Laura Williams

Category: Blog

  • How To Recruit The Right SBM For Your School

    How To Recruit The Right SBM For Your School

    When it comes to recruiting a School Business Manager, it’s important to remember that there are many different types and flavours.

    Though they may all have the same or a similar job title, they will have varied experience, qualifications and specialist areas of expertise.

    To ensure that you appoint the right SBM for your school, I’ve put together some tips to help you navigate the process.

    Get the fit right

    When it comes to recruiting a School Business Manager, the wider context of your school is hugely important. Consider the role in the context of your Senior Leadership Team and what your SBM will be expected to contribute to the school at that level.

    They will of course have a different remit to the rest of your SLT but helping you to develop strategic plans, managing resources, providing reports and contributing to the efficient and effective running of the school are just some of the ways that your SBM can add value and have an impact on your school.

    If this isn’t how you envision your SBM operating, then maybe it isn’t an SBM you’re looking for. If you’re working within a MAT, think about how the MAT operational systems and infrastructure influences the role of the school SBM and what this means in terms of your approach to recruiting.

    Also consider the people management element of the role and the people/ teams your SBM will be line managing. What ‘soft’ skills will your SBM need in order to ensure that these teams operate effectively?

    Get the job description right

    Think carefully about the role your SBM will be undertaking. Is there a bias towards one particular element? Perhaps you have an old building that requires a lot of looking after or you have big plans for expansion.

    Maybe the finance needs tighter management and monitoring or your staffing processes need updating and coordinating. Consider what third party contracts and SLAs you have in place relating to the role of the SBM.

    What level of expertise will your SBM need? Are you expecting to bring more of your business services in house or will your SBM be working alongside other specialist providers making sure that things get done and run smoothly?

    When you have a clear idea how much autonomy, skill and experience you want your SBM to have in each area, you can shape the job description and person specification in a way that is totally bespoke to your school.

    There is a huge difference between leading, undertaking, administrating and overseeing so be clear at exactly what level you want your SBM to work.

    Get the recruitment right

    Recruiting to the post of SBM requires specific expertise. Your recruitment panel should include an experienced school business professional. If you’re in a MAT, you might ask your CFO or COO to assist. If not, someone from the LA, another school or your local SBM group will be able to support you.

    Role-specific knowledge is essential in terms of recruitment; especially when it comes to assessing the practical exercises your candidates will be undertaking.

    Make sure that the recruitment tasks are focused on school priorities and the areas you need your SBM to excel and give candidates the opportunity to evidence their knowledge and skills in analysing, interpreting and presenting their conclusions.

    Remember, if your candidate pool includes people from a non-educational background, be as inclusive as you can with tasks by providing enough contextual information to ensure that they are not disadvantaged.

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    Written for: Primary School Management Magazine

  • 3 Ways To Make A Good Impression At Interview

    3 Ways To Make A Good Impression At Interview

    There are few things more nerve-wracking than attending an interview. 

    We worry about what we should wear, what time we need to leave at, what questions we might be asked and whether the other candidates will be better than us. But in all honesty, once we set foot through those doors what happens next is anybody’s guess.

    The only thing that we can focus on is how we perform, how we come across and doing the best that we can to convince the panel that we are the person that they’re looking for. 

    If you’ve not had an interview in a long time or you’re preparing for one right now and want to make sure you’ve got your bases covered, then this blog post is for you.

    As an experienced interviewer, I’m going to share with you some of the things that I look for and have trained other interviewers to look for outside of the 45 minutes that you’re sat in front of the panel. 

    Whilst some of these might seem like small things, put them together and they add up to either a good impression or a bad impression. Sure, you want to be a memorable candidate but make sure that it’s for the right reasons!

    1. Presentation

    Beyond the obvious, in terms of whether you’ve dressed appropriately for the day, we’re going to be checking out your body language. We’re going to be looking for whether you make eye contact with us when you introduce yourself, whether you smile and whether you’re giving off good energy. No, I’m not going woo-woo on you! I mean, are you presenting as someone that’s happy to be here? Good recruiters don’t judge people for being nervous, but they will be able to tell if you’re positively engaged in the process the moment that they meet you. Show them you’re invested in the opportunity or they will feel you are wasting their time.

