Getting ready for the General Data Protection Regulation  

Steve Burnage offers practical tips to help schools ensure that they are ready for the new GDPR.

The General Data Protection Regulation and your school  

Claire Ashton, of IT Governance, considers the implications for schools of the General Data Protection Regulation (GDPR).

Team-building: Ten top tips  

School business managers and those in charge of human resources in schools know that effective school teams are greater than the sum of their parts. In this article, Steve Burnage shares ten top tips to help school leaders build winning teams.

Sexual violence and harassment between pupils  

The impact of all forms of sexual harassment is now more fully recognised. Schools must address this issue wherever it occurs between pupils. Suzanne O’Connell looks at the DfE’s new guidance and how schools might apply it.

Provision management: Making a positive difference  

Kenny Wheeler discusses the importance of knowing what difference spending is making in particular areas and whether this constitutes value for money. He outlines ways to help you do this.

Is your school GDPR-ready?  

Many schools continue to struggle to get to grips with the new General Data Protection Regulation, which came into force on 25 May 2018. Caroline Collins provides advice on how to ensure that your school is GDPR-ready.

Achieving economies of scale  

Education leaders are seeing the biggest reorganisation in over a decade of the decisions on how schools are funded. Natalie Houston outlines some of the ways her school has joined with others in the area to make the most of the resources they have.

Your guide to multi-agency working  

School staff can make a real difference to improving attendance, but they may need to access people with additional skills. Ben Whitney helps schools find the balance between internal welfare approaches and referral for outside support.

Parental engagement: A pragmatic approach  

Finding strategies to support your less-engaged parents means looking at how things seem from their perspective. Matthew Nuttall provides some examples of what has worked in his experience and how his schools have broken the cycle.

Strategies for dealing with short-term absence and punctuality problems  

The attendance officer’s work isn’t only about addressing persistent absence. The day-to-day issues of motivating and maintaining the school community must be a high priority. Attendance officer Pamela Caudwell explains how this is done at Sandymoor School.

A day in the life of an SBM  

Brian Herbert, the SBM of Ferrars Junior School in Luton, outlines what one of his days entails.

School catering: A case study  

Brian Herbert reviews his own experience of setting up an in-school catering system. In doing so, he was able to meet the needs of his own pupils as well as helping a local charity to feed the homeless.

Working out your workflow: Six tools to make your life easier  

In issue 25 of School Business Manager Magazine Matt Bromley described how, because a School Business Manager’s job is a wide-ranging one, a healthy work–life balance can only be achieved through being highly organised and, through artful delegation, able to empower others to be accountable. In this follow-up article he suggests some tools to help.

HR update: Stress and the employer’s obligations  

Work-related stress, and other manifestations of mental illness, take a toll on the people involved and, ultimately, the school itself. Ben Wood, from Eversheds Sutherland, gives a clear and useful update on employers’ duty of care.

Stress in schools: Facts and fixes  

Work-related stress is back in the news. Two recent reports suggest that teachers are suffering more than the average worker. How should schools react to these statistics? Suzanne O’Connell looks into the issue.

Creating the right learning environment  

In this article, the first of a two-part series, Matt Bromley looks at ways of building a physical environment that’s condusive to comfort and focus.

HR update: Settlement agreements  

Settlement payments can be a useful tool, but, unless an academy can demonstrate that a severance payment represents value for money, interventions can follow. Ben Wood from Eversheds Sutherland, who is often asked to advise on and draft settlement agreements for academies, explains.

Working out your workflow  

The job of an SBM is complex and, if you are to strike a healthy balance between tasks, work roles and home, you must be highly organised and manage your time well. This requires you to empower others – through artful delegation and the creation of effective leadership structures – to be accountable. Matt Bromley explains.

Looking out for the signs of abuse  

The National Institute for Health and Care Excellence (NICE) has published guidelines about recognising, assessing and responding to abuse and neglect of children and young people. This article looks at the main points of the report, and the principles for working with children, young people and parents.

Gangs: Working with your community  

Recent research suggests that children as young as 10 are being targeted by gangs. Schools are in an ideal position to challenge the myths that surround them. But where and how should they begin? Suzanne O’Connell gives the SBM some places to start.

Attendance: An acceptable absence of guidance?  

