategic developments in their setting

− Demonstrate effective decision-making and good professional judgement in analysing the development needs of schools

− Investigate school settings and collect evidence to inform development proposals and project plans

− Communicate effectively in writing with a range of school stakeholder groups

− Articulate the research and thinking that underpin proposals for development

Phase 3: Leading and managing the business of the school


Phase overview

A brief overview of the content of phase 3 is outlined below. This content is introduced at the workshop and developed in depth through the online modules and its associated activities.

Module 1: Thinking about strategy in schools

1. Changing contexts for strategic leadership and management of schools

2. The contribution of the school business manager to the strategic direction of the school

3. Key concepts and techniques in the strategic direction of schools

4. Auditing the strategic leadership and management of your school

5. Futures thinking and defining the school’s vision for learning

6. Scenario building and futures thinking

Module 2: Analysing the strategic direction of the school

1. Deepening your own understanding of strategic issues

2. Strategic analysis – purpose and processes

3. Analysing the external environment

4. Analysing the school’s internal capacity

5. Strategic capability: human resources and facilities

Module 3: Planning for the development of sustainable schools

1. Strategic decision-making through options appraisal

2. The strategic management of risk

3. Aligning financial planning with the school’s strategic planning

4. Planning projects and preparing a business case


Duration: 45 minutes

Purpose

The purpose of workshop 1 is to introduce participants to phase 3 of the programme, and to review progress and learning from phase 2.

Facilitator input

− Welcome participants to the programme and the workshop session.

− Introduce facilitator and participants.

Activity 1: Reviewing phase 2 (10 mins)

Working in trios, discuss your experiences of phase 2: Leading and managing self and others:

− What went well?

− What proved challenging or difficult?

− What is your view of the programme’s blended learning strategy?

Summarise with a whole-group discussion.

Facilitator input

− Give an overview of phase 3, covering module contents, online scenarios and assessment requirements.

Activity 2: Building on experience (10 mins)

− Working in trios as above, participants discuss ways to build on the experience of studying for phase 2 to become even more efficient and effective as learners in phase 3.

The whole group shares the suggestions from each of the trios.

End the activity with consideration of how participants can work more efficiently and effectively both as individuals and as a group of learners, and commit to action.

Workshop 1: Welcome and introductions


Duration: 1 hour

Purpose

The purpose of workshop 2 is to introduce participants to the key concept of strategy and consider what is involved in the strategic direction and development of schools.

Facilitator input

− Introduce what Mintzberg et al (1998) call the ‘fundamentals’ regarding strategic direction and development and which hold true for all organisations including schools:

• Strategyconcernsbothorganisationandenvironment.

• Thesubstanceofstrategyiscomplex.

• Strategyaffectstheoverallwelfareoftheorganisation.

• Strategyinvolvesissuesofbothcontentandprocess.

• Strategiesexistatdifferentlevels.

• Strategiesinvolveuncertainty.

• Strategiesinvolvevariousthoughtprocesses.

Mintzberg, H., Ahlstrand, B. and Lampel, J. (1998) Strategy Safari: the complete guide through the wilds of strategic management. Harlow: FT Prentice Hall.

Activity 1: Exploring strategy (15 mins)

Working in pairs, select two of the statements above and the more detailed descriptions to be found in Resource 1 in this handbook. Discuss what you see as the meaning of the statements and explore them in relation to your own experience of working in schools.

For each statement, decide whether you agree that it applies to what goes on in schools and summarise your response in a couple of lines. Use examples from your experience to support your argument.

Plenary

Workshop 2: What is strategy and why is it important?


Activity 2: Thinking about strategy in schools (15 mins)

Refer to Resource 2 in this handbook, which presents quotes from school leaders about how they think about strategy in their schools.

You will be asked to work in a small group. Each group is assigned a letter A, B or C, and asked to address the relevant group of quotes from school leaders. As a group, study the quotes together and discuss their meaning, drawing on your professional experience.

Now summarise what the school leaders are saying as a series of clear and concise statements (three or four statements will suffice). Be prepared to feed back your statements to a larger group.

Feedback and plenary

The facilitator will ask each group to feed back its summary statements and lead a group discussion about the strategic direction and development of schools.


Duration: 1 hour

Purpose

The purpose of workshop 3 is to begin to apply some of the key ideas associated with strategic leadership and direction to participants’ own school settings.

Facilitator input

− Describe the key processes in the strategic direction and development of schools.

Activity 1: Defining your school’s vision for learning (10 mins)

In pairs, review strategic visioning in your schools.

Facilitator input

− Describe the evolution of school development plans.

Activity 2: Mapping the development planning process in your school (10 mins)

In pairs, consider the level of school development planning in your schools. Refer to Resource 3 in this handbook and use it to discuss your school’s current level of development planning. Use the following questions to prompt discussion:

Key questions to discuss:

− Where would you locate your school’s current systems and cultures of school development planning?

− Does it conform clearly to one of the models, or does it encompass a number of different characteristics?

− Are there areas where it exceeds the models described in Resource 3 in terms of its scope and sophistication?

Facilitator input

− Invite participants to think about strategic planning processes in schools.

Workshop 3: Evaluating your school’s current approaches


Activity 3: Evaluating your school’s strategic planning processes (10 mins)

In pairs, explore your school’s strategic planning processes in more depth. Refer to Resource 4 in this handbook and use this it to discuss your own school’s position.

Plenary

The facilitator will lead a group discussion on key lessons from workshop 3 about the strategic direction and development of schools.

Follow-up

This workshop has a direct link to the assessment requirements for phase 3 module 1: Thinking about strategy in schools.


Duration: 1 hour 15 minutes

Purpose

The purpose of workshop 4 is to develop participants’ thinking about how the future might be different from the present. It will challenge participants’ assumptions about the way schools can, and should, be organised.

Facilitator input

− Introduce the concepts of futures thinking and scenario building.

− Outline six scenarios for the future of schooling taken from work undertaken by the Organisation for Economic Co-operation and Development (OECD) (Resource 5):

• backtothefuturebureaucraticsystems

• schoolsasfocusedlearningorganisations

• schoolsascoresocialcentres

• theextendedmarketmodel

• learninginnetworksreplacingschools

• teacherexodusandsystemmeltdown

Participants should also read Resource 5 in this handbook: ‘OECD Schooling for Tomorrow: Scenarios for further reflection’ individually.

Activity 1: Refining the scenarios (20 mins)

Working in small groups, participants are assigned one of the scenarios to look at and decide:

− whether they would like the scenario to come to pass in our schools

− and whether they think it is likely to come to pass in our schools.

During the discussion, the group may refine the scenario, focusing on what they see as the most significant aspects.

Plenary

Presentations to the whole group are followed by a plenary.

Workshop 4: Futures thinking



Purpose

The purpose of workshop 5 is to introduce the key techniques of strategic analysis and to consider the relationship between the strategic development of the school and its financial management.

Facilitator input

− Introduce the way that budget-setting is linked to the school’s strategic development.

− Activities 1 and 2 should be completed in a trio from the same sector in education (primary or secondary).

Activity 1: Reviewing strategic planning and budget-setting (10 mins)

With reference to Resource 6 in this handbook, participants work in trios to review their professional experience of the links between strategic planning and budget-setting in school settings.

Facilitator input

− Describe the techniques for strategic analysis.

Activity 2: Strategic analysis in action: the 5-whys model (15 mins)

With reference to Resource 7 in this handbook, work in the same trio as above to use the 5-whys model to analyse key issues in strategic planning and financial management in one of the case study schools.

Workshop 5: Strategic analysis and financial planning


Duration: 1 hour

Purpose

The purpose of workshop 6 is to help participants focus on the processes through which schools can translate their strategic priorities for development into a series of practical action plans for implementation. Participants will also develop skills associated with options appraisal and preparation of a business case.

Facilitator input

− Workshop 6 moves from strategic priorities to practical action plans.

− Give an overview of the key processes:

• startingout:high-levelstrategicgoalsandoperationalobjectives

• lookingin:reviewingexistingevidencetoestablishthebaselinefordevelopment

• lookingout:investigatinggoodpracticeinothersettings

• collaborativedecision-makingandoptionsappraisal

• preparationofbusinesscase

• projectapprovalandaction-planning

Activity 1: Using prioritisation matrices to conduct options appraisal (15 mins)

In preparing a business case, the prioritisation matrix can be used to identify the most favourable options or alternatives by rating the impact they would have if they were implemented and rating how do-able they are.

See Resource 8 in this handbook for more information on the use of the prioritisation matrix.

The key objective to be addressed, as an example of the process, is to improve behaviour during lunch break in a secondary school.

In small groups, participants use the prioritisation matrix to appraise the potential options for action in terms of do-ability and impact.

Facilitator input

− Introduce strategic implementation and action-planning to develop project plans.

− Introduce the key stages in the preparation of the business case.

Workshop 6: Options appraisal and the business case


Activity 2: Preparing a business case (15 mins)

See Resource 9 in this handbook for an overview of the key sections of a business case.

In groups of three, participants use this template to consider the ways in which their own schools currently prepare and approve their strategic initiatives.

Use the template in Resource 9 to:

− Gain an overview of the key stages involved in translating strategic goals into project plans

− Discuss which elements of the process are currently used in their schools

− Share information about the way in which strategic choices and proposed projects are presented for governing body approval in their schools

Then:

Summarise the current situation in their schools:

− Identify areas for improvement

Plenary



Purpose

The purpose of workshop 7 is to help participants develop critical skills when reading research reports or policy documents as part of their programme of study.