    True story…

    Unsurprisingly, the worst impressions I’ve had of candidates have been within the first 30 seconds. I’ve seen them slouched on chairs, had them chatting away on their phone and refusing to hang up and even ignore me completely to watch what was going on behind me as I introduced myself. As a recruiter, it’s difficult to shake these first impressions and it means that these candidates have to work a lot harder throughout the day to recover from this, even if they don’t know it.

    2. Preparation

    Candidates who’ve done their homework and ask insightful questions make an impact. Those who make reference to our organisation when they answer questions during their interview impress us. So do candidates who bring along everything that we’ve asked them to; identification, qualifications etc. By doing your research and providing any additional information we need you show that you are prepared, that you’re well informed and that you pay attention to detail.

    True story…

    I’ve had candidates who have not only arrived late but have then gone to great lengths to bemoan their commute. They’d say things like ‘wow, I didn’t realise it was this far away’. It might seem obvious to most of us, but they clearly didn’t check out our location or Google Map their route beforehand. Any candidate who said this basically told me that they were already having doubts about working for us and made me wonder that if they did accept the job, how long they would stay.

    3. Attitude

    What we don’t openly tell you (but you should assume) is that we’re watching you for the entire time that you’re in the building. Ok, maybe not the entire time – you’re safe in the toilet – but everywhere else, you’re under observation. It’s important that you treat everybody that you come across as a potential interviewer. Ensure that your behaviour and attitude throughout the day is consistent with how you present to the panel.

    True story…

    I’ve had candidates be rude to the Receptionist, throw a tantrum at the ICT Technician who was trying to help them log on to a laptop and even talk openly on the phone, negatively, about the interview day. The panel got to hear about it and of course, they took this into consideration during their deliberation.

    Why these things are important…

    All these things are hard to measure, and they’re not covered in the person specification. But when it comes to looking beyond what can be measured, we’re going to start considering who would be a good fit in our organisation. How you conduct yourself throughout the day shows a lot about the type of person you are and what your values are. As recruiters, if we’re stuck between two candidates who have performed equally well, we’re ultimately going to pick the candidate who we feel can not only work with us best but also represent us and what we stand for.

    With all the above being said, I don’t want you to think that if you’ve forgotten your ID you’ve blown it. Or if you’ve had to take a call from your boiler repairman at an inconvenient time that we’re going to write you off. How you manage any hiccups throughout the day also tells us a lot about you. So be open, be honest and be professional.

    One final thing that you should remember is that you are interviewing us too. If you show up for an interview and you’re greeted by someone who doesn’t make you feel welcome, if staff are rude to you or if the day is completely chaotic, this will tell you a lot about how the organisation operates and will give you an insight about what it would be like to work there. Again, issues crop up – printers don’t work, a panel member might have been replaced at the last minute or a meeting room might have been double-booked. Watch how we handle it and you will learn a lot about us too.

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    Source: My blog vault

  • What’s In A Name?

    What’s In A Name?

    I’ve now been in business doing what I do for 9 years. 

    What I do is coach and support SBLs to step into their superpowers and be their amazing superhero selves. And I absolutely love it! 

    Recently, I was telling someone outside of education about what I do, and they said, ‘Cool, but you run your own business right? Doesn’t that make you a CEO?’

    It’s fair to say I was a bit stumped, so I stuttered a bit then said, ‘Well, I guess so, yeah.’

    Sure, I have my own business and I have to do all the ‘stuff’ that comes along with that but when I think about what I do, somehow, I don’t feel the title of CEO really hits the mark. 

    It got me thinking about titles and what they mean to people. 

    What is a CEO and why did I feel so uncomfortable with the idea? 🤷‍♀️

    In the context of a multi-academy trust, I know exactly what a CEO is and what the role is about.

    In business, it feels a bit grand, very corporate and a little distant somehow. Maybe if I had a team or a board it might feel a bit more appropriate but the idea of that just makes me itchy! 😆

    The thing is, in business I don’t want to be corporate. I’m not corporate.

    I’m professional, absolutely. I can sit in a boardroom and take on anyone in there with absolute confidence and conviction but when I don’t need to litigate, debate and influence, I’m someone else.

    I’ve got a cup of tea, with my sleeves rolled up calling a spade a frickin’ shovel 😆

    I’ve been known to swear in the company of those who I feel comfortable with, I use emojis in emails and I use GIFs on social media. 

    I spoke about this to a friend, and they said maybe ‘Owner’ is better than ‘CEO’ but even that feels bizarre and alien to me 🙈

    My business is so much more than that. I’m so much more than that. 

    It’s a bit like the title of School Business Manager.