Following the Supreme Court ruling on the Platt case, Ben Whitney emphasises the importance of the discretion of the headteacher and the need to examine context when making decisions and setting targets related to attendance. 

HR update: Pay gap reporting  

There have been a number of developments in employment law recently, including obligations for gender pay gap reporting. Ben Wood from Eversheds Sutherland looks at how gender pay gap reporting impacts on schools and how you can comply with your obligations.

Schools and the General Data Protection Regulations  

Data protection is a hot topic again and we’re on the countdown to the GDPR, which come into force in May 2018. Dave Hughes outlines what SBMs need to know. 

Governors: The competency framework  

Tony Powell looks at the changes to governance in the DfE publication A competency framework for governance.

Doing what’s right: The SBM’s guide to making tough decisions  

Being able to make tough decisions with confidence and insight is an essential skill to have. Steve Burnage offers some suggestions to support school business managers in making the most difficult decisions.

Doing what’s necessary: The SBM’s guide to making tough decisions  

Barney Angliss considers the current situation in England’s schools and gives a personal viewpoint on the decisions that no one wants to make.

Disabled access  

Martin Hodgson looks at the requirements for making buildings accessible for disabled people.

School business manager: Supporting outstanding learning and teaching  

In this article, Steve Burnage explores the key areas of school business that need to be managed well in order that high-quality learning and teaching can take place.

Investing in teachers: Funding CPD  

School business managers are trying to balance the books amid a national funding crisis. At the same time, they are trying to provide the resources required to bolster teaching and learning and improve outcomes for learners. Matt Bromley gives his take on the situation.

HR and the successful school: A case study  

Adrian Kneeshaw, Headteacher of Carlton Bolling College, gives a personal viewpoint of the benefits of bringing in the experts.

First aid in schools: Equipment, facilities and information  

Schools must provide ‘adequate and appropriate’ first aid equipment and facilities. Martin Hodgson looks at the details of the requirements.

Experience shared: Working with a mentor  

In this follow-up article to ‘Experience shared: Effective mentoring’, Steve Burnage explores the professional development potential of a productive and focused mentoring relationship from the perspective of the mentee.

The impact of loss and trauma  

When a child is affected by bereavement or has experienced a traumatic event it can be difficult for school staff to know how to handle it. Infrequency and range of possible events and reactions mean that schools are more likely to seek help after the event. This article helps to plan before a problem arises.

The latest developments in education  

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education. 

Managing anxiety at work  

With growing awareness about anxiety and the impact it can have on both pupils and members of staff, Louis Wingrove looks at some ways to tackle the problem in the school office.

First-aid training  

The first article in this series about first aid for schools looked at the legal requirements. The second covered first-aid needs assessment. In this third article, Martin Hodgson will cover training for first-aiders.

How to improve parental engagement  

Parental engagement remains an area for improvement for most schools, and the responsibility for improving it often rests with the SBM. Matt Bromley explores how to do it well.

Making an impression  

Caroline Collins takes a personal view of being welcomed into the school premises, and the difference a little thought and investment can make.

Experience shared: Effective mentoring  

In the first of two articles, Steve Burnage explores the professional development potential of a productive and focused mentoring relationship from the perspective of the mentor.

Children missing education: New guidance  

New guidance for schools about children missing education was published in autumn 2016. Although the guidance is for local authorities, it has important implications for schools and includes information about schools’ statutory duties.

TESTing assistive technology: What SENCos are looking for  

Children can be very good at explaining what they need to assist them in a task, and what is or is not helpful. Rosie Eachus outlines how supporting pupils to reflect on their own needs, and the best way to meet them, will help them to develop this useful lifelong skill. Dr Abi James, Assistive Technology Consultant and Researcher at Southampton University, recommends using the assistive technology toolbelt TEST when making decisions about which technologies are required on a case-by-case basis.

Safeguarding: Everyone’s responsibility  

With new safeguarding guidance released, it’s time to check your arrangements and update your staff. Suzanne O’Connell outlines the most important points of which everyone should be aware.

Managing uncertainty  

If you are struggling with a sense of uncertainty, be reassured: you are not alone. 2016 has been a year of upheaval, with the promise of big changes on the horizon. Louise Wingrove has some suggestions for how to cope while everything feels up in the air.

