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NASBM PROFESSIONAL STANDARDSAll information incorporated within this document is © NASBM.All rights reserved.

VALUES AND ETHICS

NASBM CODE OF ETHICS NASBM and its members are committed to demonstrating the highest standards of personal and professional conduct, to providing professional

leadership in their schools and communities and to maintaining their professional competence. In all activities, school business management

professionals should:

= Fulfil their professional responsibilities with honesty, integrity and objectivity, working within the limits of their professional competence;

= Comply with all statutory regulations and provisions;

= Pursue the good stewardship of school resources and refrain from using their position for personal gain;

= Not tolerate the failure of others to act in an ethical manner and pursue appropriate measures to correct such failures including

whistleblowing if necessary;

= Make the wellbeing and improvement of the life chances of pupils a basic principle in all decision-making and actions;

= Have proper and professional regard for the ethos, policies and practices of the school in which they work;

= Treat pupils, parents/pupil carers, governors, community and staff members with dignity; building relationships rooted in mutual respect,

and at all times observe proper boundaries appropriate to their professional position;

= Have regard for the need to safeguard pupils’ wellbeing, in accordance with statutory provisions;

= Maintain the confidentiality of data and information;

= Maintain professional competence and seek to improve the effectiveness of their role through continuing professional development;

= Actively support local and national networking groups aimed at improving school business management, and encourage colleagues to do likewise;

= Never behave in a way that brings into question the integrity of the school business management profession.

CONTENTS

2 FOREWORDS

3 INTRODUCTION

4 OVERVIEW4 HOW TO USE THE STANDARDS

5 THE NASBM STANDARDS

6 A TIERED APPROACH

7 PROFESSIONAL DISCIPLINES

8 LEADING SUPPORT SERVICES

12 FINANCE

17 PROCUREMENT

21 INFRASTRUCTURE

25 HUMAN RESOURCES

30 MARKETING

34 BEHAVIOURS

36 ACKNOWLEDGEMENTS

NASBM PROFESSIONAL STANDARDS PAGE 1All information incorporated within this document is © NASBM.All rights reserved.

FOREWORDS

We all want the best possible education for our children.As a government we want to provide parents and pupils

with excellent schools which have great teachers, brilliant leadership and a rigorous academic curriculum.

Good school business management plays a vital part in enabling schools to achieve this.

For me, effective school business management is about ensuring that school resources are focused on raising

the attainment and aspirations of our children and young people. It is not of second-order importance

– it is a prerequisite. Getting school business management right is about deploying resources efficiently and effectively

– this, in turn, drives excellence in the school system.This is important to me as a parent as well as a Minister.

I welcome the development of these Professional Standards. I would like to thank NASBM and their partners for developing them.

This framework has been produced by the profession; by those who fully understand the value, the opportunities and the challenges of the

role. I hope the standards will be used by School Business Managers and aspiring business managers to develop their careers and their skills.

I also hope they will be used by school leaders to look at the skills they have available in the business management field and to make

well-informed decisions about new appointments and the development of existing staff.

I hope the standards will inspire more talented people into the school business management profession and enable more schools to benefit

from their talents.

Sam Gyimah MP

Parliamentary Under Secretary of State for Childcare and Education

PAGE 2 NASBM PROFESSIONAL STANDARDSAll information incorporated within this document is © NASBM.All rights reserved.

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THE EDUCATION FUNDING AGENCY (EFA) AND SKILLS FUNDING AGENCY (SFA)

Successive governments have put school autonomy and delegated management at the heart of their education policies.This has brought

increased challenge and responsibilities for school business managers. NASBM has been working with its members to help them carry out

their role more effectively.

NASBM provides a wealth of support to these professionals, ensuring best practice across the sector. I welcome this new publication

as a professional standards framework will help schools have the best possible business managers, ensuring they understand the importance

of effective finance and operational management. This, in turn, will help schools deliver the very best outcomes for children and young people.

Peter Lauener

Chief Executive,The Education Funding Agency (EFA) and Skills Funding Agency (SFA).


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INTRODUCTION

The National Association of School Business Management (NASBM) believes that all roles within school business management, from

Administrative Officer to Finance and Operations Director, should be supported by a set of professional standards.

The standards set out here aim to establish a clear blueprint for effective school and academy business management and they celebrate

existing best practice.They also raise the bar for the future by setting out the levels at which professionals working in school business

management operate and the specialist technical knowledge they require.

As well as describing effective practice, the standards support school business management by providing a framework for recruitment,

performance management and career development activities which can be used by professionals, their employers or training providers.

The framework has evolved from work undertaken by the National College for Teaching and Leadership (indeed elements of this have been

adapted into ‘Leading Support Services’) and has been created by those working in the profession for use by the profession and by those they

work alongside.They are endorsed by a range of stakeholder groups, including the Department for Education (DfE), CIPFA, Association of School

and College Leaders (ASCL), NAHT, Unison and the training providers.

A tiered approach to the standards means they underpin entry level activities as well as the new leadership posts in the profession.

They are tiered in a way that reflects the level of contribution that professionals are making towards each discipline and leadership activity.

School business management roles are both broad and varied and the NASBM Professional Standards Framework may apply, either in part or

as a whole.Therefore, practitioners may find that their roles and responsibilities overlap across the tiers, which is expected dependent on role,

school status and size.

Practitioners should use the standards to inform their personal professional development plans. Employers can use them to support performance

management and for providing training and development for all those working in and across the profession disciplines defined by the standards.

Through the Professional Standards Framework professionals will be able to apply for formal recognition by demonstrating their level

of engagement within each professional discipline and, via the tiered approach, at every phase of their career.

In future, NASBM membership will be linked to each stage of the professional journey from affiliate membership, for those operating

at Tiers 1 and 2, to Fellowship for established Tier 4 professionals. Ultimately we will be working towards Chartership for the profession.

Professional status will depend on a continued commitment to ongoing CPD, adherence to the code of ethics and an appropriate commitment

to promoting the profession through supporting other professionals.

We are proud to say the Professional Standards Framework is designed to support the school business management profession so that pupils

are better served. This is enshrined in the integral ethical code which explicitly puts pupils at the heart of all school business management activities.

We commend the professional standards framework to you.

Stephen Morales

Chief Executive

NASBM

OVERVIEWHOW TO USE THE STANDARDSThese standards can be used to inform the performance management of school business management professionals. However, they are

non-mandatory and due to the variety of SBM roles in each setting, do not establish a baseline of expected performance.They therefore

should not be used as a checklist or as a baseline, and any shortcoming with respect to the standards is not a basis for questioning

competence or initiating capability.

THE STANDARDS CAN BE USED TO SUPPORT:

SELF-ASSESSMENT= By school business management professionals as a framework for self-development, enabling them to consider what they have already

achieved or need to achieve, going forward, to deliver the levels of operational effectiveness set out in the standards. They may also seek

feedback from colleagues or their peers based on the standards.

RECRUITMENT= By identifying the skills and knowledge the school/trust need in their staff team and in communicating these to applicants.

= By employers to describe job roles, externally and internally.

INDIVIDUAL PERFORMANCE MANAGEMENT= The performance management of school business management professionals.They are, however, non-mandatory. We recommend they are

not used as a simple checklist nor on their own as the basis for questioning competency or initiating capability.

ORGANISATIONAL DEVELOPMENT= To provide a broad overview of business management activities in the specific context of the school/trust. To act as a starting point for

the identification of specific objectives for the next stage of the school’s improvement journey.To identify areas of development where

the school’s/trust’s operations require improvement.

TRAINING AND DEVELOPMENT= The setting of a clear curriculum for the core and specialist knowledge required to be successful in a school business management role

and the skills professionals must subsequently master to progress to a senior level.

= The content of both initial and continuing professional development for those entering or developing their career in the profession.

= A framework for training school business management professionals in a commonly agreed set of technical skills and knowledge.

= A framework for the development of qualifications and other professional recognition for school business management professionals.


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Leading support services

Proc

urement

Resilient

Decisionm

aker

Skill

edne

gotia

tor

Change

catalyst

Challenger

Collab

orat

ive

Values and ethics

Infrastructure

Finance

Mar

keti

ngHuman Resources

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THE NASBM STANDARDS

The standards framework sets out the six main professional disciplines of school business management, along with six principal behaviours

required to be effective in the school business management profession.The values and ethics of school business management are also explicitly

set out as part of the framework.

The division of school business management activities and operations into professional disciplines provides a way for practitioners

and stakeholders to navigate the framework.

Each section of this document defines a professional discipline which operates in conjunction with the others. All are connected together

via the core whole-school leadership responsibilities as set out in Leading Support Services.


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A TIERED APPROACH

The standards are tiered in 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 a function, through to those with senior strategic leadership responsibility in complex schools/trusts or across several schools/settings.

Tier 1

Practice at this level is likely to

include, but not be limited to,

making contributions to a

process or a project with some

direct responsibility for an area

of work or an element of a team.

Knowledge at this level focuses

on the immediate skills and

understanding needed to perform

defined tasks.

Basic understanding of the

context/purpose of tasks

undertaken.

Tier 2



supervision of a team, a process

or a project with supervisory

responsibilities for an individual

or a team discharging a task

or function.

Knowledge at this level facilitates

operational competency across

a number of interrelated tasks

and professional disciplines.

Broad understanding of the

context/purpose of tasks

undertaken.

Tier 3


include, but not be limited to, the

management of a team, processes

or projects with management

accountability for an individual

or a team discharging a task

or function.

Knowledge at this level results in

strong technical competency

across a number of interrelated

tasks and professional disciplines.

Firm understanding of the

strengths of the school/trust.

Tier 4



high levels of accountability for

strategic leadership and/or specialist

knowledge (mastery) across

defined areas of the school/trust,

and a commitment to a

self-improving sector through

system leadership.

Knowledge at this level represents

technical mastery of specific

professional discipline(s) and the

ability to pass on that mastery

to others.

Profound understanding

of the wider context in which

the school/trust operates.

PROFESSIONAL DISCIPLINES

The standards are divided into six sections of specific technical competency linked together via a core standard of Leading Support Services (LSS).

LSS is at the core of our practice and central to all other school business management activity. It sets out those activities that are applicable

to all school business management professionals regardless of their role, specialism, stage of career or the school setting within which

they operate.

The LSS section should be read alongside the other professional disciplines when using the standards for the purposes outlined earlier.

Table 1 provides an overview of each of the professional disciplines and the functions outlined within the standards framework.

TABLE 1: PROFESSIONAL STANDARDS DISCIPLINES, OVERVIEWS AND FUNCTIONS

Professional disciplines Overview Functions


Leading Support Services

Finance

Procurement

Infrastructure

Human Resources

Marketing

Lead, develop and coordinate support services, oryour specialist function(s), to support outcomes forpupils across the school/trust by providing high-qualitysolutions.

Ensure the effective management, reporting andrecording of the school’s/trust’s finances, includingbudget planning, monitoring, control and communicationof financial information for decision-making.

Procure goods and services on a value-for-moneybasis (economy, efficiency and effectiveness) to supporteducation delivery within the context of regulatoryframeworks and legislation.

Ensure the fundamental facilities and services necessaryfor the school/trust to function are maintained to drive sustainability, support teaching and learningexcellence, assist in expansion and support communityengagement.