    Literally speaking, a School Business Manager manages the business elements involved in the running of a school.

    It’s technically true but it’s also SO much more than that! 🤯

    And so are you ❤️

    There are no right or wrong answers here but when it comes to your current role and your future roles, think about the title that comes with it. Sure, there’s a clearer and evolving career path for SBLs but that doesn’t mean that you can’t bring your own unique flavour to the party too. 

    You are more than your title and who you are is just as important as what you do. And you are frickin’ awesome 😉

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    Source: The ‘Tuesday email’ archives

  • How To Set Staff Objectives For Performance Management

    How To Set Staff Objectives For Performance Management

    When it comes to the topic of performance management and target setting, it’s easy to tie ourselves up in policies, templates, tick boxes and deadlines.

    What is often forgotten is that performance is an all year round topic and an ongoing and meaningful dialogue between leaders and teams should be engaged in throughout the year.

    Staff shouldn’t have to wait until the annual cycle comes full circle in September to find out that their performance is sub-standard and that they are not receiving an increment. 

    What the formal process does do is allow you to support your views of staff performance or disabuse yourself of potential biases objectively. 

    Performance management is the gateway to personal development, professional progression and succession planning. It’s to identify those who need support, to support those who are ambitious and ready to progress and to identify specific and individually beneficial CPD.

    To understand how you can improve both clarity and objectivity in both target setting and the measurement of success, let me share with you the terminology I use when discussing staff performance.

    • Appraisal: Appraising the job that is being done, the one outlined in the job description and person specification; the one that they are paid to do. 
    • Performance Management: For those who have consistently exceeded performance expectation and outperformed any targets set by a pre-determined margin. 

    To allow both fair appraisal and to incorporate performance management for those who have excelled, a holistic performance assessment approach should be used. 

    This means that the achievement of arbitrary targets should not become the sole driver of decisions. Instead, overall performance discussions should incorporate a number of factors and not be weighted to one in particular. 

    For example, teacher standards, career-stage, book scrutiny, data, line management and department meetings etc. Essentially, anything reviewed as a matter of course as part of the line management process. 

    Targets should support the appraisal process but not determine it. With the right policy, a teacher can still progress even if targets haven’t been met as long as it can be evidenced that they have met the requirements of their role. 

    The evaluation process should allow room for exceptional performance to be recognised and valued either through accelerated pay or through CPD and/ succession planning strategies. People who outperform in their role consistently, working above and beyond and demonstrating exceptional value, deserve recognition. 

    Exceptional performance should be defined and certainly should not be ‘easy’ to achieve but it should not be impossible either. This is where targets serve a real purpose. Exceptional performance, through targets, can be defined for each individual. Therefore, it hinges not only on meeting standards, but exceeding them consistently as well as exceeding set targets. 

    The truth is, some organisations are good at appraisal and performance management but too many are not. The ones I’ve come across that aren’t are usually linked to either poor policy or poor management training and delivery.  To improve your staff performance discussions, think about what language you and your leaders use and how you articulate the policy. If leaders aren’t on board with the process or fail to execute it properly, it really is a wasted opportunity to serve your staff.

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    Written for: Primary School Management Magazine

  • Is Your MAT Mismanaged?

    Is Your MAT Mismanaged?

    Almost every day we read a news article about a MAT scandal. Whether it be a financial notice to improve, a poor Ofsted report or a failure of governance, these stories have become all too common.

    The questions that are often asked are: why has it taken Ofsted or the DfE to come along for people to realise how bad it is? Why hasn’t something been done before?

    A MAT cannot lose all of its money or shift from good to special measures overnight. These things happen over time. 

    So how do you know if you’re working in a mismanaged MAT? What are the symptoms you should be looking out for that may lead to a detrimental diagnosis?

    In my experience, there are three key areas that you should assess to determine whether your MAT is being mismanaged:

    Governance

    • Consider the constitution of your Board and Governing Bodies. Determine whether they are the right people to undertake these roles in terms of their values, skillset, personal interests and capacity. 
    • Review the governance self-evaluation systems that are in place. Consider how objective this process is, how often it is undertaken and how effective your MAT is at following up on areas for development. 
    • Evaluate the effectiveness of your Scheme of Delegation. Determine how well it is adhered to and whether it is effective in operation. 
    • Assess the quality of your meetings in relation to schedule, agendas and records of discussion. Evidence of accountability, scrutiny, challenge and support should be clear and documented.
    • Consider the level of transparency of your governance systems. You should be able to clearly articulate your decision making process and justify the actions of governors both to local stakeholders and external bodies.