Isolation rooms: Roles and purpose  

Having someone to manage a time-out or inclusion facility is becoming increasingly popular. In this article, headteacher Richard Steward gives practical advice on how to make it work in your school.

First aid in schools: Needs assessment  

In the previous issue of School Business Manager Magazine Martin Hodgson looked at the legal requirements of the Health and Safety (First Aid) Regulations 1981. In this article, Martin looks at the factors to consider when assessing your school's first-aid needs.

Evaluation article: Assistive technology  

Extra assistance, although sometimes expensive, is vital for children with SEN. Rosie Eachus looks at how SENCos and SBMs can work together to ensure constructive outcomes.

Disciplinary procedures for teachers  

Earlier this year the DfE updated and re-issued its disciplinary procedures for the teaching profession. John Viner looks at the changes to the process.

Pay, value and the school business manager as a leader  

Do you feel that you are paid fairly for the work that you do? Caroline Collins gives a personal take on the value of the role of the SBM and how this fits in with the new professional standards.

Effective leadership: Building effective teams  

Steve Burnage offers advice on motivating staff, getting the best from them and building effective teams.

The role of the governing body: Safeguarding pupils  

The governing body needs to ensure that school policies and procedures are robust and regularly monitored. This is especially important when they concern pupils’ safety and wellbeing.

Managing the media: A case study  

Following a negative Ofsted report, and part of the Trojan Horse scandal in 2014, Carlton Bolling College found itself under intense media scrutiny. Janet Dunn gives an account of that time, and what can be learned from her experiences.

Assistive technology  

Jack Churchill considers how assistive technology can break down barriers to learning in school and enable students with disabilities to achieve their potential.

Case study from Carlton Bolling College: Ensuring high-quality governance  

Adrian Kneeshaw, Headteacher of Carlton Bolling, gives a personal take on renewing a failing governing body having designed and built one from scratch.

Children, school and part-time work  

Ben Whitney enters the debate on the role of children in the workplace and discusses what help and regulation should exist to support them.

External services and students with medical conditions  

A school’s duty to make arrangements for supporting pupils with medical conditions requires the help of external services and outside agencies. In this article, we look at what support these services bring.

Change management and conflict  

Nazli Hussein looks at the causes of conflict and the best ways to deal with it, with the best outcomes for those involved.

Using the Framework for governance  

Tony Powell looks at how the Framework for governance can be used to clarify the strategic direction of your school.

Balancing professional development with a demanding workload  

With SBMs focusing on attaining high standards of professionalism, the issue of continuing professional development is a concern. Nazli Hussein gives seven ways to successful engagement with organised training.

Strategic recruitment of support staff  

Making the team: The SBM and the SLT  

Caroline Collins, a school business manager, shares her views on where the SBM belongs in relation to the SLT, and how to boost your ambitions.

Move management: How to organise moving or closing a school  

Project management: Tools for the SBM  

Working effectively with governors  

In the second of three articles focusing onhow SBMs can work effectively with governors, Nickii Messer considers how we can build and maintain a positive and productive relationship with our governors within a fair and equitable framework.

Where are you going? The changing role of the SBM  

Graeme Hornsby looks at the changes to the role of the school business manager and how the future is shaping up.

What is your approach to employer ‘freedoms’?  

In this article Heather Mitchell, employment lawyer at Browne Jacobson, explains your responsibilities.

The future of school business management  

Nickii Messer examines the changes taking place to the role of SBMs, and how you should respond.

Getting the best from your team  

Kate Hinchliffe gives a personal viewpoint on successful management and what it looks like.

Working effectively with governors  

In the first of three articles focusing on how school business managers can work effectively with governors, Nickii Messer explores who your governors are, their roles and responsibilities and how SBMs can gain from membership of governor committees.

Learning to lead: Developing your leadership skills  

Recent research shows that often we confuse good leadership with good self-presentation, but introverted leaders can be equally effective. Louise Wingrove discusses the goals and skills which good leaders should strive for.

Establishing a compliance regime  

Peter W Hall gives a practical review of the key steps and responsibilities for keeping your premises maintenance plan updated.

Leadership styles: What’s yours?  

Louise Wingrove outlines different approaches to leadership and considers how and when they could be used.

Explaining your judgements on leadership and management  

Tony Powell discusses how to explain your leadership and management judgements to Ofsted and highlights the differences between the two.