Human resource management ensuring regulatory and legal compliance. Managing, supporting and developing staff to ensure delivery of the school’s/trust’sstrategic priorities in line with the vision and SchoolDevelopment Plan (SDP).

Ensure the development of a marketing and communicationstrategy which promotes the school/trust and definesthe brand, aims and goals. Develop pupil recruitment,stakeholder engagement via appropriate communicationchannels and maximise income generation.

= Strategic direction= Provide leadership= Appropriate use of public funds= Operational effectiveness= 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

= 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

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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.

Read this discipline in conjunction with relevant ‘operational’ area(s).For instance the LSS core discipline plus Finance if the principal focus of your role is financial operations.

A. Functions

Strategy

Leadership

Use of public funds

Operational effectiveness

Functions

Tier 1

Feeds in ideas and observations to influencedecision-making.

Recognises the values,moral purpose, learningstyles, leadership stylesand ethos of theschool/trust.

Explains the rationale for change and suggests criteria for success.

Works as part of a teamto meet operational objectives.

Provides input into plansas appropriate.

Operates within theappropriate framework for the school's/trust'sspending.

Maintains information to assess school/trust performance.

Understands and adoptswithin own remit the principles of operationalefficiency and effectiveness.

Tier 2

Shares insight and works toinfluence the developmentof school/trust.

Contributes to the vision,values, moral purpose,learning styles, leadershipstyles and ethos of theschool/trust and appliesthese to working practicesfor self and team needs.

Works with managers to deliver systems which will help define the case for change.

Focuses on developingothers in addition to operational responsibilities.

Fosters collaborative decision-making, andincorporates other peoples' ideas into plans.

Supports appropriate governance and leadershipchallenge for the school's/trust's spending.

Manages, monitors andreviews data to ensureconsistency and undertakesbenchmarking to maintainkey performance indicators.

Supports the principles of operational process,efficiency and effectiveness.

Tier 3

Influences priorities andactivities in relation to theschool/trust strategic plan.

Contributes to and promotes the vision,values, moral purpose,learning styles, leadershipstyles and ethos of theschool/trust in a purposefuland inclusive manner.

Builds consensus in school's/trust's change.

Fosters and facilitates the development potentialin others.

Identifies and takes stepsto deal with inhibitors andobstacles in a fair andequitable manner.

Promotes culture of valuefor money (VfM) and efficiency.

Ensures a consistent andcontinuous focus on pupilachievements, using dataand benchmarking tomonitor performance.

Develops plans to facilitate operationalprocess, efficiency and effectiveness.

Tier 4

Uses environmental,business and marketinsight to shape school's/trust's strategyand challenges and shapesthinking around strategy.

Measures, analyses andreviews school's/trust's performance within thecontext of school's/trust'sculture and subsequentlymakes proposals.

Engages with, and challenges,senior leaders around purpose, principles and benefits of change.

Creates an inclusive andinnovative leadershipapproach that enableswider collaboration and coordinates improvement plan.

Seeks input from others, sustains team spirit, sets expectations,drives performance and provides feedbackand encouragement.

Provides sufficient information to allow critical analysis of theschool's/trust's spending.

Focuses on supportingteaching and learning,using data and benchmarkingto monitor performance.

Promotes a culture inwhich recognised principlesof efficient managementare embedded.


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A. Functions (Cont’d)

Service coordination

Policy, procedureand process

Legal, ethical and social context of governance

Health, safety and risk

Tier 1

Supports the importance ofproportionate innovationand the part own role hasto play within this.

Assists in the delivery of innovative practice.

Supports the developmentof team working.

Applies the relevant policies and legislation.

Adheres to policy andprocedural requirements.

Provides support for governance.

Ensures that health andsafety requirements aremet in line with legislation,regulation and codes of practice.

Complies with specificoperational arrangementsfor managing and mitigatingsafety issues in own operational area.

Assists with appropriateinspection and qualityassurance regimes.

Tier 2

Articulates the benefitsof innovation to theschool/trust, its customersand other stakeholders.

Leads innovation in ownareas of responsibility.

Supports the developmentof team working andsupervises direct reportswithin the team.

Implements and respondsto policy and legislativechanges.

Drafts procedures relatedto own operational area.

Provides guidance toenable teams to be compliant with legal, ethicaland social requirements.

Ensures own and others’actions reduce risks tohealth and safety in linewith the requirements oflegislation, regulation andcodes of practice.

Draws on expert adviceto formulate specific operational arrangementsfor managing and mitigatingrisk and safety in ownoperational area.

Supports the developmentof, and maintains, appropriateinspection and qualityassurance regimes to ensurethat health and safety legislation is complied with.

Tier 3

Leads whole-school/trustinnovation projects.

Works with external specialists and expertsand/or in partnership withother organisations togenerate and develop ideasthat might lead to innovationin a wider setting.

Manages and developsteam.

Engages with internal policy review and externallyvia participation in professional networks.

Drafts policies and procedures and makesarrangements for implementation across the school/trust.

Develops processeswhereby governors caneffectively meet theirresponsibilities.

Develops a school/trustculture in which health andsafety are prioritised andinform strategy, planningand decision-making.

Draws on expert adviceto ensure specific arrangements for managingand mitigating risk andsafety issues exist acrossthe school/trust.

Manages and maintainsappropriate inspectionand quality assuranceregimes to ensure thathealth and safety legislationis complied with.

Tier 4

Develops a school/truststrategy for innovationacross complex educationalorganisation/structures.

Successfully communicates,leads and implementsinnovative projects.

Creates a climate in whichmultidisciplinary teamscollaborate to provideeffective and responsivesupport services.

Engages with research to inform effective policydevelopment and seeksto influence it.

Monitors, evaluates andreviews policies to establishimpact and effectiveness.

Leads on strategicimprovement plans for governance.

Leads a school/trustculture in which healthand safety are prioritisedacross complex educationalstructures/academy provision and informs strategy,planning and decision-making.

Reviews and directs theschool's/trust's arrangementsfor compliance with relevant health and safetylegislation and subsequentchanges.

Leads on development of,and maintains, appropriateinspection and qualityassurance regimes to ensurethat health and safety legislation is complied with.




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Safeguarding

CPD

Professional values and ethics

B. Knowledge

Tier 1

Complies with safeguardingarrangements.

Plans own CPD by reflectingon performance and feedback.

Aware of consultationsrelating to the professionand contributesas appropriate.

Follows the NASBM Code of Ethics and understands own professional competence.

Acts with integrity, honesty,loyalty and fairness, alwayswithin the limits of professional competence,to safeguard the assets,financial probity and reputation of the school/academy.

Tier 1

Understands theschool's/trust's ethos.

Understand own team’spriorities for improvement.

Is able to prioritiseand manage time.

Tier 2

Complies with and promotes safeguardingarrangements.

Identifies and plans CPD,proactively seeking feedbackand review of performance.

Positively contributes toconsultations and dialogueregarding the professionand coaches and supportsother colleagues withinthe profession.



Tier 2

Understands the school's/trust's ethos and how it comparesto other settings.

Is aware of techniques forplanning business changeto provide short/medium-term plans for specific projects/services.

Understands performancemanagement techniques.

Tier 3

Contributes to the formulation and implementation of safeguarding arrangements.

Proactively seeks feedback,and ensures own CPDneeds are planned for and met, through professionally recognisedqualifications.

Contributes significantly to local and national networking groups andactively responds to consultations and dialoguesas well as coaching colleagues.



Tier 3

Understands how ethoscreates particular opportunities and restrictsothers.

Is able to discuss, evaluateand apply techniques todeliver successful programmes includingmanaging the impact onpeople affected by thechange process.

Is aware of different leadership styles and analysis of self

Tier 4

Leads the formulation,implementation and reviewof safeguarding arrangements.

Uses research methods to inform own CPDand pursues qualificationsto a higher level.

Leads and mentors professional colleaguesthrough local and nationalnetworking groups,by raising the professionalprofile and representingprofessional views.

Follows the NASBM Code of Ethics and understands ownprofessional competence.

Acts with integrity, honesty,loyalty and fairness, alwayswithin the limits of professional competence,to safeguard the assets,financial probity and reputation of theschool/academy.

Tier 4

Understands how ethos is informed by social,political, economic and environmental factors.

Is aware of a wide rangerange of strategic planningtheories and tools used to formulateshort/medium/long-termplans for the school/trust.

Is cognisant of leadershiptheories and relevance to educational settings.




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The knowledge section describes the learning requirements of the practitioner undertaking the activities outlined in Section A. Functions.

B. Knowledge (Cont’d) Tier 1

Understands arrangementsfor evaluating own/team’sperformance.

Is able to lead at an operational level.

Understands professionalframeworks applicable to role.

Understands how toincorporate British Valueswithin role.

Understands efficiencyprinciples.

Comprehends policy categorisation (statutory, regulatory and recommended) and the review timelineprocess.

Understands principles of risk management.

Caters for own self-development needs.

Is aware of health and safetyregulations within area ofresponsibility and personalsafety.

Understands the proceduresfor dealing with accidents,incidents and emergencies.

Tier 2

Understands purpose ofmonitoring performance.

Understands the effectthat different leadershipstyles can have on individuals,teams and schools/trusts.


Understands how toincorporate British Valueswithin role.

Understands principles of regular review and toolsfor doing so. Sources of benchmarking data.

Comprehends policy- making mechanisms atschool/trust, local andnational levels particularlyas they relate to educationdelivery, e.g. School Forum.

Understands risk factorsaffecting school/trustusers.

Understands how trainingand development improvesperformance of self and team.

Is aware of health and safetyregulations in relation to school/trust.

Is able to report accidents,incidents and emergencies.

Tier 3

Understands statisticalanalysis tools.

Uses different and appropriate leadershipstyles in different situationsand seeks and makes useof feedback on leadershipperformance.


Understands how toincorporate British Valuesacross school/trust.

Understands formal models related to efficiency,review and reporting.

Comprehends nationalpolicy and accountabilityagenda.

Understands specific legislation, regulation and sector-specific bestpractice.

Understands wider professional learning available to support the profession.

Understands duties placedon individuals by healthand safety regulation and legislation.

Develops clear processesand is able to contributeto the resolution of incidents and emergencies.

Tier 4

Understands qualitative andquantitative data analysisand reporting methods.

Understands the maintypes of organisational culture in education and their strengthsand limitations.


Understands how toincorporate British Valuesacross school/trust.

Understands formal modelsand theories related to efficiency, review and reporting.

Comprehends the role of research/best practice in policy formulation.

Understands theories ofrisk assessment and riskmanagement techniques.

Understands wider professional learning available to support the profession.

Understands specificduties placed on individuals by health and safety regulations,and consequences of failureto meet those duties.

Leads the development and implementation ofclear processes for dealingwith health and safety incidents and emergencies,taking note of best practice within the sector.

ReferencesNational College of Teaching and Leadership (2014). School Business Management Competency Framework. Nottingham: NCTL.CIPD (2014).The CIPD Profession Map. [Online] Available from: http://www.cipd.co.uk/cipd-hr-profession/profession-map/ [Accessed 24 July 2015].