    Leadership

    • Consider the capacity of your leaders in relation to delivering sustainable improvement within your MAT. 
    • Assess how well your leaders tackle poor performance and conduct and whether they execute their role as leader fairly, equitably and consistently.
    • Determine how well your leaders apply the policies of your MAT. Consider how you ensure that MAT systems and processes are followed in relation to education, employment law, finance and compliance.
    • Review the performance management processes for your leaders to ensure that they focus on MAT determined core competencies beyond education specific targets. Consider finance management and people management as indicators of leadership quality.
    • Consider how well the leaders within your MAT respond to challenge and the opportunity to collaborate. Issues within these areas can indicate an underlying cultural problem that can erode the effectiveness of the MAT over time.

    Finance

    • Consider the level of experience of your finance staff and the qualifications they hold in the context of the role that you expect them to perform. Assess their ability to provide correct and timely information and whether they present it in an audience-appropriate way.
    • Determine how your finance team responds to challenge and scrutiny both within meetings and from external bodies. Questions that cannot be answered or data that cannot be supported is a red flag that should not be ignored.
    • Review the financial systems within your MAT to ensure that there are appropriate checks in place to act as an ‘early warning’ system. An external audit report should not be the first time that you learn about financial issues within your MAT. 
    • Assess the value of the MAT central team in terms of the capacity that they add to the schools and whether the relationships between the financial team and local school leaders enables sound financial management.
    • Consider how the finance function integrates with other areas across the MAT including school development planning, curriculum planning, staffing strategy and capital expenditure. A financial team that works within a silo cannot be effective.

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    Written for: Primary School Management Magazine

  • Gut Check Time 🫣

    Gut Check Time 🫣

    During Adele’s final Vegas residency performance, she chugged a glass of wine, stood in front of 5,000 fans and laid it all bare.

    And she didn’t just reflect on 100 incredible performances; she shared how she almost didn’t get there.

    When she canceled her show at the last minute last year, she faced a complete 💩 show of criticism, fear and doubt.

    People told her it was ‘career suicide’ and yet, standing on that stage this weekend, she looked back and said, “If something doesn’t feel right to you, don’t f***** do it.”*

    Saying ‘no’ when the world expects you to say ‘yes’ is hard.

    We’ve all been there; when you’ve worked so hard to meet expectations, saying no can feel like letting everyone (and yourself) down.

    Sometimes, it’s saying no to a project, a decision or even a role you thought you wanted.

    But here’s the thing: saying no doesn’t always mean you’re turning away from something. It can mean you’re making space for something better 💫

    It’s about trusting your gut, even when you don’t have all the answers.

    It reminded me of a time when an opportunity landed in my lap that was perfect on paper. It ticked all the right boxes and everyone told me to go for it. But deep down, I knew it wasn’t right for me and I walked away. It wasn’t easy and people thought I had totally lost the plot!

    But that decision opened the door to what I’m doing now; work that I truly love 💁‍♀️

    To make things even trickier, sometimes we mix up the yeses and nos.

    We say yes to things out of obligation or fear of letting people down. We say no to things because we’re scared or we don’t feel ready. The challenge is learning the difference.

    Adele’s words reminded me that we don’t need all the answers. What we do need is to listen to that little voice inside us – the one that knows when something feels right.

    So here’s your nudge for the week:

    😳 What’s one thing you’ve said yes to but your gut’s saying no?

    😳 What’s one thing you’ve been hesitant to say yes to, even though you know it’s right?

    The second chances we often wait for aren’t given to us – they’re created by the decisions we make and the risks we’re willing to take.

    So, what’s holding you back? 🤨

    What’s stopping you from saying no to what isn’t working – or yes to what could change everything?

    Trust your gut, rewrite the script and give yourself permission to go after what you really want ❤️

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    Source: The ‘Tuesday email’ archives

  • Do You Need To Feel The Fear?

    Do You Need To Feel The Fear?

    “You need to feel the fear!”
     
    Or so Joey and Chandler tell Rachel in Friends when she says she’s sick of working as a waitress and wishes she could get a job in fashion. They say that as long as she has that job, she doesn’t have the motivation to go out and get the job she really wants.
     
    Watching this episode got me thinking about confidence, and about how sometimes we need the right set of circumstances to push us forward.