Performance-related pay: Essentials for school business managers  

As we move towards the first round of appraisals that will impact upon teachers’ pay, Browne Jacobson’s Daniella Glynn takes a look back at where this all began, what decisions were required and what needs to be done now to ensure a robust, transparent and appeal-free system.

New Governors’ handbook: Part two  

In the second part of our two-part article we outline sections 4 to 8 of the Governors’ handbook: For governors in maintained schools, academies and free schools.

Managing violence in schools  

The vast majority of staff and students in educational establishments will not be affected by serious violence. However, where problems do occur they are likely to have a significant impact. Here we look at managing the risk.

Employment law developments and your school  

This year has seen the biggest set of changes to the operation of employment tribunal claims for many years. In this article, employment lawyer Emily Spragg discusses those that will impact schools.

Chair's review: Forum's School Business Manager Magazine Conferences  

Nickii Messer, the Chair of Forum's School Business Manager Magazine Conferences, reviews the people she met and what other SBMs are talking about.

The Children and Families Act 2014: An overview  

The Children and Families Act 2014 brings forward legislation to support vulnerable children across society, with a focus on special educational needs in Part 3.

New Governors' handbook: Part one  

In the first part of a two-part article, we outline the new Governors’ handbook for governors in maintained schools, academies and free schools. 

Making an impact: The signs of leadership  

As more and more SBMs become part of the SLT, Louise Wingrove looks at the work involved in being a leader within the workplace.

Improving attendance – sticks or carrots?  

Responsibility for attendance and behaviour is not just down to the school. DfE guidance has outlined even more clearly the punitive measures that schools can take against parents. But will they work? 

Bullying and harassment: Dealing with complaints  

David Brierley examines the process of handling complaints against colleagues and how to make the experience as straightforward as possible.

Truancy and SEN: Connection and cause  

Professor Ken Reid looks at the patterns emerging in school absenteeism, and how SEN and ALN figure in those statistics. 

What’s new in school attendance?  

Ben Whitney looks at the latest developments in school attendance.

Registers, inspections and attendance data  

Steve Baker looks at the role played by attendance data in Ofsted inspections.

Early intervention: Raising attendance in primary schools  

Barry Archibald looks at the impact of poor attendance on achievement of pupils, and strategies for raising attendance in primary schools.

Early intervention: Improving attendance in secondary schools  

Steve Baker talks about his experiences of helping secondary schools improve their pupil attendance.

Causes of and potential solutions to persistent absence  

Professor Ken Reid explains why the profiles of persistent absentees and truants have changed in the last 20 years.

Safeguarding in recruitment  

David Brierley outlines a series of measures have been taken nationally and locally assisting schools to build good safeguarding practice into their employment procedures and most particularly their recruitment arrangements.

Managing the absence of key members of staff  

Louise Wingrove suggests some strategies to minimise the impact of the unexpected absence of key staff.

Redundancy - Communicating with staff  

Redundancy procedures can be sensitive and good communication is paramount. David Brierley looks at the legal implications and obligations for schools.

Guidance on suspension and suspension procedures  

Suspension is a devastating and lonely place for an employee and, if it is not carried out correctly and as carefully as possible, there could be serious damage to relationships. David Brierley explains.

Resolving legal disputes at work  

David Brierley gives an update on new ACAS guidance and changes to tribunal procedures in 2013.

Fixed-term contracts and settlement agreements  

David Brierley gives the legal position on fixed-term contracts and compromise agreements.

Dealing fairly with allegations of misconduct and absence management  

In this regular column, David Brierley looks at the legal implications of dealing with misconduct and absence, and what your responsibilities are.

Health and safety fees payable and safety and school trips  

In his regular column David Brierley reports on upcoming legislative changes. In this issue he looks at two health and safety stories that are relevant to schools.

Managing difficult conversations  

Some conversations are always going to be uncomfortable. In this article, Louise Wingrove looks at managing difficult subjects with care and confidence.

Mental health, in and out of the classroom  

Investment in children's well-being and mental health has a positive impact at all levels. Considering mental health problems can help everyone in the school environment and the wider community. Tim Dallinger gives his viewpoint.

Proposed changes to flexible working  

The Children and Families Bill is not just about major changes to provision for special education needs; it also covers extended family-friendly arrangements for employees.