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A. Functions

Manage school/trustfinances

Develop and implementstrategy to resource anddeliver the school’s/trust’sstrategic objectives

Influence business/financedecisions

Tier 1

Contributes to the financialadministration of theschool/trust in line withfinancial procedures.

Assists the finance teamthrough the provision ofinformation, supportingthe financial strategy.

Operates planning and budgeting processesto an appropriate cycle.

Contributes to the provision of financial and performance monitoring data.

Produces timely and relevant information to support decision-making.

Supports the provision of information for optionanalysis and the preparationof business cases.

Operates in accordancewith the school’s/trust’sfinancial management procedures.

Contributes to assessingfinancial risk.

Tier 2

Administers school/trustfinance operations in linewith financial procedures.

Coordinates the collationof information and data to support strategy.

Coordinates the planningand budgeting processes.

Provides financial and performance monitoringdata to support theschool/trust in monitoringits performance againstobjectives.

Ensures that those makingdecisions are providedwith information that is fitfor purpose, relevant and timely.

Provides information and analysis to supportoption analyses and business cases.

Promotes the importanceof financial information ineffective decision-making.

Assesses risks to financialplans.

Tier 3

Leads on all schoolfinance-related matters to ensure proper stewardship of funds.

Links financial strategy and overall school/trust objectives.

Develops and maintainseffective processes for thescrutiny, challenge andagreement of budgets.

Monitors overall budgetimplementation and performance to ensurethe successful achievementof school's/trust's objectives.

Develops and monitorsprocesses to ensure thatthe financial implicationsof decisions are properlyunderstood and can be met from withinresources.

Produces accurately costedoption analyses and business cases to supportmajor decisions.

Ensures colleagues understand and operatewithin financial proceduresin relation to businessdecisions, providing trainingand support as necessary.

Ensures that opportunitiesand risks are documentedand fully considered andthat decisions are alignedwith the overall financialstrategy.

Tier 4

Promotes a culture ofinnovation and challengein transforming financialperformance,and undertakes the Head of Profession rolefor Finance.

Develops and leads a long-term financial planningprocess to support theschool/trust in achievingstrategic outcomes.

Ensures effective budgetallocation processes are inplace to achieve the financialstrategy and that risks areidentified and managed.

Ensures effective and proactive performancemonitoring procedures are in place to deliver the financial strategy.

Ensures that key strategicdecisions are taken with a full understanding of thefinancial implications andthat effective stewardshipof public funds is maintained.

Ensures that all appropriatedecisions are supported by accurate option analysesand business cases toensure value for money.

Ensures the school/trustdecision-making proceduresgive sufficient weight to financial implicationsand that the culture supports this.

Considers new solutions/opportunities with appropriate considerationof risk.

FINANCEEnsure the effective management, reporting and recording of the school’s/trust’s finances, including budget planning, monitoring,control and communication of financial information for decision-making.


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Tier 1

Operates internal controlsystems in accordancewith established proceduresto secure probity.

Maintains integrity offinancial systems and data.

Produces financial information to supportfinancial reporting.

Supports colleagues inunderstanding financialprocedures.

Supports the finance teamand associated functions.

Engages in knowledgeacquisition.

Commits to ongoing CPD.

Makes a contribution to aculture which discourageswaste, duplication andinefficiency.

Tier 2

Implements effective systems of internal controlthat include clear financialregulations and operatingprocedures to secure probity.

Manages colleagues to maintain integrity of financial systems.

Coordinates and collatesthe provision of financialdata for financial reportingpurposes and the completionof statutory returns.

Provides training to colleagues on financialprocedures.

Manages finance functionsand team members.

Monitors performance andreports on competency/skills gaps.

Commits to ongoing CPDand provides trainingopportunities for teammembers.

Manages VfM in action and ensures this culture is permeated throughthe team.

Tier 3

Implements effective systems of internal controlwith consideration ofspans of control thatinclude clear financial regulations and operatingprocedures to secure probity.

Establishes and maintainsproportionate businesscontinuity arrangementsfor financial processes andinformation.

Ensures that financial andperformance reporting isaccurate, clear, relevant,robust and objective andcomplies with regulatoryrequirements and properpractices.

Develops training programmes and materialson financial procedures.

Leads and directs thefinance function so that itmakes a full contributionto, and meets the needsof, the school/trust.

Determines the resources,expertise and systems tomeet the financial controland assurance needs ofthe school/trust.

Leads by example withtraining and CPD.

Fully subscribes to theconcepts of VfM.

Tier 4

Develops financial management policies to underpin sustainable long-term financial healthand demonstrate robustassurance.

Leads on appropriateinvestment in contingencyplanning and establishesreciprocal partnerships to enable financial activitiesto continue uninterrupted.

Assumes ultimate responsibility for financialreporting, including anannual statement ofaccounts, and ensures thatall reporting adheres tothe requirements of thelaw and financial reportingstandards.

Ensures that the rightskills are in place to support effective financialmanagement throughoutthe school/trust and thatappropriate training takes place.

Sets the direction foreffective and efficientfinancial administrationwithin the school/trust.

Sets the expectation in terms of high qualityand ensures that theschool/trust has a properlyresourced and effectivefinance function.

Develops robust successionplanning and ensuresappropriate investments in training and staff development throughoutthe school/trust.

Promotes and embeds a culture founded in theprinciples of VfM.


Lead the promotion of goodfinancial management

Lead and direct a financefunction that is resourced to be 'fit for purpose'

Champion economy,efficiency, and effectiveness



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B. Knowledge Tier 1

Has a basic understandingof how schools arefinanced.

Understands the key controls and proceduresthat schools are requiredto follow in managing their finances.

Understands the key cost,income and performanceinformation that feed intothe development of strategy.

Understands the importanceof accurate financial information in informingbusiness decisions and thesources of that information.

Tier 2

Has an understanding ofEducation Funding Streams.

Understands cost driverscommonly used to delegatefunding to schools.

Understands nationalschool budget procedures.

Understands the key areasthat need to be in placewhen a school converts to become an Academy.

Understands the outcomesof performance managementand how they link to financial performance.

Provides an insight intothe main factors that helpto deliver planned outcomes.

Identifies and accountsfor differing views when considering the impact on service delivery.

Understands the characteristics of effectivebudget management andthe role of the manager in planning budgets.

Understands the proceduresand undertakes the processesinvolved to prepare a budget.

Understands the processesfor interpreting budgetinformation and takingcorrective action.

Understands the decision-making processand how decisions aremade on the basis of good communication of financialinformation.

Tier 3

Is able to explain the role of financial managementand the economic environment in which theschool/trust operates.Can describe the financialinstitutions and marketswhich facilitate financingand evaluate the relativemerits of sources of finance available.

Is able to explain the roleof treasury managementand apply the tools andtechniques used to manage financial risk.

Is able to explain andapply effective workingcapital management techniques.

Is able to discuss the roleof financial managementwithin a school/trust andthe factors influencing thedevelopment of a financialstrategy.

Is able to apply financialinvestment appraisal techniques to evaluatecapital projects and assess risk.



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Tier 4

Is able to discuss and evaluate the specificsources of finance availableto the public services.

Is competent in discussing,analysing and evaluatingthe issues surroundingfinancial strategy in publicservices.

Is competent in discussingand analysing the analysethe issues involved infinancial planning andbudgeting in public serviceorganisations.

Is competent in discussing,evaluating and applyingtechniques to manage performance in publicservice organisations.

Critically evaluates the results of analyses and use professionaljudgement to formulateappropriate conclusionsand recommendations.


Understands and complieswith school proceduresand financial regulations inprocessing and recordingfinancial transactions and producing financial information.

Promotes the importanceof compliance by others.

Understands the conceptof VfM.

Actively seeks opportunitiesto improve VfM within role.

Tier 2

Understands financialaccounts and the principlesof double-entry bookkeeping.

Understands and usesappropriate accountingmethods to reportfinancial information.

Understands how financialinformation can be interpreted and used.

Understands the controlenvironment withinschools and academies.

Is able to evaluate keyconcepts relating to systems and controls.

Understands the keystages involved in developing system controls.

Understands what costingis and how costs behave.

Understands how costing is used in the decision-making process.

Tier 3

Is able to explain the content and structure of a business case and evaluate and preparesections for inclusion in a given business context.

Is able to apply skills,knowledge and techniquesto facilitate problem-solvingand decision-making.

Presents information,analyses, conclusions and recommendationseffectively.

Is able to discuss the externalfinancial reporting framework.

Is able to prepare andexplain the key externalfinancial statements for single-entity schools applyingcurrent statute, regulationand accounting standards.

Is able to apply ratio analysisand other techniques toanalyse and interpret thefinancial statements ofpublic service organisations.

Is able to explain role oftreasury management andapply the tools and techniques used to manage financial risk.

Is able to explain and applyeffective working capitalmanagement techniques.

Understands the relationship between costs and school's/trust'spriorities.

Is experienced in writingand preparing effectivebids.

Tier 4

Determines appropriateapproaches and techniquesto solve a variety of problems and meet theneeds of decision makersand other recipients.

Determines the approachto accounting for combinations involving a subsidiary, joint ventureor associate and preparethe consolidated financialstatements formmulti-academy trusts(MATs).

Is aware of organisationaland external factors affecting bid applications.

Is experienced in strategyselection for bid preparationand writing.



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Is aware of current bid

opportunities applicable

to the school/trust.

Understands and operatesprocedures for chargingand invoicing within theschool.

Understands the need forrecord-keeping in relation to taxation and ensurescomplete and accuraterecords are kept.

Tier 2

Is competent in researching

and writing current bids

applicable to the

school/trust.

Understands the mainareas from which non-grantincome may be generatedand the legislation that applies.

Understands the tax implications of generatingnon-grant income in academies.

Understands extendedschool charging.

Tier 3

Is competent in calculatingand discussing externaland internal prices takingaccount of relevant economic and organisational factors.

Is able to determine theincome tax and NationalInsurance contributionsfor employed individuals.

Is able to explain the principles of value addedtax (VAT) and prepare relevant VATcomputations.

Tier 4



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A. Functions

Procurement strategy

Benchmarking

Tender management

Tier 1

Supports the procurementstrategy and probity of public money.

Administers the spendanalysis tool, ensuringaccurate and up-to-dateinformation.

Compares and assessesproduct/service specifications,particularly where own-brand or unbranded products are offeredwhich may not carry fullspecification detail.

Supports procedures for the supply of goodsand services and ensures best-value pricing and service levels for the school/trust.

Supports definition of therequirements and assists inthe comparison of supplieroffers on a like-for-like basis.

Assists in the administrationof the specification development and evaluationcriteria.

Supports collaborativebuying to provideimproved VfM.

Tier 2

Supports the procurementstrategy and its review.

Identifies efficiency opportunities based onspend analysis review overprevious year, e.g. supplierpromotions, seasonality,national purchasing spikes.

Compares and assessesproduct/service specifications.

Devises and implementsappropriate procedures to enable suppliers tocompete for the supply of goods and services.

Compares supplier offerson a fair and transparentbasis, reopening competitionif the requirements havenot been sufficientlyexplained to facilitate faircompetition.

Sets and reviews specification criteria,including like-for-like comparison.

Coordinates the school’s/trust's involvement in collaborative buyingarrangements to ensure that VfM is maintainedand regularly evaluated.

