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ISBL Professional Standards
Head teacher and governance guidance
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Contents
2 Foreword
3 Introduction
4 Overview of ISBL Professional Standards
6 Organisational development Appreciating knowledge and skills gaps
Skills audit of board members
7 Recruitment Recruiting the right person
Identifying the requirements of the SBP role
Sample job descriptions
9 Training and development School business induction programmes
Induction checklist and handbooks – what to include
Continuing professional development
Mentoring and networks
How to support the SBP’s career pathway
11 Performance management Appraisals
Reviewing workload
12 School business pay
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Head teacher and governance guidance
ForewordI am committed to helping schools improve outcomes for pupils by making the most of every pound and getting the best value
from our resources.
At the Department for Education, we aim to develop tools and products that help schools manage their resources as part of our
Excellent School Resource Management Strategy. We are clear that no matter the type or phase of school, nothing is more
fundamental to good school resource management than strong governance and financial capability.
Therefore, the role of the school business professional has never been more important, and the remit is a broad one. In finance,
procurement, HR, marketing, facilities and estates management – school business professionals are vital for setting the strategic
direction of their schools. We want to ensure that head teachers, governors and trustees understand exactly what a good school
professional can do for their school.
I welcome this guidance for head teachers, governors and trustees, which will help to identify the level of skill and support needed
in your school or trust to get the best value from your resources, as well as providing advice on recruiting and developing a school
business professional. It may also help to identify skills within your board of governors or trustees.
A school’s prime responsibility is always to its pupils. To help to give them the education they deserve, make sure you use this
guidance to get the best person for the job and to make the most of their expertise.
Lord Agnew
Parliamentary Under Secretary of State for the School System
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IntroductionIn 2015, ISBL launched Professional Standards for the school leadership profession. There have been significant developments
in the education sector since then, and so in 2018 the standards were reviewed and revised and a second edition developed
to ensure both their natural evolution and relevance.
There are many iterations of school business leadership, with some practitioners operating in generalist roles, some as specialists
and indeed a number in senior executive roles. These are all accommodated within the recent second edition of the standards.
In addition, many school business professionals (SBPs) are working across or within multi-academy trust (MAT) structures and in some
cases multiple regions as centralisation becomes more commonplace.
The standards set out a clear blueprint for effective school and academy business leadership. They impose no glass ceilings on the
profession but continue to recognise that practitioners are at different stages in their professional journey.
Employers should use the Professional Standards to support performance management and to develop their teams; and indeed,
those responsible for governance may want to use the standards to help frame appropriate challenge and positive critique,
including discussion over organisational design to meet the strategic aims of the setting.
The purpose of this guidance is to provide a summary of ISBL Professional Standards and to show employers how these can be used to:
• assess and identify school business knowledge and skill levels in your organisation;
• support recruitment;
• assist induction;
• support appraisals;
• help shape CPD and school business career pathways.
Stephen Morales
Chief Executive Officer,
Institute of School Business Leadership (ISBL)
Assess Recruit Induct Appraise Develop
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Overview of ISBL Professional StandardsThe ISBL Professional Standards wheel and discipline overviews table are provided below. The table includes example job titles
to help you consider which people might currently be responsible for the areas of the Professional Standards in your school or trust
and/or in the instance you are redefining existing roles and/or creating new roles. You can find more detail about Professional
Standards at https://isbl.org.uk/isbl.org.uk/professionalstandards.
Leading Support ServicesLead, develop and coordinate support services,or your specialist function(s), to support outcomes for pupils across the school/trust by providing high-quality solutions.
FinanceEnsure the effective management, reporting and recording of the school’s/trust’s finances,including budget planning, monitoring, controland communication of financial information for decision-making.
Overview
• Strategic direction• Growth strategy/sustainability• Provide leadership at school, trust and system-wide level• Appropriate use of public funds and governance• Operational effectiveness and innovation• Service coordination• Policy, procedure and process• Legal, ethical and social context of governance• Health, safety and risk• Safeguarding• Continuing professional development (CPD)• Professional values and ethics
• Manage school/trust finances• Develop and implement strategy to resource and deliver the school’s/trust’s strategic objectives• Influence business/finance decisions• Lead the promotion of good financial management• Lead and direct a finance function that is resourced to be 'fit for purpose'• Champion economy, efficiency, and effectiveness
Functions
ISBL takes the view that all SBP roles shouldreflect some appreciation of the education sector and that leadership can be displayed at all levels, for example, leadership of systemsand processes and/or leadership of people. As a result, all school/trust roles should include leading support services regardless of whether the role and its associated titlerefers to a leadership role.