Facilitator input

− Introduce the topic of developing critical reading skills.

Activity 1: Reading and note-taking (15 mins)

This activity is based on the two readings which are part of the pre-reading requirements for the residential workshop:

Article A: The changing role and influence of senior support staff in schools. At www.nationalcollege.org.uk/docinfo?id=146451&filename=non-qts-case-study-report.pdf

Article B: Aldridge, M, 2008, School Business Managers: their role in distributed leadership. How can SBMs/Bursars complement and support distributed leadership? Nottingham, National College for School Leadership. At www.nationalcollege.org.uk/docinfo?id=17367&filename=school-business-managers-full-report.pdf

These materials can also be found in the My Learning section of the college website, under phase 3.

Your facilitator will allocate you to one of the pre-circulated articles on school leadership and ask you to re-read it, taking account of the criteria contained in Resource 10 in this handbook.

One half of the group will deal with article A and the other half with article B. You are asked to spend about 15 minutes on this, making notes on points of interest and highlighting areas you think contain key findings and conclusions in order to get the gist of the piece.

Activity 2: Preparing a presentation (30 minutes)

Your facilitator will then divide each of the groups who shared the same reading into two halves again, creating a total of four small groups.

For article A, one sub-group will spend 30 minutes preparing a 5 minute presentation supporting the findings of the paper and emphasising the strong points of the research. The other sub-group will prepare a 5 minute presentation disagreeing with the findings and pointing out the weaknesses of the paper.

Workshop 7: Developing critical reading skills


The readers of article B will do the same.

In all cases, the presentation should include:

− Commentary on the article in terms of the above four critical criteria given in Resource 10

− A judgement about the significance of the article for the work of school business managers

Presentations

Each sub-group presents its findings in turn. The other groups listen and make notes.

Note that you are asked to put to one side your own personal and professional opinions of the articles and instead to argue the case as effectively as you can, within your presentation, from the point of view that was allocated to your sub-group.

You may also find it useful to refer to the suggested questions for single-text critical review in Resource 11 in this handbook.



Purpose

The purpose of workshop 8 is to develop participants’ awareness of their current professional competency with reference to the strategic leadership and management of schools.

Facilitator input

− Revisit those aspects of the competency framework that are especially related to strategic leadership and management.

− Ask participants to use the professional competency diagnostic in Resource 12 of this handbook, focusing on the strategic leadership and management of schools. This diagnostic is based on the School Business Management Competency Framework developed by the National College and the National Association of School Business Managers (NASBM).

Activity 1: Exploring the competency framework (20 mins)

In pairs, participants explore what the competencies in the diagnostic mean in practice, using the following questions as prompts:

− Can you give examples of evidence of achieving these competencies, including those competencies where you have particular strengths?

− Can you make links between what you’ve done so far in the workshops and these competencies?

− How have these workshop activities helped to develop your awareness of these competencies?

− What are your priorities for professional development as you work through phase 3?

Follow-up: for completion after the Face to face event

Use the diagnostic to evaluate your current level of competency. Use the traffic light system to indicate your experience and expertise:

Red indicates an aspect of your professional skills where you have limited experience and a low level of expertise: it is a high priority for your continuing professional development.

Amber indicates an aspect of your professional skills where you have some experience and a reasonable level of expertise: it is a medium priority for your continuing professional development.

Green indicates an aspect of your professional skills where you have extensive experience and a high level of expertise: it is a low priority for your continuing professional development.

Once you have completed the diagnostic, cluster the results to gain an overall view of your current level of professional skills and identify key areas where you could usefully extend both your experience and expertise.

Workshop 8: Participants’ diagnostics: focus on elements related to strategy



Purpose

The purpose of workshop 9 is to develop further participants’ knowledge and understanding of how to conduct a strategic analysis of their school’s current facilities in order to determine its long term planning objectives.

Activity 1: The future curriculum

First watch the video ‘Evelyn Community Primary School: making learning more creative in an existing build’ then read Resource 13.

Working in small groups with participants from the same phase (primary, secondary, special) discuss the following:

− What might the school curriculum look like in 5 years time?

− How will you consult with stakeholders to obtain their views on what the curriculum should be?

Facilitator input

− Assessing the condition, suitability and sufficiency of school facilities

Activity 2: Assessing suitability

For this activity you will need to refer to Resource 14 and your knowledge of your school’s site plans.

Working in pairs, evaluate the suitability of your school’s current facilities in the light of the discussion you have just engaged in about the possible shape of the school curriculum in the future. You should record the outcomes of your discussion on Resource 15. Your discussions should be structured as follows:

a) Participant A chooses an area of the school which has a mixture of spaces (ie not an area which consists solely of very similar classrooms) and describes each room in turn and makes an initial assessment of its suitability.

b) Participant B constructively challenges the judgement by reference to the preceding discussion and Resource 16 which provides a number of prompts. Participant A records the outcomes of the discussion on Resource 15.

c) A and B reverse roles after 20 mins.

Plenary

The facilitator will lead a plenary discussion on the issues to emerge from the exercise.

Workshop 9: Facilities strategic planning


Duration: 1 hour

Purpose

The purpose of workshop 10 is to develop participants’ understanding of the importance of risk analysis for effective strategic planning.

Facilitator input

− Analyzing the sources and types of risk

− Introduction to the activity

Activity 1: Risk analysis ‘rounds’ (40 mins)

For this activity the facilitator will divide the whole group into 4 sub-groups: A,B,C,D.

Read Resource 17 (Classifying risks) and Resource 18 (Risk analysis scenario) (5 minutes) and ask any questions for clarification.

‘Rounds’

a) For this activity your facilitator will give each group a pre-prepared flip chart.

b) Round 1a involves each group identifying a risk involved in Sunnymeade becoming an academy. Each group should enter their risk in row 1. When Round 1a is completed, group A should pass their flip chart to group B, group B to group C etc.

c) Round 1b. Each group should now review the flip chart they have received and evaluate the impact of the risk written on their flip chart should it occur. When Round 1b is completed group A should pass their flip chart to group B, group B to group C etc.

d) Round 1c. Each group should now evaluate the probability of the risk written on their flip chart occurring and then pass on their flip chart as in previous rounds.

e) Round 1d. Each group should now suggest strategies for managing the risk written on their flip chart occurring and then pass on their flip chart as in previous rounds. The flip charts should now be back at the group that identified the initial risk.

f) Round 2a involves each group identifying a risk involved in Sunnymeade not becoming an academy. Each group should enter their risk in row 1. When Round 2a is completed, group A should pass their flip chart to group B, group B to group C etc.

g) The process now continues as per rounds 1b – 1d.

h) When Round 2 is completed the groups repeat Round 1 and identify a new set of risks etc.

Plenary

Whole group discussion on the process of risk analysis with particular reference to ‘do nothing’

Workshop 10: Strategic approaches to risk analysis


as a strategic choice. (10 mins)


Purpose

The purpose of workshop 11 is to allow participants to raise issues associated with phase 3 and so feel secure generally with regard to the way forward for them as individuals.

Facilitator input

− Explain purpose and structure of workshop 11 as follows:

• Workingindividually,participantsnotedownanyissuesthattheythinkneedclarification.

• Inpairs,theysharetheseissues,identifyinganypossiblesolutionstoproblemsraised as individuals and identifying commonalities in relation to any outstanding issues. Note these commonalities.

• Ingroupsoffour,theysharethecommonalitiespreviouslyidentifiedanddecidewhich are the most significant issues that are still outstanding.

• Onepersonfromeachgroupoffourreportsbacktothewholegrouponthese outstanding issues.

• Asawholegroup,participantsattempttofindawayforward.

• Continuethediscussiononline.

Workshop 11: Group tutorial


Duration: 1 hour

Purpose

The purpose of workshop 12 is to develop participants’ understanding of the different kinds of written communication they will need to use in phase 3, outline the assessment requirements for phase 3 and give them an opportunity to discuss strategies for successfully meeting these requirements.

Facilitator input

− Explain that in phase 2, participants were asked to use three different kinds of writing: a reflective commentary, a report for professional peers and a report for the governing body. In phase 3, they are asked to write another reflective commentary (about the strategic direction and development of schools), and also to produce two other kinds of writing: a business case and a professional commentary.

− Introduce the concept of developing skills in these new kinds of writing and communication.

Activity 1: Writing practice (15 mins)

Consider the two kinds of writing in Resource 19 and Resource 20 in this handbook. Discuss each one and make notes to clarify how you would tackle the two kinds of writing. Your discussion should consider some or all of the following questions:

− What experience do you have of this kind of writing/communication?

− What is the usual purpose of this kind of writing/communication?

− What is the ideal structure or form this kind of writing/communication should take?

− What kind of voice should you use when writing/communicating in this way?

− How does the anticipated audience shape the way in which you should frame this kind of writing/communication?

− How might you use a range of different techniques (images, figures, text, etc) to get your message across?

− How should you position or refer to yourself as the writer in this kind of writing/communication?

− How should you draw on and reference other writers and documents in this kind of writing/communication?

Workshop 12: Action-planning for assessment


Plenary

The plenary should discuss the key findings from activity 1.

Facilitator input

− Give details of the phase 3 assessment requirements.

Activity 2: Understanding assessment requirements (25 mins)

Participants begin by reading the assessment requirements individually. (10 mins)

In small groups, they review the assessment requirements and to begin to form a draft action plan on how they will do this piece of assessed work. (15 mins)

A whole-group plenary will then help focus the ideas of all participants on the work that is to be undertaken.