Tier 3

Manages the procurementstrategy, ensures it is keptunder regular review andup to date to ensure VfMis maintained.

Implements new purchasingstrategies based on spendanalysis review in order to drive efficiencies andensure VfM.

Evaluates benchmarkingdata, e.g. from the DfE,to inform procurementdecisions and to planresources and procurementpriorities.

Recognises and acknowledgesthe importance of obtainingthree quotes and having to undertake a full EU/UKcompliant tendered procurement process as required.

Designs evaluation criteriato obtain balance betweenquality and price,incorporating steps toavoid or minimise the riskof a tender challenge.Ensures that expert adviceis available and sought if inreceipt of a tender challenge.

Manages assurance aroundcriteria selection andspecification writing toensure fit-for-purpose andeffective evaluation on alike-for-like basis can beachieved.

Assesses the appropriatenessof collective buying consortia arrangementsfor the school/trust.

Tier 4

Develops a procurementstrategy to ensure that theschool/trust obtains bestVfM from its procurementactivities, obtaining expertadvice as needed.

Identifies new purchasingroutes, strategies and suppliers to ensurethe most effective procurement strategy is adopted.

Proposes alternativeoptions for benchmarkingexercises – in-house/third-party/consultant, includingconsideration forcost–benefit of engagingwith third parties.

Leads the development ofdetailed framework and/ortendering procedures tocomply with statutory andlegislative requirementsand deliver VfM, obtainingexpert advice as needed.

Leads the contract awardprocess, and ensures thatchecks and balances are in place to ensure correctprobity in the spending of public monies.

Oversees the evaluationcriteria, ensures probityand appropriateness ofcontract award, takesaccount of theschool's/trust's five-yearstrategy.

Leads on the school’s/trust’scollaborative buyingarrangements.

PROCUREMENTProcure goods and services on a value-for-money basis (economy, efficiency and effectiveness) to support education delivery within the context of regulatory frameworks and legislation.


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Contract and supplier management

Tier 1

Researches and identifiespotential purchasingroutes including local and national opportunities.

Supports performancemonitoring and contractmanagement arrangementsto ensure suppliers deliverto quality and price.

Supports the initiation of new contracts.

Maintains a contract register, so as to avoid‘panic procurement’.

Provides information anddata against contracts andsupporting Service LevelAgreements (SLAs) to assist with contractrenegotiations.

Maintains sufficientrecords of contractoractivity against key performance indicators.

Provides necessary datafor cost–benefit evaluation.

Tier 2

Compares all potentialpurchasing routes,e.g. PSBO (Public SectorBuying Organisation)frameworks.

Identifies and uses appropriate frameworkcontracts to ensure bestvalue is obtained.

Establishes contracts andidentifies the level of contract managementrequired.

Establishes effective systemto highlight efficiencyopportunities,and implements contractmanagement system.

Supports the developmentof effective contractadministration and SLA development to assist with contract renegotiations.

Actively reviews performanceof contractors against keyperformance indicatorsand SLAs to identify any underperformance or items at risk to be highlighted to the seniorleadership team.

Supports cost–benefitevaluations.

Tier 3

Reviews opportunities to engage with PSBOs as a stakeholder,so as to influence and shapesolutions to meet needs.

Critically assesses bestpractice in contract awardand management, includingthe need for appropriateexternal advice.

Oversees all establishedcontracts to ensure futureassessment against contracted activity andinstigates review ahead of contract break point.

Prepares specifications andmanages invitation-to-tenderdocuments and subsequentprocess to ensure valuefor money.

Manages contract administration, and providesdirection for the development of SLAs to assist with contract renegotiations.

Liaises with contractorswhere underperformanceagainst key performanceindicators and SLAs hasbeen identified to enactimprovements and ensuresuccessful project outcomes.

Ensures cost–benefit evaluation is undertaken inorder to drive efficienciesand ensure that VfM is being delivered.

Tier 4

Participates in sector-ledconsultation on collaborativepurchasing, e.g. DfE.

Leads on the implementationof best practice in contractaward and management.

Mobilises new contract-management opportunitiesincluding collaborativepurchasing across clusterand establishes and identifiescentralised procurement.

Signs off tender specificationsand oversees the evaluationof received tenders and selects appropriate suppliers, and leads on the development of collaborative purchasing.

Critically reviews contractadministration processesand supports SLAs to assist with contractrenegotiations.

Leads on contract management and negotiationon dispute resolutions toensure successful projectoutcomes and mitigatesany cost impact to project.

Uses cost–benefit evaluation,ensures contracts/contractorperformance is optimaland, where necessary,makes changes to driveefficiencies and ensurethat VfM is being delivered.



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Joint arrangements

Statutory frameworks andlegislation including OJEU

B. Knowledge

Tier 1

Maintains a contract logincluding dates and procedures for contractclosedown.

Assists with creating re-competition documentation and advertising.

Supports the potentialbenefits of working withother schools/trusts in the delivery of educationand support services.

Supports the basic principlesof the relevant procurementlegislation and frameworks.

Tier 1

Understands the conceptof when and how a contract is formed.

Understands the conceptof legal terms and conditions which bind the obligations of the contracting parties to oneanother.

Tier 2

Supports contract deliveryduring contract closedown,and assists with any newarrangements or disposalat the end of the life ofthe contract.

Supports re-competition,through input into newtendering documentation,including advertising.

Compares different sharedservice and joint workingmodels, taking account of differing specificationrequirements within thesame procurement exercise,allocation of roles andresponsibilities, legal termsand conditions, partnershipagreements and exit procedures.

Supports the applicationof relevant procurementlegislation and frameworks.

Tier 2

Is able to review contractterms and conditions to ensure that they do not disadvantage theschool/trust.

Is able to review contractterms and conditions and identify anomaliesand inaccuracies,and seek internal/professional advice whererequired.

Tier 3

Ensures contract deliveryduring contract closedownand assists with any newarrangements or disposalat the end of the life ofthe contract.

Prepares for re-competition,providing overall input intonew tendering templates,documentation and ensuringadvertising attracts the right audience.

Develops, negotiates andmanages SLAs and systemsof joint working.

Manages and has an extensive knowledge of relevant procurement legislation and frameworks.

Tier 3

Is able to formulate contract terms and conditions as appropriatefor each procurementexercise.

Is able to identify contractterms and conditionswhich may impose unfairconditions or penalties,or are unenforceable, andseek internal/professionaladvice where required.

Tier 4

Oversees that contractdelivery happens on time,to budget and that theseremain supportive of theoverall school/trust strategy.Ensures any necessary disposals at the end of thelife of the contract.

Oversees re-competition,ensuring that documentationand advertising happens in a timely and accurate fashion and attracts the right audience.

Develops and leads on negotiations on service-level and/orjoint working agreements.

Leads and monitors the implementation of relevant procurementlegislation and frameworks,including OJEU procurementrules and procedures,DfE guidance andrelated-party transactions.

Tier 4

Recognises and ensuresadherence work to procurement professionalstandards.

Knows when to commissionprofessional procurementadvice.



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Is aware of legal obligations.

Is aware of financialthresholds.

Knows where to findframework information.

Understands the risks andbenefits of procuringthrough frameworks orindependently.

Recognises that differentmarket conditions existfor different types ofproducts or services.

Recognises how differentsupply markets operate.

Recognises and identifieswhat is required.Understands the principleof ‘total cost’ not just‘price’. Understands theneed to compare like with like.

Is able to define and specify product/servicerequirements based onown area of responsibility.

Tier 2

Understands the conceptof economies of scalethrough group purchasing.

Understands the principlesof fair competition,transparency and probitywhen spending publicmonies.

Understands DfE-approvedframeworks with predetermined terms and conditions.

Understands the conceptof VfM.

Understands and uses specific supplier marketsto improve the effectivenessof school/trust buying.

Recognises and evaluatesthe costs and benefitswhere different retailersand distributors procurefrom the same manufacturingroute, and the potentialimplications.

Understands product/servicespecifications.

Understands the need toaccurately define and specifyrequirements, recognisethe risks and potentialcosts associated with failureto accurately definerequirements, or over/under-specifying requirements.

Tier 3

Possesses the ability to apply and meet legalrequirements of EU/UKlegal obligations to procurement exercises.

Possesses the ability to applythe principles and embedprocesses of fair competition,transparency and probitywhen spending publicmonies.

Understands when andhow to use approvedframeworks appropriately.

Possesses the ability to assess the delivery of VfM when comparingproducts and services.

Understands the processfor assessing new suppliersand undertaking appropriate financial,insurance and other checks.

Is able to implementprocesses for continuousmonitoring of suppliers,i.e. for benchmarking,quality assurance and VfM.

Has an appreciation of risks associated to purchases of unknown brands, localversus national suppliers,warranties and SLAs.

Creates accurate andimpartial specifications and evaluates specifications provided by others to ensure accuracy and impartiality.

Tier 4

Is able to access professionalprocurement and/or legalexpertise to ensure obligations can be metwithout risk of challengeor impropriety.

Is able to critically assessprinciples and evaluateprocesses of fair competition, transparencyand probity when spendingpublic monies.

Understands the conceptand legal status of frameworks.

Is able to assess the balance between VfM and exposure to riskwhen procuring goods and services outside formal frameworks.

Understands specificsupply markets to enable appropriate procurementdecisions to be made.

Ensures a means of accessto professional procurement expertise to ensure appropriate suppliers are engagedand solutions obtained.

Considers long-term sustainability and suitability,taking account of changingenvironmental needs,e.g. technology.

Is able to create effectivelyassess and critique specifications to ensuresuitability and sustainabilityof identified products andservices which also meetwith the school/truststrategy.

ReferencesCity and Guilds (2011). Qualification Handbook: Level 3 Certificate in Facilities Management Practice (7724) (version May 2011, 1.0).ESPO (2015). NASBM Professional Standards – Procurement – ESPO Comments and suggested text [email] to Thomas, R (17 August 2015).



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A. Functions

Asset management planning

Space planning

Tier 1

Maintains an asset management planto support the delivery of high quality educationwithin the school/trust.

Maintains the asset register covering allschool/trust assets.

Assists with the assessment of futureimprovement and maintenance needs.

Administers thedisposal/acquisition of school/trust assets.

Assists with effective community engagement/consultation when developingschool/trust estate.

Assists with the assessmentand coordination of thespace needs of theschool/trust to ensurethat use of existing spaceis optimised and anypotential deficit is identified as early as possible.

Assists with any data,information and preparationfor a medium/long-termstrategy to develop thebest use of theschool/trust space.

Tier 2

Supervises effective assetmanagement to optimiselearning outcomes acrossthe school/trust.

Creates and reviews a detailed asset registercovering all school/trustassets, including detailedtitle information, historic and current values and condition data.

Supervises the assessmentof future improvement and maintenance needs.

Supervises the disposal/acquisition of school/trustassets.

Facilitates effective community engagement/consultation when developing school/trustestate.

Supervises the assessmentand coordination of thespace needs of theschool/trust to ensurethat use of existing spaceis optimised and anypotential deficit is identifiedas early as possible.

Supervises the preparationof a medium/long-termstrategy to develop the best use of theschool/trust space.

Tier 3

Develops and manages aneffective asset managementplan to optimise learningoutcomes across theschool/trust.