Making the headlines: Media relations and being prepared  

Negative media coverage might not be the norm for most schools, but it pays to prepare. Nick Bannister gives advice to the SBM.

Q. When are we expected to have the times tables test in place and what money should we set aside for this?  

 A. If you are not already in the pilot for this then you should not worry just yet. The test was announced in 2017 and the check itself will not be made compulsory until 2020. This gives you a little time to plan it into your budget. However, we are promised that the test will be simple to administer online and should not require much additional funding to be set aside for it. The greatest budget requirement is likely to be some additional teacher time to supervise and support the test. 

Q. I understand that the government’s response to the consultation on safeguarding has been published. What might it mean for our school?  

A. The government’s consultation on Working Together to Safeguard Children closed in December 2017. Since then it has published a document which summarises the results of the consultation and lays out its response. 

Q. I understand that there are some proposed changes to the document Keeping children safe in education (KCSIE). Is this something we should be aware of?  

A. The consultation closed on 18 February. However, it is important for you to be aware of some of the main changes that are being proposed. Some of these are practices which schools indicate that they already do; for example, holding more than one emergency contact number for children and including non-mandatory information on the SCR.

Q. We have two looked-after children who are worrying us because of apparent mental health needs. What options are available to us?  

A. The mental health needs of looked-after children are currently under investigation. The charity Social Care for Excellence was contracted to establish an expert working group to examine the issue. They published eleven key findings, which include the introduction of a virtual mental health lead (VMHL) similar to that of the virtual school head (VSH).

Q. A parent has recently taken her children out of the school to home-educate. This family has a history of challenging children and I cannot see how they will be able to educate at home.  

A. The issue of home-education is once again coming to the forefront. It often comes as a surprise that there are no compulsory checks applied to parents who decide to withdraw their children from school to educate at home. However, as the law stands all they must do is write to the school to express this intention. Parents are only legally obliged to notify the LA if the child is at a special school. 

Q. Some of our parents are complaining that communication with them is poor. We think we try very hard to make them feel involved. What can we do to improve the situation?  

A.  To begin with, however hard you are trying you have to acknowledge that your efforts do not seem to be having the desired effect. If sufficient numbers of parents believe that you are not listening to them, then the last thing you should do is ignore what they are trying to say! 

Q. We have had to exclude two pupils permanently this year. What should we be aware of from the new exclusion guidance?  

A.  Overall, the new exclusion guidance is very similar to its predecessor. This is good news as it applied from September 2017, so too many major changes would have been very difficult for schools to put into practice at such short notice. 

Q. As SBM I have some responsibility for the line management of our TAs. What do they need to be aware of from the latest research?  

A.  Teaching assistants are one of the most precious assets in the school classroom. However, their role has sometimes been criticised in research reports. This is largely due to the way in which they tend to be deployed. 

Q. Our Early Years staff are anxious that it looks as though baseline assessment is heading our way again. Should they be worried?  

A. When the government withdrew its previous baseline assessment in 2015 following lack of evidence of its reliability and validity, it made it clear that it would search for more solutions.

Q. With the recent court ruling against Jon Platt, where do we stand in relation to term-time holidays? Should we maintain our position?  

A. Following the Supreme Court’s judgement against Jon Platt, schools and LAs appear to have once more been thrown into confusion surrounding exactly what stance they should take when it comes to term-time holidays.

Q We have a teacher who has asked if she can change from full-time to part-time. Are we required to agree to this?  

A All employees have the legal right to ask for flexible working arrangements if they have worked continuously for the same employer for the last 26 weeks.

Q We know that teachers’ workload is a big issue in our school. What can we do to reduce it?  

A There is currently a lot of discussion about teacher workload following the Teacher workload survey 2016.

Q: A member of staff at our school has recently raised concerns about a girl who is at risk of FGM. Are they required to report it to the police?  

A The document Mandatory reporting of female genital mutilation: Procedural information has been published by the Home Office.

Q: It has been proposed that we start videoing lessons as part of our school’s professional development activities. Some staff are not keen. What do you recommend?  

A: Although teachers and support staff are used to being observed they may not feel as comfortable with their lessons being videoed for later discussion. However, it would seem that the use of videos as a reflective tool and to demonstrate good practice can be beneficial. 

Q: Our non-teaching staff are concerned about what the implications might be for them of the duty to report abuse. Can you clarify this?  