The assessment of phase 3 requires you to demonstrate your ability to draw together your learning from the three separate modules and apply this to the strategic direction and development of your school.

− Your work for phase 3 will have three elements:

− a reflective commentary that summarises your understanding of the key concepts and techniques related to the strategic development of schools, and applies this to your own school setting

− a professional commentary and report for governors focused on your application of the tools and techniques of strategic analysis in your own school setting.

− an outline business case advocating a strategic initiative for the school, and a confidential report to the School Leadership Team on aspects of the school’s strategic and financial management.

Phase 3 assessment criteria


Module 1 Assessment: Thinking about strategy in schools

The assessment of this module is part of a broader set of requirements for the phase as a whole (6,000 words or equivalent). The assessment for this module comprises a reflective commentary.

Reflective commentary 100 per cent (2,000 words)

Prepare a reflective commentary focused on your understanding of key concepts and techniques associated with the strategic direction and development of schools and the contribution of the school business manager to this process. The commentary will also draw conclusions about the strategic direction and development of your own school. Finally, the commentary should also summarise your reflections on your current contribution to the strategic leadership and management of your school, and your plans to enhance this contribution in the future.

You will prepare a reflective commentary on the strategic direction and development of schools, drawing on your professional experience to date and your study for this module.

Through the commentary, you will demonstrate your understanding of the key concepts and techniques associated with the strategic direction and development of schools and the contribution of the School Business Manager to this process. The commentary should also demonstrate the ways in which your thinking is informed by your personal experience, professional analysis and academic study.

The first part of the commentary should summarise your understanding of key concepts and techniques of the strategic direction and development of schools. You should show awareness of policy directions, research studies, inspection findings and engagement with the literature on the topic.

The next part of the commentary should be based on your observations and investigations into strategy in your own school setting. You will draw conclusions about the characteristics and effectiveness of the strategic direction and development of the school, the systems and processes currently in place, and areas for development.

The final part of your commentary will summarise your reflections on your current contribution to the strategic leadership and management of your own school, and your plans to enhance this contribution in the future. This section should be related to critical reflection on your personal and professional effectiveness in skills related to the strategic direction and development of schools.


Module 2 assessment: Analysing the strategic direction of the school

Professional commentary and report to governors 100 per cent (2,000 words equivalent)

a) Prepare a professional commentary (1,500 words) explaining your application of the tools and techniques of strategic analysis in your own school setting.

Your strategic analysis should examine first the external environment of the school (‘positioning view’) and then its internal characteristics (‘resource-based view’) in order to identify priorities for development. In terms of the internal capacity of the school, you should choose one of the following areas:

– Facilities development

– Human resources development

b) Write a report for the school governors which sets out clear priorities for development in relation to both the school’s adaptation to its external environment and to your selected internal area (500 words)

Your professional commentary should comprise the following sections:

− A brief introduction to the school setting, its context and its overall strategic development;

− An evaluation of the school’s current position in relation to the external environment;

− An evaluation of the school current position in relation to either its facilities or human resources;

− Your evaluation should draw upon a range of analytical techniques and sources of evidence;

− You should set out a summary of your key findings;

− You should explain how you have been able to engage stakeholders in the process, and describe how they should be further consulted over the strategic needs and development priorities you have identified;

− A discussion showing how your analyses and proposals have been informed by your reading about the key concepts and techniques of strategic analysis.

Your report for governors should identify a number of clear priorities for development (normally 3 – 5 priorities), together with broad strategic goals in relation to each priority.


Module 3 assessment: Planning strategic initiatives in schools

The assessment of module 3 is part of a broader set of requirements for phase 3 as a whole

(6,000 words or equivalent).

Outline business case and a confidential 100 per cent report to the School’s Leadership Team (2,000 words equivalent)

Part 1: Outline Business Case 50 per cent (1,000 words)

Produce an outline business case to address one of the key priorities for development (internal or external) that you identified in module 2 (1,000 words + additional evidence in appendices). This strategic initiative will be the focus of your business case.

Part 2: Confidential report to the 50 per cent (1,000 words) School’s Leadership Team

Produce a confidential report for the SLT summarising your assessment of key aspects of the school’s strategic and financial management (1,000 words + additional evidence in appendices).

In each case, your report should identify current strengths, areas for development and priorities for action.

Further guidance on Part 1:

Your outline business case should draw upon the theories, tools and techniques covered in the module. It should include the following sections:

Background:

A description of the strategic need that has been identified, which this project is intended to deliver, and summary of supporting evidence.

Strategic goals:

A statement of broad strategic goals, capturing what the project is intended to achieve in terms of the work of the school.

Strategic fit:

An explanation of the contribution the project will make to the organisation’s overall strategic direction.

Interdependencies:

An analysis that illustrates the way in which this project may affect, or be affected by, other initiatives.


Options appraisal:

A summary and appraisal of a number of options to achieve your strategic goals. You should then identify your recommended course of action from the options available.

Project objectives:

A list of the project objectives of the selected option, clearly stating the anticipated impact on the school.

Risk assessment:

An assessment of the risks facing the option you have chosen and the identification of strategies for managing those risks.

Cost-benefit analysis:

A calculation of the costs and benefits of the proposed project.

Project Financing:

A discussion of the financing of the option you have chosen which demonstrates that it is affordable, offers value for money and is sustainable in the long-term.

Project planning:

Summary of key deliverables and their due dates.

Planning assumptions:

List of key assumptions made in the developing the business case.

Further guidance on Part Two:

Your confidential report to the SLT should draw upon the theories, tools and techniques covered in the module. It should be concise and appropriate for that professional audience, with supporting materials in appendices.

You should focus on three key areas of current practice in the school, each one having particular significance for the role of the School Business Manager. These three areas comprise the school’s approach to:

− options appraisal and the approval of strategic initiatives and development projects;

− risk management, particularly the management of strategic and financial risks and business continuity planning;

− strategic financial management, and the alignment of financial forecasting and budget

setting processes to the strategic direction of the school.


Module 1: Thinking about strategy in schools

Knowledge and understanding of key concepts and techniques

− Demonstrated knowledge and understanding of key concepts and techniques associated with the strategic direction and development of organisations

− Provided evidence of engagement with the literature focused on the strategic development of schools in the context of current educational policy

− Shown awareness of research findings and publications concerned with the emerging contribution of the SBM to the strategic direction and development of schools

− Demonstrated understanding of the ways in which schools can plan for their strategic development by drawing on techniques for operational planning, capacity-building and futures thinking

Application of learning to professional practice

− Completed a systematic investigation into strategy in a school setting

− Undertaken an audit of the school’s current systems and processes of strategic development

− Drawn conclusions about the characteristics of the strategic direction and development of the school and the effectiveness of the systems and processes currently in place

− Identified areas for improvement in the strategic direction and development of the school

Analysis, reflection and personal learning

− Reflected on the emerging contribution of the SBM to the strategic direction and development of schools

− Evaluated their current contribution to the strategic leadership and management of their school, and set out plans to enhance this contribution in the future

− Demonstrated the ways in which their thinking is informed by personal experience, professional analysis and academic study

− Critically reflected on their personal and professional effectiveness in skills related to the strategic direction and development of schools

Communication and key skills

− Demonstrated effective use of language (word choice, coherence, persuasiveness, appropriateness and register)

− Adopted a manner and style of writing appropriate to a reflective commentary on their own professional knowledge, understanding and expertise

− Observed the mechanics of language: spelling, punctuation, sentence construction

− Used references effectively and applied the Harvard system correctly


Module 2: Analysing the strategic direction of the school


− Demonstrated knowledge and understanding of key concepts of strategic analysis

− Provided evidence of engagement with research studies, official documents and inspection reports on the strategic direction of schools

− Demonstrated understanding of national policies, initiatives and guidelines for the strategic development of facilities or human resources

− Demonstrated mastery of a range of tools and techniques related to strategic analysis


− Provided a clear introduction to the school setting, its local environment and background in terms of its overall strategic development

− Summarised the findings from an evaluation of the school’s current position in relation to the external environment and its internal capacity with regard to its facilities or human resources

− Reported on the application of the tools and techniques of strategic analysis used to evaluate the school’s current position

− Identified clear priorities and strategic goals for the development of the school


− Reflected on the effectiveness of the tools and techniques used to analyse the strategic needs of the school

− Discussed key issues in securing stakeholder engagement in the strategic analysis of the school and consulting on its development needs

− Adopted a systematic approach to the strategic decision-making process and exercised good judgement

− Shown how the analyses and proposals have been informed by reading about concepts and techniques of strategic analysis


− Organised the professional commentary and report to governors in a logical manner and set it out in an appropriate format

− Adopted a manner and style of writing appropriate to a professional commentary and a report and used an appropriate range of communication techniques (including tables, diagrams, etc)


− Used references effectively and applied the Harvard system correctly


Module 3: Planning strategic initiatives in schools


− Demonstrated knowledge and understanding of key concepts related to options appraisal, the management of risk, aligning financial planning with the school’s strategic planning and planning projects

− Provided evidence of understanding of key processes related to the planning of strategic initiatives

− Demonstrated mastery of a range of tools and techniques related to strategic planning, options appraisal, risk analysis and project planning

− Demonstrated knowledge and understanding of how to produce an outline business case


− Produced an outline business case to address a priority for the strategic development of the school

− Applied tools and techniques of strategic planning, options appraisal, risk assessment and cost-benefit analysis

− Evaluated key aspects of the school’s strategic and financial management

− Identified current strengths, areas for development and priorities for action in relation to specific aspects of the school’s strategic and financial management


− Demonstrated the ability to analyse strategic issues and evaluate systems and processes

− Adopted a systematic approach to the preparation of the business case

− Exercised good judgement in the assessment of the school’s current strategic and financial management

− Provided evidence to substantiate key judgements and conclusions


− Communicated effectively with a range of school stakeholder groups

− Organised the outline business case and report to the SLT in a logical manner and set them out in an appropriate format

− Adopted a manner and style of writing appropriate to setting out plans and writing reports



There are some commonly accepted characteristics of strategic management. Mintzberg and his colleagues have reviewed the research literature and experiential lessons about strategic planning in organisations. They suggest that there are some general areas of agreement about the nature of strategy in organisations. These are summarised below.