Develops a detailed assetregister.

Manages and inputs in the assessment of futureimprovement and maintenance needs andassists in the developmentof a medium/long-termplan to deliver VfM.

Manages disposal/acquisitionof school/trust assets.

Manages an effective community engagement/consultation when developing school/trustestate.

Manages and implementsthe assessment and coordination of the spaceneeds of the school/trustto ensure that use ofexisting space is optimisedand any potential deficit isidentified as early as possible.

Manages the preparation of a medium/long-term strategy to develop the best use of the school/trust space.

Tier 4

Leads and implements aneffective asset managementstrategy to optimise learning outcomes acrossthe school/trust.

Leads, develops and implements a detailedasset register covering allschool/trust assets,including detailed titleinformation, historic and current values and condition data.

Leads on assessment of future improvement and maintenance needsand develops amedium/long-term plan to deliver VfM and beQuality Assurance Lead.Demonstrates links to theschool/trust improvement/development plans.

Leads on the managementof the disposal/acquisitionof school/trust assets.

Leads effective communityengagement/consultationwhen developing the school/trust estate.

Leads on the assessmentand coordination of thespace needs of theschool/trust to ensurethat use of existing spaceis optimised and anypotential deficit is identifiedas early as possible.

Leads on the preparationof a medium/long-termstrategy to develop the best use of theschool/trust space.

INFRASTRUCTUREEnsure the fundamental facilities and services necessary for the school/trust to function are maintained to drive sustainability, support teaching and learning excellence.Assist in expansion and support community engagement.


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Strategic capital planning

Capital projects

Resources and facilitiesmanagement

Tier 1

Assists with consultationwith estate users/communityengagement.

Assists with the review anddevelopment of expansionand improvement plans.

Understands the purposeof condition survey.

Appreciates the requirementfor independent valuationin relation to insurance,financial reporting andgovernance.

Assists in cost–benefitanalysis to provide facilities, meet serviceneeds and provide best VfM.

Supports the developmentof detailed specification(s) to ensure project meetsend user requirementsand provides the best VfM.

Provides administrativesupport for capital projects.

Monitors and reviews useof resources and facilitiesto optimise learning outcomes across theschool/trust.

Understands the proceduresthat are in place andassists in the response to facilities-related issues.

Administers the ongoingmaintenance programme.

Tier 2

Supports consultation with estate users/communityengagement.

Supports the review anddevelopment of expansionand improvement plans.

Supports condition surveyto identify necessaryimprovement works to be costed and planned.

Supports independent valuation for the purposesof insurance, financialreporting and governance.

Prepares cost–benefitanalysis to provide facilitiesthat meet service needsand provide the best VfM.

Inputs into specification to ensure project meetsend user requirementsand provides the best VfM.

Supports capital projectsto ensure that they are delivered on time and on cost.

Manages the day-to-dayuse of resources and facilities to optimise learning outcomes acrossthe school/trust.

Supports the proceduresthat are in place to report and respond to facilities-related issues.

Manages the ongoingmaintenance programme.

Tier 3

Manages and implementsconsultation with estateusers/community engagement.

Manages the review anddevelopment of expansionand improvement plans.

Manages condition surveyto identify necessaryimprovement worksto be costed and planned.

Manages independent valuation for the purposesof insurance, financialreporting and governance.

Oversees and reports on detailed options and cost–benefit analysisto provide assets thatmeet service needs and provide the best VfM,e.g. collaborative procurement.

Leads the development ofdetailed specification toensure project meets enduser requirements andprovides the best VfM.

Manages capital projectsto ensure that theyare delivered on time and on cost.

Analyses the use ofresources and facilities,making recommendationsfor efficiency improvements,to optimise learning outcomes across the school/trust.

Manages procedures toreport and respond tofacilities-related issues, andinitiates disaster recovery plan.

Develops the ongoingmaintenance programme.

Tier 4

Leads on consultation with estate users/communityengagement.

Leads on the review anddevelopment of expansionand improvement plans.

Leads on condition survey to identify necessaryimprovement works to be costed and planned.

Leads on an independentvaluation for the purposesof insurance, financialreporting and governance.

Critically assessescost–benefit analysis and highlights alternativeopportunities to meetservice needs, e.g.collaborative procurement.

Oversees the developmentof a detailed specificationand carries out detailedoption and cost–benefitanalysis to provide assetsthat meet service needsand provide the best VfM.

Directs and oversees capital projects.

Strategically assesses useof resources and facilities,identifying areas of potentialcollaboration, efficiencies,and income generation,to optimise learning outcomes across the school/trust.

Ensures procedures are in place to report andrespond to facilities-relatedissues.

Critically assesses and reviews the ongoing maintenance programme.



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Grounds maintenance

ICT

Tier 1

Understands the benefitsof energy efficiency.

Carries out inspections to identify any repairs and improvements to facilities and grounds.

Understands the costed,rolling programme ofgrounds maintenance tasks.

Understands proceduresin place to report and respond to grounds-related issues.

Understands the need for medium/long-termplanning for ICT infrastructure and able to keep and/or accessdetailed records.

Understands the need fora whole school/truststrategic plan for thedevelopment and use of ICT.

Uses ICT where appropriateto support school's/trust'saims and objectives.

Monitors and contributesto the effective use ofexisting technologies.

Assists with identifyingnew, enhanced and obsolete technologies.

Tier 2

Manages the gathering ofdata to ensure the deliveryof optimal energy efficiencyaccording to statutoryregulations.

Assesses identified repairsand improvements againstbudget and available provisions for repair.Prepares reports and analysisfor leadership team.

Supports the rolling programme of groundsmaintenance tasks.

Supports procedures that are in place to reportand respond to grounds-related issues.

Understands the differenttypes of ICT equipmentused in education and ableto understand the differentapplications within education.

Contributes to the school/trust strategic plan forICT to support teachingand learning and businessmanagement processes.

Uses and advocates ICTto support theschool's/trust's aims and objectives.

Promotes the effective useof existing technologies to support teaching and learning and businessmanagement processes.

Consults with colleagueson new, enhanced and obsolete technologies.

Tier 3

Analyses the data basedon previous understandingto ensure the delivery ofoptimal energy efficiencyaccording to statutoryregulations.

Considers options forundertaking necessaryrepairs/improvements and identifies fundingopportunities.

Manages, reports andresponds to grounds-relatedissues.

Manages, reports and responds to grounds-related issues.

Develops medium-termplans for classroom andadministrative infrastructureand has an appreciation of the construction and maintenance of largerscale ICT systems.

Develops and promotesthe strategic ICT planacross the school/trust to support teaching andlearning and business management processes.

Develops and maintainsICT across the school/trust to supportschool's/trust'saims and objectives.

Manages existing technologysystems.

Recognises and monitorswider developments and manages priorities,expectations and risksassociated with futureeducational technologies.

Tier 4

Identifies examples ofoptimal energy efficiencywithin the sector and implements appropriate techniques.

Ensures the ongoing maintenance of a conditionsurvey/report.

Leads and implements a costed, rolling programmeof grounds maintenancetasks.

Implements and monitorsprocedures to report and respond to grounds-related issues.

Provides clear directionand develops medium/long-term plans for the development of theschool/trust ICT systemsand the creation of optionappraisals for future development and expansion.

Leads, reviews and evaluatesthe school’s/trust’s strategicICT plan and links the plan tothe aims and objectives of theschool/trust, and evaluates theeffective use of ICT acrossthe school/trust.

Reviews, challenges andsupports the use of ICTacross the school/trust to achieve the school's/trust'saims and objectives.

Strategically leads the useof existing technologyusing innovationto enhance teaching,personalise learning and support business management processes.

Considers new andemerging technologies to extend and enhanceteaching and learningexperiences for pupils and to support businessmanagement processes.



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B. Knowledge Tier 1

Is able to identify whatneeds to be recorded in asset register.

Understands school facilities.

Understands the principlesof audit trail and planning.

Understands the principlesof disaster recovery andcontingency planning.

Understands the requirementsfor specifying, commissioningand managing externalcontracts and agreements.

Understands the principlesof space utilisation.

Understands theschool’s/trust’s plans and priorities in generaland the specifics of short-term planning.

Understands the need forlong-term capital plans.

Is able to identify maintenance requirements.

Understands the principlesof the project managementprocess including budgetsetting and monitoring.

Tier 2

Understands school/trustasset managementensures reporting systems place.

Has experience in assessingthe suitability and condition of the whole schoolestate.

Is able to carry out audits.

Understands the processesinvolved in disaster recoveryand contingency planning.

Has experience in theprocesses of managing contractors.

Understands the legislativeand regulatory factorsinfluencing use of space.

Understands how to planfor the short, medium andlong term and apply toschool/trust priorities.

Understands theschool's/trust's long-termcapital plans and needs.

Is able to plan and schedule the maintenanceof property and assets.

Supports projects.

Tier 3

Fully understands thenecessity of good assetmanagement and ensuressystems are in place.

Has experience in assessingthe suitability and condition of the whole schoolestate.

Has experience of monitoring audits and identifying deviations.

Is able to identify disasterrecovery and contingencyplanning requirements.

Has experience of reviewing and evaluatingcontracts and SLAs.

Is able to manage thespace needs of theschool/trust.

Understands the contextin which the school/trustoperates and is able tosynthesise strategies formeeting identified goals.

Uses comprehensiveknowledge of informationrequired to synthesiselong-term capital plan for the school/trust,including lifespan of assets.

Plans activities to minimise impact and disruption.

Leads on projects.

Tier 4

Understands theschool’s/trust’s needs and resultant asset management strategiesand arrangements for Landand Building Valuations and their treatment inschool/trust accounts.

Has experience of leading andadvising on the assessmentand suitability and conditionof the whole school estate.

Is able to redefine contractswhere monitoring indicates necessity.

Is able to react to,and adjust, disaster recovery and contingencyplanning processes.

Is able to specify,commission and manageexternal contracts,agreements and SLAs.

Uses monitoring and control systems to ensurethe effective use of space.

Understands the widercontext in which theschool/trust operates,to set goals and targets.

Understands and evaluatesalternative strategies todevelop school’s/trust’sestate and options forfunding strategy selected.

Uses strategies for effective project management and delivery.

Directs projects/programmes of work,schemes of delegation.

ReferencesChartered Institute for the Management of Sport and Physical Activity (2015).The CIMSPA Professional Development Framework (Version 1.1). Online [available]: www.cimspa.co.uk [accessed June 15 2015].City and Guilds (2011). Qualification Handbook: Level 3 Certificate in Facilities Management Practice (7724) (version May 2011, 1.0).National College of Teaching and Leadership (2014). School Business Management Competency Framework. Nottingham: NCTL.



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A. Functions

School/trust staff structure

Workforce planning

Tier 1

Contributes to identificationof potential improvementsin school/trust design,including use of benchmarking to identify gaps.

Provides data for benchmarking to helpidentify gaps betweenschool/trust design and SDP.

Explains the rationale fordesign change and suggestscriteria for success.

Works with employeesaffected by change toexplain rationale and reinforce need to change.

Collates and provides reliable and relevant managementinformation/data relatingto recruitment and retention.

Provides timely and efficientexplanation and supportto applicants and managersto support the recruitmentand selection process.