Finance Assistant (tier 1), Finance Manager (tier 2 or 3), Finance Director (tier 4) and/or formspart of the School Business Manager/Leader role(tier 3 or beyond)
Example role titles
Leading support services
Pro
curem
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Agile Decisive
Em
otio
nally
inte
llig
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Resourceful Collaborative
Lead
s
Values and ethics
Infrastructure Finance
M
arke
tin
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Human Resources
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ProcurementProcure goods and services on a value-for-moneybasis (economy, efficiency and effectiveness) to support education delivery within the contextof regulatory frameworks and legislation.
InfrastructureEnsure the fundamental facilities and servicesnecessary for the school/trust to function aremaintained to drive sustainability, supportteaching and learning excellence, assist inexpansion and support community engagement.
Human ResourcesHuman resource management ensuring regulatoryand legal compliance. Managing, supportingand developing staff to ensure delivery of theschool’s/trust’s strategic priorities in line withthe vision and School Development Plan (SDP).
MarketingEnsure the development of a marketing and communication strategy which promotes the school/trust and defines the brand, aims and goals. Develop pupil recruitment, stakeholderengagement via appropriate communicationchannels and maximise income generation.
Overview
• Procurement strategy• Benchmarking• Tender management• Collaborative buying• Contract and supplier management• Exit and re-procurement/closedown• Joint arrangements• Statutory frameworks and legislation including OJEU (Official Journal of the European Union
• Asset management planning• Space planning• Strategic capital planning• Capital projects• Resources and facilities management• Grounds maintenance• ICT
• School/trust design• Workforce planning• Performance management and continuing professional development (CPD)• Human resource management
• Strategy• Brand management• Communication and promotions• Income generation
Functions
Procurement Officer (tier 2), ProcurementDirector (tier 4) and/or forms part of the School Business Manager/Leader role (tier 3 or beyond)
Estates Manager (tier 2), ICT Manager (tier 2 or 3)and/or forms part of the School BusinessManager/Leader role (tier 3 or beyond)
HR Assistant (tier 1), HR Manager (tier 2 or 3),HR Director (tier 4) and/or forms part of theSchool Business Manager/Leader role (tier 3 or beyond)
Marketing Manager (tier 2 or 3) and/or formspart of the School Business Manager/Leaderrole (tier 3 or beyond)
Example role titles
The standards are tiered in such a way that reflects the level of contribution that practitioners are making towards discrete professional
disciplines and leadership responsibilities. The tiers describe expected levels of professional practice; from those at entry level,
making a contribution to a process or function, to those with senior strategic leadership responsibility in complex schools/trusts
or across several schools/settings.
We also advise the reader to utilise the full Professional Standards document to review the overarching ISBL Code of Ethics
and Behaviours.
Tier 1 Tier 2 Tier 3 Tier 4
Required responsibilities and understanding are likely to include, but are not limited to:
Contribution to a process or project
with some direct responsibility
for tasks or an element of a team.
Basic understanding of the
context/purpose of tasks
undertaken.
Working at or beyondQCF L3(e.g. L3 Diploma)
Some individual responsibility
or autonomy for the supervision
of a team, process or project.
Responsible for individuals/teams
carrying out functional tasks.
Broad understanding of the
context/purpose of tasks undertaken.
Working at or beyondQAA/QCF L3(e.g. L3 Diploma)
Responsibility and autonomy
for the management of a team,
process or projects.
Accountability for an individual
or a team discharging a task or
function.
Detailed understanding of the
strengths of the school/trust.
Working at or beyondQAA/QCF L4(e.g. HNC)
Accountability for strategic leadership;
or, a specialist with responsibility
for defined areas of the school/trust.
Committed to system leadership
and the improvement of the sector.
Comprehensive and possibly
specialised understanding of the
wider context in which the school
operates.
