With SBL recruitment suffering a decline, how can we foster enthusiasm for newcomers to join this profession, and what factors contribute to the increasing difficulty in doing so?Annette House of Edinburgh Primary School, London, reflects on receiving an inquiry on breaking into the school business manager (SBM) profession
I recently received an email enquiring how to become a school business manager. Despite a lack of school experience, this person had a good degree and a consistent employment record. This got me thinking: How do we encourage new people to join the profession? And why has it become so difficult?
The NAHT recorded schools that have advertised a SBL position. Of those who have recruited for business or support roles in the last three years, only 3% reported a strong field of applicants to choose from, while 35% of members reported that the standard of applicants was poor.
In the past few years we have lost over 25% of the SBLs in our borough, with many citing that the job is just too full on. Conversations with staff in my network groups about stepping up to the SBL role are often met with ‘no thanks – we don’t need the stress’. This paints a very gloomy picture.
According to the NAHT report, School Business Leadership in Crisis, the number of school business leaders who would recommend school leadership fell between 2020 and 2021, from 48% to 43%. At the same time, the number of school business leaders stating they would not recommend school leadership as a career goal rose to 37%.
So what can we do to safeguard our profession and bring new people into the role? New faces bring new perspectives and help us to find different ways of doing things which is good for our profession.
The SBL role is constantly evolving – my own role incorporates operational, strategic and finance. I ask myself when I move on, will my successor do things my way or find their own way? You know what they say about a fresh pair of eyes….there is always changes that can be made.
With experience comes pressure – tasks that are familiar to me will be unknown to others. Some tasks I may do one way, others will do differently. Helping newcomers understand this is key to recruiting into this challenging yet fulfilling profession. They don’t need to learn our way – they need to make the role their own.
What about qualifications?
Many schools pay into the levy for training but how many are taking advantage of the SBP apprenticeship? We often hear from staff ‘we are too busy’ – but how will we progress without investment in CPD?
A deputy SBL could take on the apprenticeship on a fixed term and undertake a project that would benefit both their learning and the school. I appreciate it is an outlay but it would build capacity, develop staff and give others more opportunities.
Looking outside the school walls, how does someone new to the sector ‘get in’? Often one of the shortlisting criteria is ‘previous school experience’. When I started, there was a clear pathway – CSBM, DSBM, ADSBM etc. If you had transferable skills you could learn on the job, where the apprenticeship could be funded.
Another way in is through becoming a school governor. I was a school governor and it was the headteacher there who sponsored me to undertake the Aspiring SBM course. It was an eye opener! Change was the biggest barrier as things had always been done a certain way – there was little progression and most opportunities were poorly paid so expectations were low. Challenging the status quo was a hard barrier. 10 years later and things are different. Now the next generation is knocking on the door and need our help.
SBLs who are looking to enter the profession may benefit from the following advice:
Apply to become a school governor or trustee – governor training can be free and can include networking opportunities outside your school
Look for school volunteering opportunities
Read the school and academy DFE handbooks to get a deeper understanding of the sector and context you’ll be working within
Apply for job roles within a Local Authority that involves working with schools
Be clear that you would be happy to undertake the apprenticeship or other funded training
Demonstrate what specialisms you can offer, such as building and safety, finance, HR or even bid writing/marketing
My experience has been very much an on the job learning journey. Things are constantly changing and each day is different. I’ve met some great people and I’ve had such a buzz from some of the projects I have worked on. The biggest joy is seeing the children’s faces when they first see something we have been responsible for or created. It’s what this job is all about.
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