Administers safer recruitmentprocesses including maintaining an up-to-dateSingle Central Record(SCR) and DisbarringService (DBS).

Tier 2

Works with managers to gain insight into opportunities for efficiency improvementand compares benchmarkdata to identify potentialgaps.

Compares external benchmark data with ownschool/trust and identifiespotential gaps betweenschool/trust design and SDP.

Works with managers to deliver systems whichwill help define the casefor change.

Coaches and advises managers in the implementation of changemanagement.

Supports managers withrecruitment optionsincluding temporary,fixed-term and permanentstaffing.

Works with managers to ensure understandingof the recruitment and selection process and their role in it.

Advises managers of saferrecruitment processes and ensures administrativeprocesses are undertaken.

Tier 3

Works with, and challenges,senior leaders to identifyand design strategies to help meet the SchoolDevelopment Plan (SDP)and uses benchmark datato develop a business casefor redesigning theschool/trust.

Uses benchmark data to develop a business case for redesigning the school/trust.

Identifies and engages with managers to facilitatechange management.

Supports managers inleading and deliveringchange, including reviewingoutcomes and managingprocesses.

Identifies and reviewsannual staffing needs inline with the SDP includingrecruitment options.

Ensures that leaders fullyunderstand the recruitmentand selection process,their role within it and the roles of managers.

Ensures that safer recruitment processes are in place and that theSCR and DBS records are up to date.

Tier 4

Leads the strategic needfor change and builds a credible business caseincluding financial analysis,options and recommendationsto maximise efficiency and meet the school development plan.

Leads the strategic needfor change and builds a credible business case,including financial analysis,options and recommendations.

Engages with, and challenges,senior leaders aboutpurpose, principles,process and benefits of change which are linked to the SDP.

Challenges and leadsschool/trust change and leads on impact and evaluation process.

Leads the analysis of thecurrent and proposedstaffing model in alignmentwith the SDP and the projected budget.

Influences and fully understands the recruitmentand selection process.Informs and challengessenior leaders to ensurethey understand and are fully engaged with the process.

Ensures up-to-date and appropriate safer recruitment training is in place and that all DBS disclosures are appropriatelyfollowed up by relevantsenior leaders.

HUMAN RESOURCESHuman resource management ensuring regulatory and legal compliance and managing,supporting and developing staff to ensure delivery of the school’s/trust’s strategic priorities in line with the vision and School Development Plan (SDP).

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Performance Management(PM) and Continuing Professional Development(CPD)

Tier 1

Supports the school/trustin recording and deliveringinduction processesincluding safeguardingtraining.

Administers and collatesappropriate documentationrelating to leavers.

Collects and collates information relating toPerformance Management(PM) and reward.

Collects and collates datafor job evaluation.

Agrees personal objectivesand seeks feedback tounderstand whether performance is on track.

Collects and collates datafrom PM which identifiesany CPD needs.

Supports the delivery ofinternal learning eventsand workshops and evaluation processes.

Gives learning advice toindividuals and managers.

Tier 2

Ensures relevant staffreceive coaching and trainingto carry out appropriateinduction processes.

Coordinates the informationfor managers on exitprocesses relating to leavers.

Supports managers to carry out PM and provides guidance on underperformanceand reward systemsincluding training on any systems.

Supports job evaluation,ensuring reliability and relevance of data.

Influences creation of performance culture with team/colleagues.

Supports managers toassess CPD needs againstthe learning outcomes ofthe school/trust.

Facilitates internal learningevents and workshops,delivering content asappropriate.

Supports managers to understand learning and training needs of their employees.

Tier 3

Works with managers toensure new staff undergoappropriate and supportiveinduction process.

Ensures that appropriateexit interviews are carriedout and monitors leaverprocesses.

Manages the PM, guidanceon underperformance,reward process includingline management,coaches staff in systemsand provides guidance tothe pay committee includingrecommendations andsupporting data.

Leads job evaluation toidentify appropriate payand progression structure.

Promotes performanceculture in collaborationwith colleagues.

Works with managers to establish whole-school/whole-trust CPDprogramme which isaligned and delivers againstthe learning outcomes forthe school/trust.

Facilitates internal learningevents and workshops,delivering content asappropriate.

Supports and coachesmanagers to build leadershipcompetence.

Tier 4

Ensures the effectivedevelopment ofschool/trust inductionprocesses and any follow-up training.

Analyses data on staffturnover and producesaction plan to influencefuture strategy.

Develops a clear rationalewith senior leaders for PM,managing underperformanceand reward systems.

Establishes and monitorsmonitors criteria for evaluation, based on basedon school/trust need anddesired culture behaviours.

Works with senior leadersto ensure goals andrewards are aligned acrossteams and individuals in line with SDP.

Develops a clear rationalewith senior leaders toensure effective managementand impact of CPD againstlearning outcomes for the school/trust to ensure sustainable long-term change.

Leads senior leadership andgovernor learning eventsand workshops, deliveringand/or arranging for thedelivery of content asappropriate.

Acts as partner and performance coach to senior leaders.



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Human resource management

Tier 1

Supports employees inassessing their strengthsand development needs.

Maintains relevant documentation, ensuringall contractual/legal documents are updated in line with legislation.

Collates and prepares data for payroll.

Informs and advises managers and staff aboutrelevant policies and practice.

Complies with HR plansand legislation.

Provides accurate, timelyinformation and supportto managers who are dealing with conflict resolution.

Keeps accurate and appropriate records ofHR-related issues includinggrievance, absence management,underperformance anddisciplinary practice.

Provides accurate andtimely information andsupport to colleagues whoare leading negotiations.

Tier 2

Supports and coachesmanagers to have honestconversations with theirstaff about their strengths,limitations, developmentneeds and career aspirations.

Develops relevant documentation, ensuringall contractual/legal documents are updated in line with legislation.

Liaises with payroll/financestaff to facilitate reconciliation.

Supports and coaches staffcolleagues and managersin understanding and complying with relevantpolicies and practice.

Ensures that all activityrelating to HR is consistentand in line with legislationincluding guidance to managers.

Provides specialist adviceand guidance to managerswho are dealing with conflictresolution including constructive and honestcommunication.

Contributes to the investigation and resolutionof day-to-day HR issues.

Supports key negotiationswith trade unions and employee forums on a range of HR issues.

Tier 3

Coaches leaders to haveand document honestconversations with peopleabout their strengths,limitations, developmentneeds and career aspirations.

Develops plans, policiesand practices to ensurestaff engagement.

Manages and advises payroll of any key changes.

Coordinates and workswith legal providers toensure that all colleaguesand managers receive relevant training.

Ensures that HR plans areintegrated and communicatedconsistently to all stakeholders.

Coaches senior managersto foster positive workingrelationships with employeeswhen dealing with conflictresolution.

Takes the lead on identifyingand resolving complex HRissues that create significantrisk to the school/trust.

Manages key negotiationswith trade unions and employee forums on a range of HR issues.

Tier 4

Leads career developmentacross the wholeschool/trust and challenges leaders oneffective staff management.

Leads the development of staff managementstrategies which supportthe school’s/trust’s visionand SDP.

Determines payroll strategyfor the school/trust.

Coordinates and workswith legal providers toensure that all senior colleagues are sufficientlydeveloped to meet policyand strategy.

Ensures that all HR strategies,policies and proceduresare consistently deployedin line with theschool’s/trust’s values.

Advises senior leaders onappropriate behaviourswhen dealing with conflictmanagement and resolution.

Ensures effective grievance,absence management,staff wellbeing,underperformanceand disciplinary practice.

Leads and advises seniorleaders on key negotiationswith trade unions and employee forums on a range of HR issues.


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B. Knowledge

Knowledge

B. Knowledge (Cont’d)

Tier 1

Accesses data onschool/trust structure and school developmentplan including roles and responsibilities.

Understands the fundamentals and value of process improvementtools.

Understands the roles thatpeople play in embracingor obstructing change anduses this knowledge toengage and communicatewith managers and staff.

Understands the legal regulatory and policy parameters which guiderecruitment, resourcingand exit.

Is able to deliver within anestablished recruitmentplan, working with colleagues and managersto execute to standardand key deadlines.

Understands theschool’s/trust’s need for and approach to succession.

Is able to conduct interviews to generateobjective and fair decisions.

Is aware of the range ofinduction tools available.

Understands elements of reward and how theyattract, engage and retain.

Tier 2

Contributes to the designof the school/trust structure and the SDP.

Understands how to apply various tools and techniques to makegood school/trust design decisions.

Understands the keystages in change management and howschool/trust culture canobstruct this.

Understands relevantemployment law andagreed policy in relation to recruitment and exit.

Is able to execute a recruitment plan to agreedstandards and deadlines.

Understands how to deliver effective successionsolutions working withmanagers’ needs.

Is able to conduct effectiveinterviewing techniques.

Understands how to use a variety of inductiontools.

Understands elements ofreward and how theyattract, engage and retain.

Tier 3

Understands how a business case is developedin line with the SDPand frameworks that support this.

Understands how to workwithin a school/trustdesign framework thatensures integration ofprocesses, governance,people and technology.

Understands theschool's/trust's culture in which they operate and the approaches thatencourage successfulimplementation.

Understands relevantemployment law,regulations and policyaffecting recruitment and exit.

Is able to create a recruitment plan from strategy.

Understands how to createa situational successionplan assessing their needand providing best-fitapproaches.

Is able to make recommendations foreffective recruitment techniques/approachesbased on school/trustneeds.

Understands how to buildand use a process ofinduction and assess thevalue it offers.

Understands the design of overall reward programmes to attract,motivate and retain individuals and groups.

Tier 4

Understands how clearrationale can increase efficiency within theschool/trust, including useof benchmarking datawhich is aligned to the SDP.

Understands how businessprocesses, governance,people and technology can best be integrated to ensure sustainable performance.

Understands theschool's/trust's culture in which they operateincluding the legal capacityand resource constraintsto school/trust design.

Understands relevantemploymen law,regulations and policyaffecting recruitment and exit.

Is able to develop a recruitment strategy frommultiple sources and over an extended time.

Understands the workforce planning,and use talent spotting tomeet current and futureschool/trust requirements.

Is able to select from a variety of recruitmentapproaches based on theirrelative contributions toselection process and fitwith school/trust demandsand culture.

Understands how to create value froma common approach to induction.

Understands the design of overall reward programmes to attract,motivate and retain individuals and groups.



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Understands methodologiesand approaches for collation, analysis and evaluation of data.

Is aware of what drivesperformance and implicationsfor reward and recognition.

Understands school/trustreward procedures,policies and systems.

Is aware of fundamentalsof training and learningneeds analysis incorporatingdiversity and inclusion.

Understands the processof collecting and collatingevaluation and cost datarelating to CPD.

Understands relevant and current employment and discrimination lawincluding diversity.

Understands elements of HR practice.

Tier 2

Understands tools and systems for comparative analysis and data interpretation.

Is aware of what drivesperformance and implicationsfor reward and recognition.

Understands communicationneeds and approaches atindividual and group level.

Has experience of conducting training and learning needs analysisat individual and teamlevel incorporating diversity and inclusion.

Is able to analyse the CPD budget costs,including return on investment (ROI).

Understands relevant andcurrent employment and discrimination law includingdiversity and any proposedchanges. Knows what theschool/trust needs to doto mitigate risk.