Working at or beyondQAA/QCF L6(e.g. Bachelor's degree)
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Section 1. Organisational developmentAs school leaders across pedagogy, school business and governance, you are collectively responsible for the overall strategic
direction and school development plan of your schools.
1.1 Appreciating knowledge and skills gapsA key element in ensuring that your school or trust can develop is the identification and development of knowledge and skills
across all levels of your school or trust.
In order to have a strong understanding of the knowledge and skills currently within your school or trust and what is needed
in the future, you should complete a skills audit.
How ISBL professional standards can help you to do this:
• Use the ISBL professional standards (summary version on page 4 of this document) to identify the knowledge, skills and behaviours
of your school business professional and other key members of the school team responsible for school business and governance.
• Use ISBL’s simple knowledge audit tool based on the Professional Standards disciplines to help schools and trusts determine
the level of knowledge of key personnel including SBPs, head teachers, and those responsible for governance .1
A result of this audit might be a redefinition of existing roles and/or in some instances the creation of new SBP roles. It may also
identify areas that need to be developed through further training and development.
1.2 Skills audit of board membersIt is important to understand the skill level (e.g. financial or commercial) of your Board of Governors or Trustees as this might
complement or build upon what already exists in your organisation.
Boards should already be carrying out regular audits of the skills they possess in light of the skills and competencies they need,
taking account of the Department for Education’s Competency Framework for Governance .2
The board’s clerk can carry out the audit for the board. The National Governance Association (NGA) recommends that this is done
annually in order to maintain a good overview of the skills the governing board has. Many governors and trustees will have more
than one of these skills, but if there is a shortage in one area across the whole team, this may need to be rectified either by training
or by recruiting someone to the board with the necessary skills, or both.
NGA’s free skills audit identifies the knowledge, experiences, skills and behaviours of each governor/trustee, and the skills matrix then
enables you to assess strengths of your board based on the overall results. Two models are available to account for the differences
in governing a single school or a group of schools. Visit the NGA page for further information: http://bit.ly/NGASkillsAuditandMatrix.
1 ISBL knowledge audit tool: http://bit.ly/ISBLaudittool
ISBL values feedback, so let us know what you think of the tool: [email protected] The Department for Education Governance Handbook, March 2019: https://www.gov.uk/government/publications/governance-handbook
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Section 2. Recruitment2.1 Recruiting the right personISBL Professional Standards can also help school leaders to recruit the right person for the SBP role.
How to use Professional Standards for recruitment:
The Professional Standards are intended to be sufficiently flexible to support the development of school business management
and leadership roles as well as trust-based and specialist roles.
To identify the requirements of the SBP role in your school or trust, you should:
1. decide which of the six disciplines in the wheel are part of this job (see wheel on page 4 of this document). If they all are,
you may want to select the most important to probe in the application/interview;
2. decide which of the four tiers is relevant for the job (see page 5 for more information). This should help you to identify what
leadership responsibilities the post should have;
3. look at the functions within the discipline and pick out the ones you want to highlight/probe (at the appropriate level);
4. look at the behaviours (refer to full document) and decide if you want to ask questions relating to them;
5. put together your application form and interview plan using the functions and behaviours you have selected.
2.2 Identifying the requirements of the SBP roleAs well as the Professional Standards, an up-to-date job description and person specification will help you to identify the right
person for your organisation. This should include:
• An accurate breakdown of current roles, responsibilities and levels of accountability (identified using Professional Standards)
• Information about qualification level
• Necessary knowledge, understanding and experience
• The leadership or whole-school responsibilities relevant to the post (e.g. Where does the post fit within the context of other
leadership roles within the structure? Is the role equivalent in status to that of deputy head or vice principal, assistant head
or assistant principal?)
• Current staffing structure and leadership framework.
Make sure you review and update this information regularly to reflect any changes to roles and levels of responsibility
(see section 4.2 on page 11 for more details).
Alignment of leadership responsibilities in this way helps determine what levels of pay are equitable and appropriate.
Source: Setting Pay for School Business Leaders and School Business Managers, ASCL (2016)
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2.3 Sample job descriptionsOnce you have identified the areas of skill you want the SBP role to cover, you will need to pull together a job description.