‘Strategy concerns both organisation and environment.’

This means that any strategic planning should look inwards at the nature and health of the organisation itself and outwards at the changing characteristics and possible threats in the environment in which that organisation operates.

‘The substance of strategy is complex.’

This is because the organisation and its environment can change in surprising and unpredictable ways. Organisations therefore cannot simply rely on tried and tested techniques for strategic analysis and planning; they also need to be flexible and sometimes address new issues in new ways.

‘Strategy affects the overall welfare of the organisation.’

Strategic decisions are significant and can have important consequences for the organisation, its stakeholders and staff.

‘Strategy involves issues of both content and process.’

The management of strategic planning involves thinking about the content of strategy (its key decisions, actions and outcomes) and also the processes through which actions are decided and implemented.

‘Strategies exist at different levels.’

In the educational context, we can analyse strategy at a national or international level in terms of government policies, systems and procedures. These strategies for steering the development of the education system as a whole shape the context in which individual schools make decisions and plan for the future. So strategy also exists at the level of the individual school and at the subject, or departmental, level.

‘Strategies involve uncertainty.’

The strategic planning processes take place in a context in which not everything can be controlled. Indeed, the level of control exercised by leaders of an organisation may be limited in certain ways. The result is that intended, emergent and realised strategies may differ from one another. Ongoing vigilance and frequent review is needed to fine-tune strategies to changing circumstances.

‘Strategy involves various thought processes.’

Strategic decision-making involves creative and conceptual processes as well as analytical and deductive ones. Effective strategic plans draw upon a range of different types of data collection and analysis.

Adapted from Mintzberg et al, 1998, 16

Mintzberg, H., Ahlstrand, B. and Lampel, J.(1998) Strategy Safari: the complete guide through the wilds of strategic management. Harlow: FT Prentice Hall.

Resource 1: Exploring strategy: Mintzberg’s fundamentals


Group A quotes

1. Strategy for me is about having a plan of where you are going and why you are going there.

2. Your strategy is how you are going to get there, what kind of structures you put in place in the school, what measures you take to make things happen, how you use the money all these things build up a strategy to getting where you want to get to.

3. Strategy for me is taking a long-term view about how to make realistic sense of the vision and how you achieve that vision over a period of time. At the moment we are working with a five-year timescale and I think that is right for a strategic plan, personally. But I don’t think we should ever lose sight of the longer term after that.

4. A five-year plan with less detail as you go on. It’s not the detail you want, it’s the general direction that you need, futures thinking and having ideas to generate discussion.

5. Whose vision is it, anyway? There’s no point in having a wonderful vision for the future if no one’s signed up to it. The whole point is to develop a shared understanding of what we wish to achieve. It’s together or nothing.

6. It’s the governors in particular that I am working with at the moment. They are producing documents to try and describe what these future perspectives are. That futures thinking is up to 10 years.

Group B quotes

1. I think when we talk about strategy within the school that we are actually talking about the main features of the school, how they develop and how we adapt to changing issues and challenges. We are seeing which are appropriate or not and how they fit with our direction in school to get a clear view of where we are going to go in two to five years.

2. To me strategy is the way of me trying to look forward to make sense of a whole big picture and find ways of going forward and improving my school in a number of ways.

3. It’s about futures thinking, not about the detail it’s the big picture stuff based on what the community needs we exist for parents and children and we have to ask them what they think, and listen to them seriously.

4. It’s talking about marshalling your resources and looking with a future perspective in order to achieve the maximum potential in an organisation.

5. I have often been fond of the expression of keeping your feet on the ground whilst having your head in the clouds a mixture of vision and pragmatism. We are in the here and now and there are only certain things that we can do. So where you want to go, you are not quite sure how you are going to get there, but you actually have the capacity within the school and the capability within the school to seize the opportunities as they arise to realise that strategy.

6. Strategic thinking is the process by which an organization’s direction-givers can rise above the daily managerial perspectives and crisis to gain different perspectives... future-oriented and historically understood... so that wise risks can be taken while avoiding having to repeat the mistakes of the past.’

Resource 2: School leaders talking about how they think about strategy in schools


Group C quotes

1. I think it’s all about keeping the main thing – and that is the children’s learning and well-being – get the vision right and work for it today and for tomorrow.

2. For me it’s very much a kind of multi-faceted concept and I like the idea of having the futures thinking dimension and then the strategic intent then the operations bit of it as well.

3. What I find helps me is to have some key strategic direction points that I can keep referring to. It is very easy to get diverted by current challenges and forget about what is really important and what you are trying to achieve in the longer term. What I need is a set of compass points that I can keep coming back to.

4. The staff and I have a set of strategic benchmarks for what we are trying to achieve over the next five years. What is really important to us and why it is important is a key issue. We then use those benchmarks as a framework for current decisions. We ask ourselves, will undertaking a certain activity help us achieve those strategic benchmarks or not? It is important for us to keep focused.

5. The challenge for us is to make sure we get all the basics right, so in terms of SATs and Ofsted accountability we can be seen to be doing a good job while at the same time addressing longer-term developments. We have to look at how we reconceptualise learning so that we are a better school in five years’ time and not just a more efficient school at producing test results.

6. It is a dual approach really how to get the staff to give the best deal possible to the kids today but to get them to rethink the way it might be a different deal in the future.


Resource 3: Mapping the development planning process in your school

The evolution of school development plans

Rhetorical plan Singular plan Co-operative plan Co-operative plan Strategic plan

No clear ownership

Owned by headteacher only

Partial ownership by staff, with willingness to participate

Shared ownership by SLT and involvement of all teaching and support staff

Consultative process with involvement of other agencies and stakeholder groups

No systematic focus on aspects of performance or provision

Focus on curriculum development and pastoral management

Focus on teaching, learning and pupil welfare

Focus on the performance of the school and priorities for improvement

Encompasses all aspects of the school’s resources for learning (including finance, facilities, HR, office services and ICT)

Lack of clarity of purpose, no translation of goals into action plans

Used as management tool by the head teacher

Intended to improve school effectiveness, with clear priorities for action

Shared sense of purpose to improve efficiency and effectiveness

Process designed to shape the school’s vision for learning, future direction and improvement priorities

Spasmodic activity One-year cycle Three-year cycle of activity

Cycle of activity encompasses short- and medium -term plans

Cycle of activity also encompasses long-term scenario planning

No costing of activities

Resources gifted by head teacher to preferred developments

Costing of development activities

Fully-costed school improvement plan, covering medium-term income and expenditure

Alignment of school improvement plans and strategic management of finances

Poor leadership and management of process

Limited leadership and management of the process

Led by headteacher with involvement of some teaching staff

Led by SLT, with clear management of the contribution of all staff

Strategic leadership of the process to deepen stakeholders’ commitment and contribution to the decision-making processes

Negative impact Limited impact Positive impact across the school and in classrooms

Significant impact on school development, teacher performance and pupil learning

Significant impact on the school’s core business, (standards and well-being) and capacity for further improvement

Extensively adapted and updated from MacGilchrist et al, 1997, 17) MacGilchrist, B., Myers, K. And Reed, J. (1997) The Intelligent School. London: Paul Chapman Publishing


Resource 4: Evaluating your school’s strategic planning processes

To evaluate your school’s strategic planning processes, consider the indicators on the left and note how well your school is meeting them in the column on the right.

Indicators Your judgements

Approach:

– A clear, predictable strategic plan

– An emerging strategy

– Setting out strategic intents

– Based on a futures perspective

Organisation:

– Structured timetable of activities over the course of the year

– Clear sense of purpose/outcomes at each stage of the process

– Annual improvement plans

– Periodic, longer-term strategic review

– Linked closely to budget formulation

Evidence:

– Internal data about standards, attainment, teaching and learning

– Strategic financial data

– Additional data: values audit and stakeholder perspectives

– External data about the local environment

– Stakeholder analysis

– School SWOT and gap analysis

Strategic objectives:

– Guided by an underlying vision for learning

– Procedures for prioritising key objectives

– Too many objectives, too few, just right

– Based on situational analysis

– Combining performance improvement with capacity-building

Communication:

– Opportunities for discussion

– Wide pattern of involvement

– Formal briefings

– Persuasive articulation by SLT

– Reinforced through behaviour of SLT


To evaluate your school’s strategic planning processes, consider the indicators on the left and note how well your school is meeting them in the column on the right.

Indicators Your judgements

Decision-making:

– Staff involved in setting objectives

– Staff committed to their fulfilment

– Culture of enquiry and reflection

– Identified priorities with maximum impact and leverage

– Range of options for action considered

Action plans:

– Practical, ethical and feasible

– Clear objectives, targets and success criteria

– Clear action steps, activities and milestones

– Clear division of labour

– Identified resource requirements

– Management plan to keep it on track

Next steps:

– Progress monitoring

– Evaluation of impact

– Review of plan

– Link to longer term strategic direction

Summary:

– What is good about the current systems and processes?