Understands HR issuesand risks and knows how to coach managers in effectively.

Tier 3

Understands approaches to benchmarking, locally and nationally, factors determining reward.

Understands and is awareof what drives performanceand reward and its impacton budget.

Understands communicationneeds and approaches atmanagerial andschool/trust level.

Has experience of conducting training and learning needs analysis at individual,team and functional level incorporating diversity and inclusion.

Understands how to create a businesscase including use of relevant data.


Understands the significance of the HR climate and culture in theschool/trust and its impacton employee motivation,wellbeing and performance.

Tier 4

Understands local and national competitorreward, landscape, factors determining reward.

Understands and is awareof what drives performanceand reward and its impacton budget.

Understands communicationapproaches at senior andexternal stakeholder level.

Has experience of conducting a strategiclearning and developmentneeds analysis to assessschool/trust capability levels incorporating diversity and inclusion.

Is able to evaluate impactof CPD and its associatedcosts, including how thislinks to the SDP.


Understands HR issuesand how their managementcan both positively and negatively impact the school’s/trust’s performance and culture.

ReferencesCIPD (2014).The CIPD Profession Map. [Online] Available from: http://www.cipd.co.uk/cipd-hr-profession/profession-map/ [Accessed 23 April 2015].Browne Jacobson (2015). NASBM Standards – [email] to Stanley, D (19 February 2015).Veale Wasbrough Vizards (2015). Draft HR Standard [email] to Nabi, N (1 September 2015).


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A. Functions

Strategy

Brand management

Tier 1

Participates in short-termand long-term goals in allaspects of school/trustactivities. Assists in providing the datarequired to facilitate thestrategic planning process.

Assists in identifying newand existing stakeholders.

Supports pupil recruitmentto ensure school sustainability.

Collates and analyses previous marketing activities undertaken by the school/trust.

Understands the need forthe development of a specific marketing andcommunication plan, withspecific aims, to deliverthe school/trust missionand goals.

Sources the required datafor the analysis of themarketing activity againstagreed aims.

Understands and appliesthe brand consistently for the school/trust.

Applies consistent information across allcommunication channels.

Understands and promotesthe strategy on reputationalmanagement for theschool/trust.

Tier 2

Participates in administrativeand employee teams in theidentification of short-termand long-term goals in allaspects of school/trustactivities.

Researches and definesthe stakeholder groups,e.g. parents, staff, community,prospective parents andpupils.

Coordinates a range ofpupil recruitment activities.

Evaluates the previousmarketing activities undertaken by theschool/trust.

Influences and advises on the development of a marketing and communication plan,with specific aims, to deliverthe school/trust missionand goals.

Designs a dashboard for analysis of the marketing activities against agreed aims.

Coordinates and facilitatesthe delivery of a consistentbrand across allschool/trust activities.

Supports the delivery ofconsistent informationacross all communicationchannels.

Acts as a role model toensure the delivery of thereputational managementstrategy.

Tier 3

Assists in the developmentand communication of thevision and values of theschool/trust, drawing from current research and practice.

Critically assesses andagrees the defined stakeholder groups to betargeted under the definedstrategy.

Contributes to developmentof a strategic plan for pupilrecruitment to ensure sustainability of the school.

Critically assesses the dataof previous marketingactivities and recommendsfuture plan.

Develops a marketing and communication plan,with specific aims,to deliver the school/trustmission and goals.

Evaluates the impact of the marketing activitiesagainst the agreed aims.

Facilitates and embeds aconsistent brand for theschool/trust that reflectsthe school’s/trust’s valuesand vision.

Ensures consistent information across allcommunication channels,e.g. print, website, social.

Embeds a positive culturefocused on delivery of thereputational managementstrategy, involving stakeholders.

Tier 4

Leads on the developmentand communication of the vision and values of the school/trust.

Leads on the developmentof a clear rationale for theengagement with each ofthe targeted stakeholdergroups.

Advises senior colleagueson strategies to mitigateobstacles to pupil recruitment.

Drives future change and works with executivemanagers to implementchange in planned marketing activities.

Leads the implementationof the strategic marketingand communication planto deliver the school/trustmission and goals.

Monitors and assures the impact of the marketing activities against agreed aims.

Leads, develops and regularly reviews a clearand consistent brand,including guidelines.

Leads and develops effective and consistentmethods of communicationacross all channels.

Develops a clear rationalearound the reputationalmanagement of theschool/trust.

MARKETINGEnsure the development of a marketing and communication strategy which promotes the school/trust and defines the brand, aims and goals. Develop pupil recruitment,stakeholder engagement via appropriate communication channels and maximise income generation.


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Communications and promotions

Income generation

Functions

Tier 1

Understands and administers the selected marketingchannels to communicatewith stakeholders.

Collects and collates consultations with stakeholder groups to establish their perceptionof the school/trust.

Works with colleagues to deliver against brief toensure consistent deliverywith the school's/trust'sbrand.

Administers a mediaevent.

Administers activitiesto support a school-wide/trust-wide(internal and external)events portfolio to raisethe brand awareness of the school/trust.

Collects and collatesfeedback on all plannedmarketing activities.

Supports and promotesagreed income-generatingactivities.

Administers income-generating activities to maximise the school/trust financialresilience.

Tier 2

Coordinates the contentto be communicatedacross the selected marketing channels to communicate withstakeholders.

Implements the consultations with stakeholder groups to establish their perceptionof the school/trust.

Produces the commissionedmaterials and deliversagainst brief to ensureconsistent delivery withthe school's/trust's brand.

Facilitates a media event,taking advice from colleagues.

Works to facilitate a school-wide/trust-wide(internal and external)events portfolio to raisethe brand awareness of the school/trust.

Evaluates feedback on allplanned marketing activities to assess impactof activities.

Engages with stakeholdergroups in the execution of income-generatingactivities.

Coordinates income-generating activities to maximise the school/trust financialresilience.

Tier 3

Evaluates the marketingchannels available to communicate with stakeholders, takingaccount of costs and efficiencies, e.g.Twitter,website, local press,School App.

Reviews regularly consultations with stakeholder groups to establish their perceptionof school/trust.

Manages and monitors thecommissioned materials toensure consistent deliverywith the school/trustbrand.

Manages a media event,including identification of media spokesperson.

Develops and manages aschool-wide/trust-wide(internal and external)events portfolio to raisethe brand awareness ofthe school/trust.

Leads on cost–benefitanalysis, taking account ofthe evaluation and impactassessment, for all marketingactivities planned by theschool/trust.

Identifies significantincome generation opportunities and theimpact they have onenhancing or sustainingeducational performanceand operations.

Manages the deploymentof a range of income-generating activities to maximise the school/trust financialresilience.

Tier 4

Challenges and influencesthe marketing channelsused by the school/trustto communicate withstakeholders.

Develops and adapts marketing activities to respond to any issues.

Commissions marketingand promotional materialsconsistent with theschool/trust brand,e.g. prospectus, website.

Monitors and proposesmedia engagement,including critical incidentmanagement.

Capitalises on a school-wide/trust-wide(internal and external)events portfolio to raisethe brand awarenessof the school/trust.

Challenges colleagues/stakeholders and practicesto ensure cost–benefit is the lead rationale in assessing marketing activities.

Promotes an entrepreneurialculture which supportsthe core purpose of theschool/trust, with dueregard to tax/trading legislation.

Champions a sustainablecommercialisation via arange of income-generatingactivities to maximise theschool/trust financialresilience.


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B. Knowledge

Tier 1

Collects and collates theinformation required forsecuring additional incometo support school's/trust'simprovement plans.

Suggests risks associatedwith income generationactivities.

Tier 1

Understands business communication practices.

Is able to use and maintaintechnology to providedata analysis.

Understands the need formarketing and communicationstrategies.

Recognises the potentialimpact of positive/negativepublicity on theschool/trust reputationand brand of theschool/trust.

Understands healthand safety regulationswithin area of responsibilityand personal safety in relation to publicevents.

Tier 2

Justifies need for additional income to support school's/trust'simprovement plans.

Advises on potential risks associated withincome generationactivities and ensures anypotential impact on coreschool/trust funding isunderstood and effectivemitigation is in place.

Tier 2

Understands the range of tone, style and communication formats.

Is able to develop,use and maintain technology to providedata analysis.

Supports the delivery of marketing and communications strategies.

Is aware of reportingchannels and options foracting upon incidents of positive/negative publicityon the school/trust reputation and brand of the school/trust.

Understands health and safety regulation in relation to school/trust in relation to publicevents.

Tier 3

Develops business case forsecuring funds throughsuccessful grant applicationsand bid submissions.

Monitors controls established to mitigate the risks associated withincome generation activities.

Tier 3

Is able to marshal persuasivearguments and conveynarrative information in a succinct and accuratestyle.

Is experienced in interrogatingand manipulating data anddeveloping internal controlsystems.

Inputs and deploysmarketing and communications strategies.

Develops strategies foreffective public relationmanagement in relation to positive/negative publicity.

Understands duties placedon individuals by healthand safety regulation inrelation to public events.

Tier 4

Creates revenues throughstrategic partnerships withschools, businesses andcommunity organisationswhich enrich and sustainschool's/trust's improvement plans.

Establishes a control environment to minimisethe risks associated with income generationactivities.

Tier 4

Possesses degree-levelliteracy and has developedanalytical, interpretative,explanatory skills.

Is experienced in interpretinganalysis of the competitiveenvironment.

Develops and deliversmarketing and communications strategiesand understands of how to apply this to the education sector.

Develops strategies foreffective public relationmanagement in relation to positive/negative publicity.

Understands specificduties placed on individual/organisations by health and safety regulations,and consequences of failure to meet thoseduties.



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B. Knowledge (Cont’d)

Knowledge

Tier 1

Understands principles of critical incident management.

Understands the needto apply and adhere to statutory legislation in relation to marketingactivities.

Administers marketingactivities across communication channels.

Understands the principles of the projectmanagement process.

Is aware of current fundingand income generationopportunities applicable to the school/trust.

Tier 2

Understands processesinvolved in critical incidentmanagement.

Is able to implement statutory legislation asrequired for marketingactivities.

Is able to implement marketing activities acrosscommunication channels.

Supports project delivery.

Researches and writescurrent bid opportunitiesand identifies income generation opportunitiesapplicable to theschool/trust.

Tier 3

Is able to identify criticalincident management.

Is able to apply the statutory legislation applicable to individualmarketing activities.

Is able to use communicationchannels effectively.

Leads on project delivery.

Is experienced in writing and preparing effectivefunding bids and communitynetworking to identifyincome generation opportunities.

Tier 4

Is able to react to, andadjust, activities for criticalincident management.

Has a full understanding of the statutory legislationthat applies to all marketingactivities and be able to research and takeadvice where necessary.

Has a full understanding of the communicationchannels available in themarket, and the associatedbenefits and is able toresearch and take advicewhere necessary.

Directs and understands all areas of responsibilityin projects/programmes of work, schemes of delegation.

Is aware of organisationaland external factors affecting funding bids applications.

ReferencesGrebot Donnelly (2015). NASBM Professional Standards Framework Opportunity – Marketing and PR [email] to Royle,T and Donnelly,I [16 February 2015].Pebble (2015). Commerce and communications final exc income generation [email] to Green, R [6 March 2015].