ISBL has a set of sample job descriptions (SBP, CFO and COO roles) that were developed as the result of an ISBL review of current
sector job descriptions and a mapping exercise utilising the Professional Standards, followed by a review by Hays.
To access the ISBL sample job descriptions, use the links listed below:
SBP: http://bit.ly/SchoolBusinessProfessional
Chief Finance Officer: http://bit.ly/ChiefFinanceOfficer1
Chief Operations Officer: http://bit.ly/ChiefOperationsOfficer
ISBL is keen to stress that the sample job descriptions encompass the full breadth of SBP roles and it is the responsibility of the
school or trust to define the role for your individual context (as detailed in section 2.1).
Professional membership
A professional membership demonstrates to you as an employer that the individual is committed to their own professional
development and ensuring that their practice meets the required standards to allow them to deliver their role effectively
and competently.3
Their membership should give you assurance as an employer about the quality of the professional you are employing.
The information on ISBL professional membership requirements can be found on the ISBL Membership web page:
https://isbl.org.uk/Membership/Reasons-to-Join.aspx.
ISBL would recommend that all employers state a professional membership as a desirable requirement.
3 Academies Financial Handbook: https://www.gov.uk/government/publications/academies-financial-handbook
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Section 3. Training and development3.1 School business induction programmesThe induction programme sets the tone for the school’s investment in personnel and embeds the culture and ethos of the organisation.
The induction period is an opportunity to ensure integration into the immediate and wider school teams, particularly for those
in leadership, trust-level roles.
Recent research asked what the ideal SBP induction should look like.4 The areas described are:
• Systems training and areas specific to the role, examples being the finance system, asset management system and catering
procurement system inductions
• School policies
• ICT induction
• An induction checklist
• Key contacts list and having meetings with key people in the school/trust
• Understanding of the overall budgetary situation both within the school and in the wider sector.
Use the ISBL Professional Standards to make sure you’ve covered all aspects of the role in the induction (this should be clear from
the job description, see section 2, page 8). You can also use the ISBL Professional Standards to discuss and agree with your school
business professional:
• which disciplines are pivotal for their role;
• which tier you expect them to be working at;
• the behaviours you expect to see;
• which areas they should focus on in their professional development.
3.2 Induction checklist and handbooks – what to includeWriting an induction checklist and providing a starter pack for new employees to go with your staff handbook will help managers
to make sure they cover everything that they need to and will ensure that the employee has all the information they need to make
a successful start.
An example starter pack could include:
• Induction checklist and staff handbook
• Health & safety guidance, safeguarding policy (plus procedures and designated safeguarding leads), other policies and risk
assessments, along with the latest government guidance
• Term dates and year planner (plus dates and times of regular meetings to attend)
• Login details
• Staffing structure diagram or staff list, and useful contacts (plus governing body representatives list and their roles)
• Map of the school/trust site
• School development or improvement plan.
Source: Hayley Dunn, ASCL, The School Business Manager’s Handbook, 2018
4 Research on school business professional inductions, ISBL: http://bit.ly/SBPInductions
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3.3 Continuing professional developmentAll employers should consider the continuing need for practitioners to maintain their professional knowledge on a yearly basis
as legislation and statutory requirements change.6
You can evaluate the training and development needs of your existing and new staff members, using the ISBL Professional Standards
and the self-assessment tool to act as a starting point. Discuss and develop any training needs identified from the self-assessment
and create individual personal development plans.
To access the Professional Standards and self-assessment platforms, refer to page 4 of this document or use this link:
https://isbl.org.uk/isbl.org.uk/professionalstandards
ISBL Professional Development
ISBL also houses a suite of generalist apprenticeships, training courses and diplomas plus specialist programmes in HR, health and
safety and other areas derived from the ISBL Professional Standards. Visit the ISBL website for more information: www.isbl.org.uk.
A growing number of training providers throughout the country are offering apprenticeships. See the Institute for Apprenticeships
(www.instituteforapprenticeships.org) for more information. ISBL has led the development of several new apprenticeship programmes,
especially contextualised for the education sector. These include:
• Level 4 School Business Professional
• Level 6 Chartered Manager Degree Apprenticeship (CMDA)
• Level 7 Executive Leadership.
3.4 Mentoring and networksBoth new and established SBPs can benefit from joining an SBP group or mentoring from another SBP. Once you have used the
Professional Standards to identify development needs, networks and mentors can provide support and CPD opportunities.