– How could they be improved?


What might schooling look like in the future? Consider these scenarios for further reflection.

Scenario 1: Back to the future bureaucratic systems

National school bureaucracies are robust enough to resist pressures for change, despite the grumbling of parents and the media. The system is the key feature, relatively closed and top-down but with a large measure of autonomy for individual teachers in isolated classrooms.

− In this scenario, schools are anchored in powerful bureaucratic systems.

− Strong pressure for uniformity and the fear of change combine to make the schools resist fundamental transformation, despite criticism of the school system by the public and the media.

− Decision-making is generally hierarchical, and outsiders have little influence on a system that is primarily organised by its own internal logic, within national or regional contexts.

− Formal classroom teaching, with teacher-to-student learning settings, is the norm, with little room for non-formal and informal learning and community interaction.

− There is little perception of life-long learning as schooling operates to its own self-contained conventions.

− Education is solidly rooted in the public consciousness and traditional means of delivery, but its financial and human resources are stretched as the schools are assigned additional new tasks and responsibilities, given problems arising in families and communities.

Scenario 2: Schools as focused learning organisations

Schools could respond to the demands of the knowledge economy by developing into learning organisations focused on diversity, experimentation and innovation. These schools would contribute to the development of a highly competitive society.

− In this scenario, education is focused on knowledge-building and laying solid foundations for life-long learning.

− Schools are revitalised around a knowledge agenda: experiment and innovation provide the basis for students to develop academic competence as well as others such as artistic talents.

− There is a diversity of organisations and settings; some schools develop close links and working networks with tertiary education, some with enterprises such as media and technology companies.

− This scenario demands far-reaching equality among schools – in status, conditions and prospects – for otherwise the focused learning organisation would not be the typical school.

− ICT is prominent, and ICT use is evaluated regularly.

− New forms of evaluation and competence assessment flourish, reflecting the aptitudes and achievements of all learners.

− Teaching professionals are motivated by highly favourable working conditions, such as small learning groups and a strong emphasis on teamworking and educational R&D.

Resource 5: OECD schooling for tomorrow initiative


Scenario 3: Schools as core social centres

Schools could function as social centres in new community arrangements with learning at the core. These schools would have ‘low walls’ and ‘open doors’ and a very strong emphasis on collective and community tasks.

− The central goal in this scenario is to increase community development and social integration.

− As a shared responsibility of the entire community, schooling draws on expertise, interest and experience from sources ranging from business to higher education, and from religious groups to retired people.

− Schooling takes place under different organisational forms, which go beyond formal schooling.

− ICT is part of the structure and used extensively for peer-to-peer and cross-border networking, as well as for interactions between students and teachers, and between schools and parents/communities.

− A high level of participation by all in society, of all ages, blurs the boundaries between schooling and other ways of learning.

− Both the cognitive and non-cognitive are prominent, with the goal of building a strong foundation for life-long learning. Learning is driven by committed professionals, many of whom do not pursue a life-long career in education.

− The sector enjoys generous financial support in pursuit of high standards and high-quality learning environments in all communities, both rich and poor, and to make teaching attractive to all professionals.

Scenario 4: The extended market model

A highly developed learning market for young people could be the response by stakeholders dissatisfied with the range of choices offered by uniform public education. This is demand-driven, with new providers emerging but also presenting obvious risks to social equity.

− In this scenario, education takes on market characteristics and choice becomes prominent. This is triggered by dissatisfied strategic consumers and by government authorities that encourage diversification and a reduction of their own involvement in schooling.

− Schools do not disappear but become just one component in the diversity of educational systems, alongside privatisation and public private partnerships.

− The decline of government involvement may vary between the primary and secondary levels of education, and between affluent areas and those with limited resources.

− The education market attracts new professionals with diverse public and private profiles.

− The business environment fosters innovation through diverse training and accreditation arrangements.

− The diversity of the market creates comparable diversity in teaching careers, including a growing international market for teachers.

− ICT, powerful and indispensable, supports a range of virtual programmes, including some traditional educational tasks as well as skills and learning for specific interest groups.

− Students take advantage of the education offered through the large market of community-inspired, grassroots organisations.


Scenario 5: Learning in networks replacing schools

Schooling takes a radical shift where conventional schools disappear, to be replaced by informal learning networks. It would be part of a burgeoning network society, with very different social arrangements in all spheres.

− This radical, perhaps anarchic, scenario would see the replacement of school systems with universal networking instead.

− The abandonment of the schools might be driven by public dissatisfaction with available schools and the widespread access to powerful new learning media.

− As government involvement decreases, parents and students assume more responsibility for education. Learner networks are an important part of the “network society”, based on interaction and co-operation.

− Networks form around diverse parental, cultural, religious and community interests; some operate locally through home-schooling and small-group interests, others through distance learning and international networking.

− Powerful, inexpensive ICT is critical for innovative learning options to emerge.

− Educational tools enable learners to undertake complex assignments, evaluate their own learning and share resources.

− Networks form around learning communities, and socialisation and affective development are also taken care of this way.

− As the teacher disappears with the demise of the classroom, new learning professionals emerge. The major media and ICT companies become active in mediating the learning networks.

Scenario 6: Teacher exodus and system meltdown

Fragile school systems could break down under a major crisis of teacher shortage. Such a meltdown could lead to a vicious circle of school decline or it could be a kick-start toward radical change.

− This future is constructed around one main parameter – teachers – in elaboration of a worst-case scenario – a crisis triggered by longstanding and worsening teacher shortages, causing the school system to break down.

− The crisis results from an outflow of teachers, leaving early on, mid-career or through retirement, that far outstrips the inflow of new recruits in a tight market for skilled labour.

− The crisis is recognised too late. The policy measures that might rectify it take too long to show results.

− Social inequalities are exacerbated by the disparities in the depth of the crisis especially between different socio-geographic areas.

− Reactions to system meltdown could vary. There could be a downward spiral of conflict and retrenchment, with further declining quality or interruption of educational delivery. Or it might spark emergency strategies with stakeholders joining forces to build a new system.

− In all cases, ICT plays an increasingly important role by performing some functions traditionally provided by teachers, eg virtual reality devices, distance learning modalities, online evaluation systems and interactive television.


Is there a clear and demonstrable link between the school’s budgeting and its plan for raising standards and attainment?

A What does the question mean?

1. What is a clear and demonstrable link between the school’s budget and its plan for raising standards and attainment?

An effective budget must support the school’s priorities for raising standards and attainment. This can be done by ensuring that the school’s plan for improving education outcomes and the budget are closely aligned and that the budget reflects the school’s education priorities (see section 3 for further information on how to achieve this).

2. Why is it important that there is a clear and demonstrable link between the school’s budget and the plan for raising standards and attainment?

To ensure strategic spending and value for money. If a school has to fund activities designed to raise standards and attainment that have not been budgeted for, there is a risk that the school may get into deficit. The plan for raising education outcomes and the budget need to be integrated so that the school can weigh up whether it has enough funds to pay for the activities that it believes are necessary for the school to achieve its education objectives. Also, it will be easier to show value for money if objectives within the plan have been achieved within the budgetary constraints.

Aligning the school’s budget and the plan to improve standards and attainment should:

– help the school understand the impact that its intended plans will have on the workload of its staff;

– highlight the most effective way for the school to use their workforce to improve outcomes for their pupils; and

– help the school to assess whether the actions are viable and cost-effective.

B Good Practice

How to link the school’s plan to raise standards and attainment to its financial plans and budget

To ensure that the plan for improving education outcomes is viable and that its implementation is feasible, it should be supported by a financial plan that costs each element of it. When starting the process for setting objectives around attainment and standards and budget plans, it is important that:

– Timetables for devising the plan for raising attainment and standards and the budget are integrated.

– Decisions made around budgets and improving pupils’ education outcomes are made in tandem with the opportunity to review and revise them together throughout the year at key milestones. – The same group of staff have responsibility for setting education priorities for the school and setting the budget.

In addition, it is important that both the budget and plan are consistent with the staffing commitments made in the school timetable.

Resource 6: Schools Financial Value Standard (extract)


Case study 1: Attwood Secondary School

Attwood secondary school is an 11–18 school. It currently has 950 students on roll. Fewer students are forecast for the next two academic years, but the roll is expected to rise thereafter to 1,000 students. Its current-year revenue budget is £3,000,000 and it receives Standards Funding of £478,000 (targeted grants). The forecast for the next financial year indicates that the school will have a deficit budget with an estimated expenditure that is £100,000 above its income. Owing to an adjustment to the formula that the local authority uses to fund the school, Attwood has seen a decrease in the allocation of funding received this year and this is likely to continue in subsequent years. In addition, the following issues may have direct implications for the budget:

− Teaching staff expenditure accounts for 76 per cent of revenue budget.

− The school has not embraced processes of school workforce reform, and the number of support staff in the school is low in comparison with other similar schools.

− A ‘Rarely Cover’ policy has been introduced in accordance with the union agreement. It is planned to appoint three full-time cover supervisors.

− The teaching staff supply budget was allocated £30,000 for the current year, but the school has had five long-term absences that needed cover and the budget has been overspent by £49,000.

− The Ofsted report published earlier this year stated that students with special educational needs and/or disabilities do not receive good support from the learning support department, and more inclusive practices should be developed.

− Further work is needed to develop consistent approaches to behaviour management across the school and to provide additional guidance and support for a minority of pupils who create ongoing problems in terms of low-level disruption.