 A: This report focuses around two questions:

Q: Our local authority has stopped issuing fines for term-time holidays. Should we change our policy?  

 A: Following the High Court ruling in favour of Jon Platt, it does seem as though some local authorities (LAs) are changing their approach to the issuing of penalty notices. 

Q: A parent has asked the school for information about the number of students who have requested term-time holidays. They are asking this according to the Freedom of Information Act. Do we have to respond?  

A: All public bodies are under a duty to answer freedom of information (FOI) requests. 

Q. We understand that concerns about admissions are likely to lead to some changes. What can we expect?  

A It seems as though this year there have been even more concerns raised about the admission process than usual. 

Q. What are the main financial messages for schools following the autumn statement?  

A. The main messages to come from the spending review in relation to the education budget include:

Q. The pupil premium forms a sizeable part of our budget but we're struggling to reduce the attainment gap between the disadvantaged and their peers. We're following the EEF strategies. What more can we do?  

A. As you already know, it is very important that you can demonstrate that your pupil premium (PP) money is being well spent.

Q. We are having real problems with staff recruitment. Do you have any advice?  

A. In this you will join many other schools in the country.

Q. Over the past year we have really cracked down on term-time holidays – against quite a lot of resistance from parents. I understand there’s new research we can use to justify this?  

A. I think your experiences will be shared by many schools in the country that have tightened up their procedures in relation to term-time holidays.

Q. Will the publication of the workload report have any implications for SBMs?  

A. The short answer is, probably not. In fact, it is unclear how much difference it will make to class teachers either. 

Q. We are currently reviewing our admission arrangements. Is there anything we should take account of from the School Admissions Code consultation?  

A. The consultation on revision of the School Admissions Code is unlikely to make significant differences to the majority of schools.

Q. Whistleblowing seems to be in the news at the moment. Is there anything we should make staff aware of?  

A. We all like to think that there would never be any need for a whistleblower in our own establishment.

Q. What are the ‘seven principles of public life’ and how do they relate to our school governors?  

A. Concerns about governors misusing their influence in schools has led to a number of adjustments to guidance documents. One of these includes the Governors’ handbook.

Q: A member of our senior leadership team is keen for us to develop our use of social media. I’m not sure we have the time to maintain it. What’s your advice?  

A: Social media, such as Facebook and Twitter, can be used to promote a positive image of your school as well as to communicate with your school community.

Q: What are zero-hours contracts and how might they benefit us as a school?  

A: A zero-hours contract is one where employees are not guaranteed a specific number of hours’ work in a week but are held on standby. 

Q: Is it true that the rules on class size have been relaxed? What does that mean for us?  

A: The law that requires that infant classes must not contain more than 30 pupils with a single teacher remains.

Q: What are the changes to the DBS and how will it affect our schools?  

A: The new disclosure and barring service (DBS) update service was launched on the 17 June.

Q: There seem to be some concerns about supply staff agencies. Is there anything I should be aware of?  

A: Some concern has been expressed recently that private supply agencies are cutting corners in the employment of their staff.

Q: I hear that there are diploma opportunities for support staff. What are they and how might I apply?  

A: There is an increasing emphasis on ensuring that all staff who work with children are appropriately qualified.

Q: Our school might become an academy. Does TUPE apply to all our staff?  

A: The key attraction of academy status has been the greater autonomy and independence it confers.

Q: I hear that there are proposed changes to the sharing of information. What can we expect?  

A: The consultation on the Proposed amendments to Individual Pupil Information Prescribed Persons Regulations (available to download at http://bit.ly/PIPPRamends) was launched at the beginning of November 2012.

Q: I believe the draft SEN legislation will make a big difference to our SEN department. When can we expect it to be implemented?  

A: There is no doubt that the new draft special educational needs (SEN) legislation (available to download at http://bit.ly/SENlegislation) will have a big impact on every school once it becomes law and is implemented.

