I WORK WELL WITH MY SCHOOL BUSINESS MANAGER BECAUSE…
I’ve been the head of my school for five years now – my school business manager Nicky was there long before me. To begin with, she was my general port of call for everyday financial and operational matters – I was too busy and naïve to really focus on our long term financial strategy during my first few months of headship. We started working more closely when it came to planning a significant spend on ICT.
I remember being impressed that she could set up meetings with potential clients very quickly, and we naturally found a rhythm when talking to them; I could focus on the educational side and she on the finances. Over time we both became more aware and increasingly interested in each other’s point of view. A significant change came when I decided that Nicky should attend every SLT meeting, even if we weren’t discussing anything financial.
For me, that was a real turning point. I’m not suggesting that her eyes were somehow opened and that saw for the first time that we were ‘doing it for the children’ – not at all. But suddenly there was joined up thinking across the entire leadership team. Having a different kind of strategic thinker on board enabled us to solve problems not just together, but often in more innovative ways. Likewise, Nicky found herself in a room each week with people she wouldn’t necessarily contact when trying to grapple with a particular problem she was experiencing. We provided additional context to one another’s priorities, which over time served to strengthen the whole school. In terms of how we work together, I’m proud to say that she challenges me – often relentlessly.
Everyone knows that a head needs to work well with their deputy, but I consider the SBM to be an equally important role. I’d be a far less effective head if my business manager wasn’t someone I could go to in the knowledge that she’ll be upfront and honest with me. Nicky has heard her fair share of ridiculous ideas, and I trust her judgement. We don’t always agree. But if I get ‘my way’ in the end with regards to an idea, I guarantee that she will have improved it. Looking ahead to the future, we both recognise that we’re entering uncertain times. I’m not sure how smooth our journey is going to be over the next few years. We’ve worked closely together for a considerable time, but we’re having to work really closely together now!
After each spending cut announcement, I realise once again what a good idea it was to ensure our SBM was immersed in all aspects of school development. As increasingly difficult financial decisions continue to be made, I know my business manager is aware that it’s about so much more than just money – and that she’ll try as hard as me to make sure our education doesn’t suffer any more than it has to.
I WORK WELL WITH MY HEADTEACHER BECAUSE…
I’ve been in post for nearly 10 years, and my role has changed and developed hugely over that time. When I first started, I sat in the main office as part of the admin team looking after the school finances. Now I share an office with the deputy, and feel very much part of the SLT. Tim is the fourth head I’ve worked with at this school. In my mind, the way in which we work together illustrates how much the job of both school business manager and headteacher have changed in recent years. Prior to Tim’s arrival I wouldn’t really talk in depth to heads about the school’s financial strategy; I just met with an LA financial auditor once a term and then fed back to the head afterwards. So long as we were coming in on budget, everything was fine. The only time we’d discuss finances would be if the head wanted to start spending. Soon after he started, Tim took an interest in the long term financial position of the school. Together, we looked at the longevity of our carryforward (a word soon to be deleted from every school’s dictionary) and began to talk about staffing models and where we could make savings. It was clear that these were not to be made at the expense of quality teaching, but Tim was keen, as was I, that we get value for money. Looking back, it’s obvious to me that becoming a more active member of the SLT increased my own capacity to contribute significantly to school improvement. I was able to hear what the other school leaders wanted to achieve and was able to help them achieve it. To begin with I was usually only consulted about whether we could afford something, but this soon changed and I was able to offer alternative perspectives and solutions to problems that nobody had thought of. I now feel that I have more rounded view of the school, and I think the other senior leaders would say that they do too. Sitting away from the main office (but still in earshot, so that I’m aware of what’s going on) means that Tim and I are able to talk openly about issues and concerns as and when they occur. Tim has an open door policy, and I feel comfortable in knowing that I can go to him for advice or with a challenge, and that he’ll always give me a fair hearing. As for working with Tim, he expects a lot of challenge. He doesn’t always like it when it comes, but the fact that he still talks to me must mean that he values it on some level! We’re both aware of the changes that are coming, and I know that even when things get really difficult, we’ll still value each other’s opinions.
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