− Target-setting processes are established, although they are less effective at Key Stage 4. The school needs to further develop its student mentoring and coaching systems.

− The Ofsted inspection also made reference to the ratio of computers to students, which was 20:1. Inspectors have recommended that the school address this issue over the next two to three years.

− The condition of some of the classrooms is poor, especially those that comprise temporary accommodation. Toilet facilities for students are not satisfactory.

As school business manager, what considerations and recommendations would you make to the SLT and governors?

To complete this activity, use the ‘five whys’ model (page 40).

Resource 7: Using the 5-whys model to analyse key issues in strategy and finance


Case study 2: Lakewood Primary School

Lakewood School is a large primary school on a restricted site, with no school field. The roll, 430 pupils, has remained more or less the same for many years and this is expected to continue.

The budget has become increasingly difficult to manage, due to incremental drift and a growing number of other problems. Most of the teaching staff have been at the school for a long time, with the majority of them (18.5 including a job-share and 3 part-time teachers) at the top of the scale and 8 of them at points above the threshold.

Owing to an adjustment to the formula that the local authority uses to fund the school, Lakewood has seen a decrease in the allocation of funding received this year and this is likely to continue in subsequent years. In addition, the following issues are adversely affecting the budget:

− The workforce reforms have also significantly increased staffing costs, particularly relating to planning, preparation and assessment (PPA) time and a ‘Rarely Cover’ policy.

− Three teaching assistants want to be assessed for the higher level teaching assistant (HLTA) programme and are very effective, so would be likely to succeed. This means that potentially they would be eligible for working on a higher pay scale.

− Currently the school is set for maths in Years 5 and 6 (ie instead of the usual two classes, each year is divided into three groups with three teachers). One of the part-time teachers is currently employed as a .5 full-time equivalent (FTE), but is due to leave at the end of the academic year for promotion.

− The school faces issues in terms of the literacy levels achieved, and both reading and writing are areas of weakness throughout the school, particularly in relation to boys.

− The outside of the school has not been painted for 25 years and the east and west sides have several window-frames that are rotting.

− The area housing Foundation Stage pupils has just been modified so that all pupils can start at the beginning of September. (Previously there was a three-term intake.) Equipment needs to be purchased before the end of the summer term to accommodate pupils of non-statutory school age. The Foundation Stage teachers have drafted a list of requirements and the initial costs are estimated at £30,000.

− The carry-forward figure this year is much lower than usual (£5,000). The allocated budget is £800,000, but the indicative budget is £850,000.

What considerations and actions need to be undertaken by the school business manager to ensure liquidity in the next three years?

To complete the activity, use the ‘five whys’ chart (page 40).


The ‘five whys’ model

− Best used with a number of people – between six and 10 ideally

− Best used in conjunction with the brainstorming technique

− Clearly define the issue to be tackled and state it on the left side of the paper

− Complete the diagram by moving from left to right. Move for the problem or issue statement by the question ‘why?’

− Capture responses – can be done by using sticky notes

− For each response, ask again the question ‘why?’

− Continue to record responses and move across to right of diagram. Try to go to five levels of ‘whys’

The tool will identify root cause

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In preparing a business case, the prioritisation matrix can be used to identify the most favourable options or alternatives for action to secure a strategic objective by rating the impact they would have if they were implemented and rating how do-able they are.

The key objective to be addressed here, as a simple example of the process, is to improve behaviour during lunch break in a secondary school.

In your small group, use the prioritisation matrix to appraise the potential options for action in terms of do-ability and impact.

Issue

Key objective: to improve behaviour during lunch break in a secondary school

Options

1. Recruit and train additional staff to supervise.

2. Segregate classes.

3. Segregate year groups.

4. Shorten lunch break.

5. Stagger lunch break.

6. Abandon lunch break and have several mini-breaks instead.

7. Allow pupils out of school during lunch break.

8. Introduce lunch passes to allow pupils to go home (with permission of parents).

9. Shut the school at lunch break to keep pupils out.

10. Provide lunch-time clubs.

First, list the options in no particular order, and put each one on a sticky note, ready to populate the matrix.

Rather than positioning the items directly on the matrix, you may prefer to use a more systematic process for rating. Table 1 (page 42) can be used to rate the options before moving to the matrix. Rate each option on a scale of 1–4, for both do-ability and impact.

Resource 8: Using prioritisation matrices to conduct options appraisal


Table 1: Initial rating of options

Rating options for action Do-ability score Impact score

1. Recruit and train additional staff.

2. Segregate classes.

3. Segregate year groups.

4. Shorten lunch break.

5. Stagger lunch break.

6. Abandon lunch break and have several mini-breaks instead.

7. Allow pupils out of school during lunch break.

8. Introduce lunch passes to allow pupils to go home (with permission of parents).

9. Shut the school at lunch break to keep pupils out.

10. Provide lunch-time clubs.


High

Low

Low High

1

1 2 3 4

2

3

4

Impact

Do-ability

HIGHER PRIORITY OPTIONS

Having scored each of the potential options, make a copy of the prioritisation matrix below on flip chart paper and add the sticky notes for each option at the appropriate point on the matrix.

On the basis of the analysis summarised in your matrix:

− Which options score best and should be the priorities for action?

− Which options would you recommend for implementation?

For future reference, a more elaborate and systematic way of researching and rating do-ability can be managed as follows:

− Break down the do-ability criterion into its components of cost, effort and risk.

− Agree on the relative weighting of each in percentage terms.

− Rate the items on each component.

− Total the product of rating x weighting.

More information on the use of prioritisation matrices and this technique for rating do-ability can be found in module 3 and also the Phase 3 Sunnymeade case study.


The Business Case

Background A description of the strategic need that has been identified, which this proposed project is intended to deliver, and summary of key supporting evidence

Strategic goals A statement of broad strategic goals, capturing what the proposed project is intended to achieve in terms of the work of the school

Strategic fit An explanation of the contribution the project will make to the organisation’s overall strategic direction

Interdependencies An analysis that illustrates the way in which this project may affect, or be affected by, others

Options appraisal An overview, with supporting analysis, which describes the alternatives for action. This should include the ‘do nothing’ option. Evaluation process should include ‘suitability, feasibility, acceptability and impact’

Selected option A brief summary of the selected option. This should be followed by a complete analysis of the selected option, including the areas shown in the following cells.

Project objectives A statement of the project objectives of the selected option

Risk analysis Identification and classification of the risks of the selected option (strategic, compliance, financial, operational)

Assessment of the significance of these risks (probability/impact)

Summary of proposals for management of key risks b

Cost/benefit analysis Statement of benefits of the selected option

Calculation if the whole-life costs

Projection of how well and when the benefits will outweigh the costs

Project Financing A brief discussion of the financing of the option you have chosen which demonstrates that it is affordable, offers value for money and is sustainable in the long-term

Project planning

Deliverables and timescales

Planning assumptions

Schedule of key deliverables and their due dates

Assumptions made in developing the business case

(Extensively adapted from Young, 2007, 135)

Resource 9: Key sections of a business case


Written material should not be taken at face value, but should be approached in a critical manner. This critical approach should seek to analyse the text in a number of different ways to evaluate the following:

− Significance: its influence, usefulness or importance

− Characteristics: its purpose, approach and target audience

− Key claims: its arguments, scope and applicability

− Authority: its evidence-base and research methodology

− Value and utility: its consistency with your views and its potential utility

To evaluate a report or document in depth, it is important to look beyond the surface of the text, and examine its deeper construction and intent. In undertaking such an analysis, the reader should always consider the following critical criteria:

Purpose and intention: It should always be borne in mind that all writing seeks to persuade the reader, make an impression upon the reader and has a purpose behind it. The reader therefore always needs to consider this intention and carefully compare it with his or her own position.

The quality of the evidence: Research writing usually seeks to present evidence or claim a factual basis for new ideas, assertions or opinions. The reader must carefully consider the link between evidence and assertion.

Research perspective: It is likely that the writer of any document will have a predisposition towards a particular point of view that springs from previous experience or current influences, for example, a professional background or funding sponsors. This predisposition might skew the approach to the available evidence.

Objectivity: This relates to research bias and means that the writer, having presented the evidence-base, might again place an interpretation upon the supposed facts that arises from their previous experience and current influences, resulting in subjective, personal or slanted commentary.

Resource 10: Developing critical reading skills


When you are selecting and using the key texts that will inform your study on this programme, you are advised to draw on the following questions to help you arrive at a critical evaluation of its purpose, content and value.

1. The significance of the text

Why have I selected this text? Why is it particularly interesting to me and useful in terms of my professional practice?

What type of literature is this? What kind of knowledge is it concerned with?

2. The characteristics of the text

What is the author trying to achieve? What are their objectives in writing this text?

What value stance does the author take towards the policy or practice investigated? Is this stance critical, positive, pragmatic or practical?

How does the author relate to theory? Is the work informed by theory, debunking theory, ignoring theory or creating new theory?

Who do you think is the target audience for this text? How does this shape the way it is written?

3. The key claims of the text

What are the main arguments or claims that the author is making? How clear, coherent and consistent are these arguments?

How generalised are the arguments? Do they relate to a range of different (educational) settings?

With what degree of certainty does the author make these claims?

4. The authority of the text

How transparent are the sources of information cited in the text?

What evidence is provided to support the key arguments in the text?

What research methodologies have been used?

Does the evidence support the claims made?

5. Your critical evaluation of the text

What is your evaluation of the key arguments and evidence provided in the text? Are you convinced by what they have to say?

How consistent are the claims with your experience? On the basis of your professional experience, do they sound right?