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BEHAVIOURSThe information in this section describes the essential personal behaviours that a school business management professional needs

to demonstrate in order to undertake their role.They have been broken down by tier.

Behaviour Behaviour description

Change catalyst Curious and experimental, with the determination to methodically apply a vision of what will make a difference

to the school/trust.

Decision maker Understands and analyses data and information to identify options, make recommendations and deliver

evidence-based and timely decisions.

Skilled negotiator Ability to work across diverse stakeholder groups and influence decisions to ensure engagement and support

to achieve the school/trust aims and objectives.

Collaborative Works inclusively and effectively, with both internal and external stakeholders.

Resilient Shows an ability to use existing resources to overcome challenges and creates new and effective solutions

in the face of adversity.

Challenger Demonstrates courage, emotional intelligence, integrity and confidence to challenge others even if confronted

with resistance.

This section describes the behaviours as outlined above:

Behaviour

Change catalyst

Decision maker

Tier 1

Intrinsic interest in the

school/trust and wider

sector issues related

to own role.

Open to new ideas and

embraces change.

Uses a blend of experience,

standard procedures

and a common-sense

approach to come

to decisions.

Collects and interprets

accurate and relevant data

in order to support

school/trust decision-making

and task delivery.

Learns how to influence

others within the culture,

governance procedures,

frameworks and politics

of the school/trust.

Tier 2

Keeps up to date with

policies, issues and trends

in the education sector,

bringing insights into

the school/trust to evolve

and improve advice

and solutions.

Self-motivated and

supports others in

working through change.

Applies own judgement

and knowledge to adapt

to current situation.

Identifies the most suitable

analytical tools and/or

data-gathering approaches

according to the specific

context.

Takes account of culture,

governance procedures,

frameworks and

politics when influencing

others.

Tier 3

Connects with colleagues

across the education

sector and benchmarks

against other

schools/trusts to bring

about best practice

and innovations.

Fosters a culture of

continuous improvement,

demonstrating an interest

and curiosity in new

concepts, ideas and

opportunities and allows

time to build success.

Makes effective decisions

in the absence of complete

data/information, utilising

a strong understanding

of school/trust priorities.

Identifies how best to

collate and utilise large

pieces of complex data

into distinct, clear and

concise ideas which

others can understand.

Builds relationships with

current and future

stakeholders, working

within and where

necessary around politics

and formal processes.

Tier 4

Connects with the education

sector communities

and networks to debate

and shape SBM practice

and develop leading-edge

insights for the

school/trust.

Drives a culture that

supports continuous

improvement

and innovation.

Leads and gives guidance

to the school/trust to

address complex and/or

sensitive issues.

Identifies key questions

to ask in complex situations,

providing overall direction

for the appropriate course

of action of action.

Secures consensus across

a range of complex issues

in sensitive and challenging

situations with a range

of stakeholders.


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Tier 1

Compares and contrasts

options to highlight

advantages and

disadvantages of progressing

along particular existing

and alternative paths.

Provides positive

contributions to the

team and assistance

to colleagues in their

everyday tasks.

Establishes constructive,

collaborative relationships

with colleagues in the team.

Identifies the steps

needed to achieve tasks,

goals and objectives.

Focuses efficient and

effective activity on the

agreed priorities within

own remit.

Adopts a questioning

approach to fully

understand and/or clarify

an issue.

Consults others for ideas,

advice and direction when

facing challenges.

Has a knowledge

and understanding of

Emotional Intelligence (EI)

and how to use assertive

techniques which

promote dignity at work.

Tier 2

Handles reactions

and resistance, using an

appropriate communication

and influencing approach.

Demonstrates a sense

of team spirit, encouraging

shared ownership of

objectives and team

deliverables.

Builds beneficial relationships,

actively listening and

gaining respect

and confidence.

Creates and delivers

clear plans for multiple

projects in the short

to medium term.

Identifies and focuses

on priorities in line with

overall school/trust goals

and strategies.

Reaches conclusions

and takes an early view

on an issue.

Works closely with others

involved in and impacted

by issues, and consults

and involves them when

developing solutions.

Is confident in using

an EI approach.

Tier 3

Liaises with stakeholders

ahead of interactions in

order to understand

points of view, issues

or concerns, and gains

early-stage support.

Promotes a team spirit

across school/trust

boundaries.

Forms collegiate relationships

with a diverse range of

internal and external

stakeholders.

Creates and drives delivery

of projects and

programmes which affect

the school/trust over the

medium to long term.

Works with the

school/trust to confirm

priorities when facing

conflicting agendas.

Makes position clear during

debates and backs it with

professional knowledge

and evidence relevant

to the situation.

Explores and takes account

of both the school’s/trust's

political forces and personal

standing in a debate.

Is able to coach and mentor

managers in using EI

techniques.

Tier 4

Secures consensus across

a range of complex issues,

in sensitive and challenging

situations with a range

of stakeholders.

Builds active strategic

partnerships with

stakeholders.

Builds internal

and external strategic

relationships for

the overall benefit

of the school/trust.

Ensures the delivery

of long-term strategies,

establishing clear

governance structures

with accountabilities.

Re-prioritises objectives

in line with the

school’s/trust's changing

needs.

Acts as a focal point

for the school/trust

in difficult circumstances.

Skilfully navigates

and handles school’s/trust's

politics.

Leads training in-house

and/or externally to

ensure the school’s/trust's

culture supports an

EI approach.

Behaviour

Skilled negotiator

Collaborative

Resilient

Challenger

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ACKNOWLEDGEMENTSThe NASBM school business management professional standards framework has been developed by key sector stakeholders and practitioners,

whom we would like to thank for their support, contributions during its development and subsequent endorsement.

STAKEHOLDER CONTRIBUTORS:

INDIVIDUAL PRACTITIONER CONTRIBUTORS:Helen Albrow NASBM

Andy Allen Comberton Academy Trust/Cambridgeshire Group

David Allen School Biz Ltd/Association of Business Management in Norfolk Schools

Catherine Boardman The Crossley Heath School Heath School, Halifax/Yorkshire School Business Managers Group

Karen Bonser National CofE Academy, Hucknall/Nottingham Association of School Business Management

Barry Brooks Energy and Utility Skills/NASBM Trustee

Matthew Burrell Honiton Community College Academy Trust

Alan Care Moat Farm Infant School, Oldbury/Sandwell Bursar Group

Grahame Colclough Burnwood Community Primary School, Stoke-on-Trent/The Stoke Association of School Business Managers (SASBM)

Caroline Collins Miles Coverdale Primary School, London/London Group Plus

Paul Connew CIPFA

Rosemary Cotton Langley School, Solihull/Solihull Schools Business Managers Group

Bethan Cullen NASBM

Russell Dalton Pershore High School/Worcestershire Association of School Business Management (WASBM)

Natalie Dalvarez Herts for Learning

Sue Davys The Bluecoat Primary School, Lincolnshire/NASBM Trustee

Andrew Dodd Camborne Science and International Academy/Cornwall Association of School Business Managers

Isabella Donnelly Grebot Donnelly

Rosie Donowski Howley Grange Primary School, Halesowen/Dudley Association of School Business Managers

Jane Durkin NASBM Associate Practitioner

Claire Edwards ESPO

Wendy Forster The Oundle Church of England Primary School/Northamptonshire School Business Management Forum

Tracey Gray Walbottle Campus, Newcastle Upon Tyne/NASBM Chair of Trustees

Ryan Green Pebble

Kathy Haig Coopers Edge School, Gloucester/Gloucestershire Association of School Business Management

Louise Hatswell St Pius X Catholic High School/Wath Our Lady & St Joseph’s/Rawmarsh St Joseph’s Catholic Primary Schools/NASBM Trustee

Simon Herne ESPO

Lorraine Hill Treviglas Community College, Newquay/Cornwall Association of School Business Managers

Alex Hunt Ringmer Community College and Sixth Form/NASBM Trustee

Alison Jefferson Durham Trinity School and Sports College

Lorraine Johnston Charles Coddy Walker Academy,Walsall/Walsall Bursars Group

Rachel Keating ESPO

Mary Lowrey St Benedicts Catholic High School,Whitehaven/Cumbria SBM Group

Diego Melo Pebble

Micon Metcalfe Dunraven School, London

Stephen Morales NASBM

Naseem Nabi Veale Wasbrough Vizards

Wendy Nicholls Newlaithes Infant School, Carlisle/Cumbria SBM Group

Simon Oxenham Southend High School for Boys/NASBM Trustee

Mark Payne Westfield Academy,Yeovil/Somerset Association of School Business Managers

Helen Peace St Joseph’s Catholic College, Swindon/Swindon and Wiltshire Group

Angela Penn Roseacre Academy, Blackpool/Blackpool Association of School Business Managers

Hayley Robinson Grebot Donnelly

Frances Rowland Nottingham City Council/Nottingham Association of School Business Management

Alison Scott CIPFA

Yvonne Spencer Veale Wasbrough Vizards/NASBM Trustee

Debbie Stanley Browne Jacobson

Jane Taylor Osborne Primary School, Erdington/Birmingham Bursar Group

Rowena Thomas ESPO

Louise Thomson ICSA

Matthew Wheeler Bordesley Green Girls’ School, Birmingham/NASBM Trustee


BE PART OF YOUR PROFESSIONAL BODY – JOIN NASBM TODAY

The capacity to improve as a profession comes from within our own networks. As practitioners, if we stand united with a single common

purpose, we will have greater lobbying power, more influence over sector developments and ultimately greater professional recognition

and status. Professional membership of your national association ensures a coordinated single voice. Follow this link to become a member today:

www.nasbm.co.uk/join

CIPFA'S RELATIONSHIP WITH NASBM

CIPFA, the Chartered Institute of Public Finance and Accountancy, has been developing standards and training public sector professionals for

over 100 years, and has worked extensively across the schools sector.We are proud to have worked with NASBM in developing the first

standards for business management professionals in schools and academies.

The growth of autonomous academies, trusts and free schools has put financial management at the core of supporting excellent teaching

and learning in our schools.We work with NASBM and other partners to bring this support directly to School Business Managers,

and we hope to see many school finance professionals meeting and progressing through the Standards.

Our Certificate in Financial Reporting for Academies is the benchmark technical qualification for School Business Managers, and will form

the foundation of training programmes that will be developed and recognised by CIPFA and NASBM as contributing to meeting the financial

management and reporting aspects of these standards.

As well as supporting schools directly through training, consultancy and analytical services, CIPFA provides the secretariat to the Charities

SORP, reinforcing our position as the leader in financial management standards and delivery.

We champion high performance in public services, translating our experience and insight into clear advice and practical services. Our 14,000

members work throughout the public services, in national audit agencies, in major accountancy firms, and in other bodies where public money

needs to be effectively and efficiently managed.We believe that the new standards will contribute to the recognition and development of the

profession in schools and academies and we commend them to the sector.

For further information on our work in the area of education, please visit www.cipfa.org/academies

Rob Whiteman

CIPFA Chief Executive

NASBM PROFESSIONAL STANDARDS - ISBL€¦ · NASBM PROFESSIONAL STANDARDS ... the attainment and...

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