Checklist – Ten steps to ensure GPDR compliance  

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Checklist – Data breaches: RAG monitoring and action  

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Form – Questionnaire for staff: Sexual harassment  

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Data breach log – Education  

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Handout – GDPR summary for school staff  

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Handout – GDPR summary for school leaders  

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Form – Budget management: Staffing  

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Worked example – Intervention impact assessment  

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Worked example – Improving your school’s approach to sexual harassment  

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Policy – Asbestos incident management  

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Handout – Implications of the GDPR for your school  

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Handout – Asbestos incident: Guidance for staff  

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Form – Overall provision tracking sheet  

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Form – Group intervention tracking sheet  

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Form – GDPR compliance  

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Form – GDPR action plan  

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Form – Example letter to parents regarding an asbestos incident  

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Checklist – Team leadership  

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Checklist – GDPR compliance questionnaire  

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Checklist – Demonstrating a commitment to complying with the GDPR  

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Worked example – Time and motion pie chart: Analysis of activity  

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Worked example – Gantt chart  

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Policy – Supporting pupils with mental health needs  

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Handout – The five whys  

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Handout – Fishbone  

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Handout – Children and family poverty in schools  

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Form – Gantt chart  

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Form – Time and motion  

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Form – SWOT analysis  

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Form – Staff survey: Mental health information  

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Form – Prioritisation matrix  

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Form – Letter to local businesses  

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Form – Group attendance tracking sheet  

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Checklist – Stress test for staff  

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Checklist – Stress test for managers  

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Checklist – Children and family poverty in schools  

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Checklist - SRE provision  

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Checklist - Creating the right learning environment: Intervention  

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Checklist - Creating the right learning environment: Writing and spelling  

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Checklist - Creating the right learning environment: Reading  

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Checklist - Creating the right learning environment: Memory difficulties  

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Handout - Principles of public life  

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Checklist for appraisals  

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Checklist - Workflow for capability  

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Handout - Simple workflow model  

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Checklist - Tasks with potential for a workflow  

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Form - Monitoring and evaluating the quality of learning  

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Form - Evaluating the use of data  

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Checklist - Personal development, behaviour and welfare: Evidence  

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Handout - Recognising abuse and neglect  

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Worked example - Persistent absence impact analysis  

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Worked example - Attendance letter Stage 6  

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Worked example - Attendance letter Stage 5  

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Worked example - Attendance letter Stage 4  

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Worked example - Attendance letter Stage 3  

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Worked example - Attendance letter Stage 2  

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Worked example - Attendance letter Stage 1  

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Form - Persistent absence impact analysis  

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Form - Diamond 9 planning  

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Form - Decision-making to action planning  

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Checklist - Medical absence from school  

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Checklist - Governors' competency framework  

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Checklist - Governors' self-evaluation  

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Handout - How to plan for consistency  

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Handout - How to distinguish the quality of pupils' experiences from the results they achieve  

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Handout - How to attribute positive pupil experiences to decisions made by the SLT  

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Form - Record of attendance meeting  

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Checklist – Disabled access  

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Checklist – Ambition and improvements towards ‘outstanding’  

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Form – The school business manager’s role in learning and teaching  

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Worked example – Continuous professional development record  

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Form – Working collaboratively with your mentor  

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Form – Planning: The four pillars of CPD for teaching staff  

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Form – Audit of CPD for teaching staff  

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Form – SBM learning and teaching template  

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Form – GROW coaching model template  

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Form – Continuous professional development record  

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Checklist – How welcoming are your school’s entrance and reception area?  

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Example letter – To parent whose child has not attended school  

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Form – Planning to overcome barriers to parental engagement  

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Form – Planning to improve parental engagement  

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Form – Mentoring conversations  

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Form – Mentoring: Pairing leadership style with capability and commitment  

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Example letter – To parent whose child is moving school  

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Staff INSET - Clarifying safeguarding guidance changes  

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Worked example - Due diligence documentation  

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Checklist - Pupil premium: Key questions for school leaders  

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Worked example - Child protection policy  

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Handout - Keeping children safe in education: Training schedule  

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Form - Assistive technology analysis  

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Checklist - The role of an isolation manager  

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Checklist - The main changes to safeguarding guidance and implications for schools  

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Checklist - Staff understanding of Keeping children safe in education  

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Checklist - Knowing the signs of stress in yourself  

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Checklist - knowing the signs of stress in others  

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Checklist - IT projects: Questions to ask  

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Checklist - First-aid risk assessment  

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Worked example - Key performance indicators: Effectiveness of governance  

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Form - Key performance indicators: Effectiveness of governance  

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Checklist - Safeguarding - Monitoring procedures  

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