How applicable are the key arguments to the professional context in which you work? What are the limits of its pertinence or usefulness?

What is your summary of the text? How will it inform your personal development and professional practice?

Adapted from Wallace and Poulson, 2003, 29-31.

Wallace, M and Poulson, L. (eds) (2003) Learning to Read Critically in Educational Leadership and Management. London: Sage.

Resource 11: Single-text critical review: suggested questions


Red Amber Green

Providing direction

Is a member of the School Leadership Team providing strategic direction and development of the school (or working closely with it)

Demonstrates a secure knowledge of the principles of strategic development and school improvement planning

Fosters collaborative decision-making within and across teams contributing to the school improvement plan (SIP)

Recognises and uses stakeholder support as a mechanism to drive the school forward

Contributes to the strategic school improvement plan

Consults with others and incorporates their ideas into the SIP

Leads on some sections of the planning and implementation of the SIP

Ensures appropriate administrative support for governors to contribute to the school’s strategic leadership and direction

Effective use of resources

Considers resource implications of the SIP and prepares spending plans

Monitors compliance with legal, regulatory, ethical and social requirements impacting on the school

Identifies potential risks in relation to achieving strategic objectives and makes effective contingency plans

Assesses business risks facing the school and implements business continuity plans

Manages budgets and maintains accurate financial information to assist effective monitoring of SIPs

Plans for the long-term strategic financial management of the school

Proactively seeks and manages additional funding streams

Resource 12: Strategic leadership and management of the school – professional competency diagnostic


Red Amber Green

Facilitating change

Plans, leads and implements change in and across wider areas of school development

Understands and uses effective planning techniques

Evaluates proposals and plans for the practical implementation of ideas and approves those that appear viable

Analyses stakeholder expectations and how they influence change processes

Understands how to lead and support people through organisational change

Achieving results

Develops and secures agreement for project plans for the strategic development of the school

Manages school development/service improvement projects

Ensures effective monitoring of projects to measure progress against action plans

Ensures that projects achieve their key objectives and are completed to the satisfaction of project sponsors and key stakeholders

Manages or leads a programme of complementary projects to contribute to the school’s strategic development goals


1. Introduction

1.1 The schools white paper ‘The Importance of Teaching’ set out ministers’ plans to reduce the amount of guidance and materials offered to schools in relation to the school curriculum. This is in line with the belief that schools should be free to use their own professional judgement about how they teach.

1.2 The school curriculum comprises all learning and other experiences that each school plans for its pupils, of which the national curriculum is an important element.

1.3 The Department for Education (DfE) has reduced the amount of guidance and other materials aimed at schools through its website and has also worked with the Qualifications and Curriculum Development Agency (QCDA) to revise and update the national curriculum website. This now focuses on the statutory programmes of study that schools must follow under the current national curriculum from Key Stages 1 to 4. Materials for the non-statutory programmes of study have been archived to the government web archive.

2. Aims of the primary and secondary national curriculum

2.1 There are two broad aims for the school curriculum overall (of which the national curriculum is a key element), which are reflected in section 351 of the Education Act 1996, which requires that all maintained schools provide a balanced and broadly based curriculum that:

• promotesthespiritual,moral,cultural,mentalandphysicaldevelopmentofpupils at the school and of society

• preparespupilsattheschoolfortheopportunities,responsibilitiesandexperiences of adult life

2.2 The four main purposes of the national curriculum (right through primary and secondary education) are:

• toestablishanentitlement–forallpupilstoanumberofareasoflearningandtodevelop knowledge, understanding, skills and attitudes necessary for their self-fulfilment and development as active and responsible citizens

• toestablishstandards–whichcanbeusedtosettargetsforimprovement,measureprogress towards those targets, and monitor and compare performance between individuals, groups and schools

• topromotecontinuityandcoherence–facilitatingthetransitionofpupilsbetweenschools and phases of education and providing a foundation for lifelong learning

• topromotepublicunderstanding–andprovideacommonbasisfordiscussionofeducational issues among lay and professional groups, including pupils, parents, teachers, governors and employers.

Resource 13: The National Curriculum in England


3. Review of the National Curriculum

3.1 On 20 January 2011, the Secretary of State for Education, Michael Gove, announced a review of the national curriculum in England.

3.2 The objectives of the review were to:

• giveteachersgreaterprofessionalfreedomoverhowtheyorganiseandteachthecurriculum;

• developaNationalCurriculumthatactsasabenchmarkforallschoolsandprovidesyoung people with the knowledge they need to move confidently and successfully through their education, taking into account the needs of different groups including the most able and pupils with special educational needs and disabilities (SEND);

• ensurethatthecontentofourNationalCurriculumcomparesfavourablywiththemost successful international curricula in the highest performing jurisdictions, reflecting the best collective wisdom we have about how children learn and what they should know;

• setrigorousrequirementsforpupilattainment,whichmeasureuptothoseinthehighest performing jurisdictions in the world;

• enableparentstounderstandwhattheirchildrenshouldbelearningthroughouttheirschool career and therefore to support their education.

3.3 The review is considering all subjects which are currently part of the National Curriculum: art and design; citizenship; design and technology; English; geography; history; information and communication technology (ICT); mathematics; modern foreign languages (MFL); music; physical education (PE); science.

3.4 The review is taking place in two phases, with the first phase considering the essential knowledge (eg facts, concepts, principles and fundamental operations) that children need to be taught in order to progress and develop their understanding in the core subjects (English, mathematics and science). A proposed framework for the new National Curriculum was produced by a panel of experts in December 2011, and draft documents for English, maths and science had been prepared for consultation. New programmes of study will then developed with a view to them being taught in maintained schools from September 2013.

3.5 The second phase of the review, which started work in 2012, will produce draft programmes of study for all other subjects, in addition to English, mathematics, science and physical education, which the Government decides should be part of the National Curriculum in future or where it is decided that there should be a non-statutory programme of study, with a view to them being taught in maintained schools from September 2014.


3.6 The review will also provide advice on the following:

• theextenttowhichthecontentoftheNationalCurriculumshouldbesetoutona year-by-year basis in order to ensure that knowledge is built systematically and consistently;

• what,ifanything,shouldreplaceexistingattainmenttargetsandleveldescriptorstodefine better the standards of attainment children should reach, and be assessed against, at various points through their education;

• whatisneededtoprovideexpectationsforprogressiontosupporttheleastable and stretch the most able;

• howtheNationalCurriculumcansupporttheprovisionofmorehelpfuladviceand information to parents on their child’s progress;

• howthecontentoftheNationalCurriculumcansupporttheembeddingofequality and inclusion.

3.7 Updates on the progress of the review can be found via the DfE website.


The suitability of a school’s current facilities for the delivery of its future needs may be evaluated using the following analytical tool developed by the DfES. The tool involves walking around the school’s facilities (this could be actual or virtual) and assessing each space with regard to its suitability to deliver the curriculum the school intends to provide or develop over the next 5 years. The tool focuses on the identification of shortcomings which should be classified as follows:

– Category A

Unable to teach curriculum. This is most likely to be associated with numbers and types of teaching spaces available. There should be enough appropriate spaces to accommodate all pupils for the whole of the curriculum;

– Category B

Teaching methods inhibited. Unsuitability of spaces may mean that schools’ preferred teaching methods are inhibited. This may be associated with numbers and types of teaching spaces, or with the size and other aspects of spaces;

– Category C

Management or organisation of school affected adversely. Unsuitability of spaces and/or the way they relate to each other may affect the organisation or management of the school;

– Category D

Pupil or staff morale affected adversely. Unsuitability of spaces may affect pupil or staff morale.

The following table illustrates the types of shortcomings a suitability survey might identify.

Resource 14: Assessing suitability


Table of examples

Accommodation problem Impact on school operations Impact on educational outputs

Category A Over 5% reduction in national Unable to teach curriculum test and examination scores

Too few teaching spaces Pupil numbers cannot be accommodated with preferred group sizes

Inadequate playing field provision School’s preferred range of PE Reduction in attainment standards cannot be taught to some pupils in grades for PE

Category B 3–5% reduction in national Teaching methods inhibited test and examination scores

Music space too small Cannot accommodate instruments Reduction in attainment standards needed for preferred activities in grades for music

Science laboratories lack ventilation Range of experiments restricted Reduction in attainment standards in grades for science

Category C 1–3% reduction in national Management or organisation test and examination scores of school adversely affected

IT space isolated location Pupils and teachers have to travel Reduction in attainment standards excessive distances at lesson in grades for IT modules changeovers

Central corridor too narrow Pupil movement at lesson Reduction in attainment standards changeovers is slow across subject areas affected

Category D Up to 1% reduction in national Pupil or staff morale test and examination scores adversely affected

Classroom too hot for long Pupil concentration affected Reduction in attainment standards periods during Summer across subject areas affected

Staff room too small Staff have uncomfortable conditions Reduction in teaching efficiency resulting for preparation of work and in reduction in attainment standards management functions across all subject areas affected


Complete the suitability survey using the codes above. Any rooms which meet current and future requirements with no short comings should be classified as ‘S’ (suitable). For these rooms there is no need to complete columns 3,4 and 5.

Resource 15: Recording the outcomes from a suitability survey

Room No Suitability Problem Impact on school operations Impact on educational A, B, C, D, S outputs (S=Suitable)


On its website the National College for School Leadership offers the following advice about the design and use of school facilities:

A learning space should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs. Well-designed learning spaces have a motivational effect. Learning areas infused with natural light, for example, provide an environment that is easy and pleasurable to work in. Wireless connectivity within a brightly lit atrium, cafe or open-plan social area will encourage engagement in learning, and instil a desire to continue learning beyond timetabled classes.