ISBL has a list of local groups on its website, and the DfE lists SBP networks on its website. See the links here:
ISBL list of local groups: https://isbl.org.uk/Regional-Groups.aspx
SBP networks on the DfE website: http://bit.ly/SBPNetworkDirectoryDfE
3.5 How to support the SBP’s career pathwayISBL has developed a career pathway for SBPs with clear entry points, highlighting training and CPD along the pathway. In order
to support the SBP’s career pathway and associated CPD needs, you can access the career pathway information on the ISBL website:
https://isbl.org.uk/Training/Career-Pathways.aspx.
6 ISBL requires 7 hours of CPD per year for associate members, 21 hours for full members and 35 hours for Fellow members.
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Section 4. Performance management4.1 AppraisalsHow to use Professional Standards for appraisal discussions
1. In turn, run through each role discipline, e.g. Finance, HR.
2. Pick out the most important functions for discussion.
3. Talk about what the SBP has achieved in relation to each function and how they could develop further.
4. Talk about key behaviours and how the SBP is doing in relation to them.
As part of this process, you may want to consider what CPD your SBP needs and the best way for them to do this (see page 10
for more information on CPD).
4.2 Reviewing workloadIt is important to consider the school business professional’s workload in order to maximise the value of the SBP role to the
school/trust and to prevent overload.
The role of a school business professional is continually expanding. Assessing workload will help to maximise staff resource
in the long run and avoid undue stress.7
Use the ISBL Professional Standards to review your SBP’s job description annually, using the four tiers as a benchmark.
You should assess each discipline to decide what level of competency your organisation requires. In light of this, consider:
• How many people does the school/trust need to run effectively?
• What are the priorities for that person or team?
• If overloaded, what additional support can be provided or what can be deprioritised?
ISBL houses a case study of an SBP who reviewed their role using the ISBL Professional Standards and presented a case for
a reassessment of their overall job description. This can be accessed on the ISBL Professional Standards web page:
https://isbl.org.uk/career-development/nasbm-professional-standards-interactive.aspx.
7 The Health and Safety Executive. (2018). Work related stress, anxiety and depression statistics in Great Britain: http://www.hse.gov.uk/statistics/causdis/stress.pdf
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Section 5. School business payISBL advises employers to consider local market forces for the specific SBP role when identifying the pay scale. You can use job
boards such as the ISBL Job Board and others in the sector, including Hays, to get an idea of both pay and conditions for similar jobs.
To determine what level of pay is appropriate, we advise looking carefully at the responsibilities of the role, asking questions such as:
• What is this person’s line management responsibility?
• What is this person’s budget management responsibility?
• What is this person’s strategic responsibility and leadership contribution?
We advise that you review your school business professional’s performance and workload regularly and consider pay in light
of the answers to these questions. It is worth head teachers, governors and school business professionals having an open
and frank conversation about the level of pay and remuneration.
The role of an employer in determining pay is therefore an important consideration. This responsibility will vary according to the
type of school. For example:
• In academies, free schools and independent schools, the trust or the employer/owner has the ability to determine pay.
• In voluntary-aided, foundation and foundation special schools, the governing body is the employer.
• For community, voluntary-controlled, community special schools and maintained nursery schools, the local authority is the
employer and determines pay for SBLs.
The full advice can be accessed via the NAHT website.
Unions such as ASCL, NAHT and Unison also have their own advice on setting pay, and you can find the full versions of those
documents on their websites.
www.ascl.org.uk
www.naht.org.uk
www.unison.org.uk
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Contact usSupport line numbers
0116 299 1122 024 76 231221 0300 30 30 333
0121 237 3780 0800 0 967 968 0151 242 5100
ISBL Membership – encourage your SBP to join
The Institute of School Business Leadership’s (ISBL) Professional Standards indicate the main disciplines that the
SBP role(s) may cover. Employers may therefore wish to encourage their own SBPs to become members of ISBL.
For more information about membership, visit https://isbl.org.uk/Membership/Reasons-to-Join.aspx.
An additional benefit of ISBL membership is access to the online self-assessment platform: https://bpnsystems.net/login.php.
JOINNOW
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