In thinking about the implications for spaces you may wish to consider:

− the extent to which your current premises inhibit the achievement of your educational vision

− how space may be used to improve dining, social activities

− how spaces will facilitate a variety of activities and approaches to learning

− the use of indoor and outdoor settings

− the sizes of teaching and learning groups

− the amount of learner movement

− multi-purpose/ dual use, especially community and school

− manage behaviour and reduce bullying

− how spaces can be agile and flexible to meet changing needs

− the deployment, use and access to a range of ICT

− administration and staff spaces

Following this workshop you may find it interesting to log on to the National College site and explore the materials available.

Resource 16: Designing for learning


Model 1: Internally/externally driven risks

Source: Institute of Risk Management (2002) A Risk Management Standard

Resource 17: Classifying risks

Internally driven

Liquidity & cash flowResearch and development Intellectual capital

Accounting controlsInformation systems

Externally driven

Externally driven

Public access

Employees

Properties

Products & services

Contracts

Natural events

Suppliers

Environment

Hazard Risks

Financial Risks Interest rates

Foreign exchange

Credit

Strategic Risks

Competition

Customer changes

Industry changes

Customer demand

Mergers and acquisitions integration

Recruitment

Supply chain

Regulations

Culture

Board composition

Operational Risks


Model 2

Strategic risks

Strategic risks are those risks associated with operating in a particular industry. In the case of schools the following might be.

They include risks arising from:

– the activities of other schools

– changes among customers or in demand

– changes to the nature of the education service eg a switch to more e-based methods of delivery

– changes in government or government policies

For example you might consider the strategic risks of the possibility of a neighbouring primary school offering additional wrap around care or a neighbouring sixth form extending the range of courses it offers.

Where there’s a strong possibility of this happening, you should prepare some sort of response.

Compliance risks

Compliance risks are those associated with the need to comply with laws and regulations. They also apply to the need to act in a manner which investors and customers expect, for example, by ensuring proper governance.

You may need to consider whether employment or health and safety legislation could add to your overheads or force changes in your established ways of working.

You may also want to consider legislative risks to your business. For example, how might the school’s catering operations be affected by the legislation designed to reduce obesity amongst children?

Financial risks

Financial risks are associated with your school’s’ financial structure and systems.

Identifying financial risk involves examining your financial operations and the sources of funding. In some cases it may also involve an assessment of risks to the school’s cash flow.

As SBM you might wish to examine:

– how dependent the school is on specific grant funding which may not be repeated in future years

– the extent to which any non-public funded income-generation activities contribute to the school’s operations

– if the school governing body has the appropriate level of financial expertise to fulfill its function (SFVS 1)

– how the school guards itself against the ‘fraudulent and improper use of public funds’ (SFVS 19)


Operational risks

Operational risks are associated with the school’s operational and administrative procedures. These include:

– staffing

– supply of goods and services

– accounting controls

– ICT systems

Knowledge management risks

This involves the management and control of the knowledge resources. Possible risks include:

– unauthorised use or abuse of intellectual property

– area power failures – loss of data

– development of competitive technology – resulting in the school’s technology becoming obsolete or incompatible with developments outside of the school

– system malfunction – how will the school continue its day-today operations if its ICT capability fails in the short term?

– loss of key staff – is there any information known to one person only (passwords, how to carry out a key task etc?)


Scenario

The governors of Sunnymeade Primary School have expressed an interest in conversion to Academy status and have asked you, as school business manager, to provide them with a Risk Analysis to help them make their decision.

Background

There are currently 197 pupils on roll; the number of pupils has declined slightly over the last three years. Demographic projections for Dockhampton local authority show that there will be a steady decline in pupil numbers and a consequent increase in the number of surplus places in the primary sector. The school was created in 2004 following the amalgamation of an infant and junior school on the same site. The school draws from a mixed catchment area. Some pupils live in areas of severe social disadvantage, whilst others come from middle-income backgrounds and include home-owning professionals. In 2008 a Children’s Centre was incorporated into the campus although this has its own management structure.

The immediate environment surrounding the school has some severe difficulties. The school is located between a large estate of rented properties and an old industrial area, which has yet to be re-developed. The school site is quite cramped, and the schools grounds leave much to be desired. There are very limited areas around the community where children can play safely, and levels of traffic pollution are high. In general parents are strong supporters of the school.

Standards of achievement have been steadily rising, due in part to the help provided by the local authority’s school effectiveness service, and the school’s most recent Ofsted report (last year) graded the school as ‘good, with some outstanding features’.

At present Sunnymeade is part of a cluster of six local primary schools. The cluster has engaged in some joint school improvement initiatives (eg shared INSET days, and reciprocal visits between staff from the schools to share effective practice). Some headteachers feel the cluster could do much more together, but others are sceptical. The schools in the federation are varied: Butterworth for example has recently received an outstanding Ofsted report and would like to become a Teaching School; St James’ on the other hand, was given a ‘notice to improve’ and barely avoided being placed in special measures.

Resource 18: Risk analysis scenario


A professional commentary is similar in some respects to the reflective commentary that you completed as part of phase 2 of this programme. Both are concerned with reporting and reflecting on some aspect of professional learning or development activity in the workplace. Both have a reflective dimension, in that you are looking back over decisions made and lessons learned from what you have done professionally.

The key difference is that the professional commentary has a more analytical focus, and is primarily concerned with showing how you researched a particular field of practice and then applied your learning in a school setting through a particular project.

In phase 3 of this programme, the assessment requirements for module 2 ask you to prepare a professional commentary explaining your application of the tools and techniques of strategic analysis in your own school setting.

This will give you the chance to describe the organisational context and give your assessors a deeper insight into your thinking behind the analysis and proposals in the strategic plan. It is also an opportunity to demonstrate your engagement with the literature and to say how things you have read have shaped your thinking.

The purpose of the professional commentary is to demonstrate how your work for the module has been informed by your personal experience, professional analysis and academic study. It should show your awareness of policy directions, research studies, inspection findings and good practice, and say how you have engaged with the literature underpinning this area of professional practice. This involves reviewing the key texts, concepts and techniques that have shaped or influenced your work for the module. The commentary reports on what you have done in the workplace, but focuses on key decisions and choices.

When you are writing a professional commentary, you may occasionally write in the first person and use ‘I’ when you are describing the actions you took or the decision you made. However, do this sparingly, as the primary focus of your commentary is analytical rather than reflective. The continuum between the personal and the academic shown in Figure 2 suggests where the reflective and professional commentaries respectively should lie.

Figure 2: Continuum of the personal to the academic

Give careful thought to how you structure this kind of writing. Use signposts and sub-headings to give the reader a clear view of each area of analysis as it unfolds. Finally, the nature of professional commentaries is that they should demonstrate engagement with the relevant literature. Pay particular attention to noting all of the references for your reading and use the Harvard referencing system with care.

Resource 19: Writing a professional commentary

Personal: Critical reflection on self and learning

Academic: Critical engagement

with concepts and techniques

Reflective commentary: Reflective commentary: evaluation of professional role and personal learning in the workplace

Professional commentary: analysis of application of concepts and techniques in the workplace


Resource 20: Writing a strategic plan and business case

The starting point for thinking about the writing of a strategic plan is the purpose it serves within the school. The plan is produced to define the strategic goals for the development of the school and the action that is planned to secure those goals. As such, the plan needs to be written in a way that key stakeholders can understand, with a clear view of what action is proposed and why. The strategic plan also needs to set out a vision of change that reflects the core values of the school and its aspirations for the future. You will find it useful to look at your own school’s development/improvement plans from the point of view of the way in which they are written, and also other reports to governors of a strategic nature.

A strategic plan, therefore, needs to be written with its audience in mind: governors, staff and stakeholders. Some schools have produced additional versions of their vision statements and strategic plans for their pupils in order to promote dialogue and understanding about what the school is seeking to achieve. The literature on strategic planning in schools emphasises that the processes through which the plan is developed are as important as the production of the plan itself. However, the plan does need to reflect what good practice looks like in terms of analysing the needs of the school, defining a vision for its future development, identifying key priorities and strategic goals, translating those goals into practical proposals for action, preparing a business case through options appraisal and shaping action through project outlines. The strategic plan may look straightforward and accessible, but in practice will have been produced through the use of some sophisticated analytical processes.

In phase 2 of this programme, you were asked to prepare a report for the governing body of your school. The key challenge in drafting that report for governors was to present information and choices in a succinct and accessible way. In many ways, the same challenge applies here. For module 3 of phase 3, you are asked to develop a business case to address the strategic need facing the school and set out options for action. It is your duty to ensure that the case is delivered from a strategic perspective and that the information it gives stakeholders is sufficient to allow them to grasp its key proposals and rationale. You will need to put together a case that is persuasive but balanced, taking a systematic approach to each stage of analysis.

In terms of the style of writing to adopt for the business case, this will be quite different from the other pieces of writing you complete on this programme. Your style of writing will need to be succinct, giving a very clear statement of actions to be taken. Most of the material is likely to be presented in tabular form, often using templates and bullet points. There are a number of different templates available for the presentation of a business case; the ones produced to PRINCE2 standards are particularly useful.

The key stages of project planning and project management are focused on a series of key documents that shape the school’s decision-making and actions. These documents need to written with care, because they are often subject to approval by a governing body or board of directors. They are a key part of the accountability process in the strategic and financial management of the school.

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