    I’m a ‘feel the fear’ type of person. I do my best work under pressure (especially when I’m skating too close to deadlines) and some of the best things I’ve done are the ones that I crapped myself doing, or when the clock has been ticking and I’ve not had time to talk myself out of it. The magic happens for me when I’m pushed forward by circumstance, or other people who believe in me – even if I don’t.
     
    Over time I’ve got better at generating that ‘fear’ myself – stepping forward before I think I’m ready, and speaking out when I’d normally stay quiet – but it does take work!
     
    I’m not saying for a minute that you should quit your job – no way – but if you’re feeling held back somehow, think about what it is that you want to achieve and why you feel like you can’t. I know external factors play a part in this but, when it comes to building the confidence to deal with these, that’s down to us.
     
    Confidence is a fluid thing and, in order to understand how to tap into it, it’s useful to spend some time unpicking the reasons why we feel that we can’t or shouldn’t do the things that we really want to.
     
    Reasons may include…

    • You don’t believe that you’re capable of it.
    • You feel that the goal is too big, or unachievable.
    • You’re worried it won’t work, won’t be good enough or will go wrong.
    • You’re not naturally outgoing or assertive or [insert other appropriate adjectives!]
    • You’ve had some bad experiences in the past and you don’t believe this time will be any better.
    • You’re worried about what will happen if you do it; what people will say or think about you.

    Understanding what’s holding you back is the first step to moving forward; whatever your reason is, ask yourself what you can do to create the momentum you need.

    So…
      
    What’s your goal?
    What’s stopping you?
    What’s the one action that you feel ready to take?
     
    You don’t have to be a ‘feel the fear’ type of person to create momentum – it might be that you need to take smaller steps, or to unpick some of that negative self-talk, until you’re left with logic instead of doubt.

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    Source: The ‘Tuesday email’ archives

  • 5 Management Account Tips for Headteachers

    5 Management Account Tips for Headteachers

    Monthly management accounts are the most useful financial tool a Headteacher has at their disposal. However, when presented with a spreadsheet full of numbers, for some, it can be difficult to know where to start or what questions they should be asking their Business Manager.

    Here are the top five things that you should be digging into each month:

    1. Analysing monthly performance

    Your management accounts should clearly state your actual expenditure for that period (month) against the forecasted expenditure for the month. The forecasted expenditure is usually the annual budget distributed evenly across twelve months. By comparing this information, you should know if you are behind, on track or ahead of budget. You should know whether a variance is planned (i.e. an annual invoice) or if there is an issue that requires monitoring (i.e. an unplanned overspend). Your SBM should provide you with details on any significant variances for the month and outline any mitigating action if required.

    2. Analysing year-to-date performance against budget

    Looking at the year to date expenditure against the full year budget can indicate if any significant issues require attention. Quality management accounts provide a full-year forecast based on year to date expenditure which is based on the assumption that current spending patterns will continue. This data highlights how any overspend may impact your planned year-end position and also flag up cost centres that require additional control or are indicating significant underspend. An in-year budget reforecast based on this information is considered good practice and should be undertaken by your SBM in consultation with yourself and governing body or MAT.

    3. Reviewing staffing and agency costs

    Depending on the structure of your management accounts, your core staffing and agency costs may be lumped together. Ensure that you receive expenditure, forecast and budget figures for these areas separately to gain a concise picture of staff costings. Ask your SBM to further break down agency costs into vacancy cover, sickness cover, planned absence and training cover. This way you will gain further insight into your agency costs and whether any overspend can be offset against any underspend in areas of your staffing costs or whether you are heading for an overspend. 

    4. Track key expenditure lines

    Ensure that income and expenditure lines for areas such as catering, uniform and school trips are accurate and regularly reviewed to determine whether there is a profit or loss in these areas. Ensure that any loss is forecasted and factored into the bottom line. Also ensure that if any expenditure is to be recharged to departments or teams (i.e. reprographics, hospitality, stationery) that this is undertaken on a regular basis and that department expenditure is reviewed and communicated with Heads of Department.

    5. Reviewing planned expenditure for the year

    Odds are that since you set the budget, you’ve had to purchase some items that you hadn’t planned for, or needed to pay some unforeseen maintenance costs. Sit down with your SBM and make sure that your planned budget is still realistic, and determine whether any of your plans need to change to accommodate your financial position.

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    Written for: Primary School Management Magazine

  • It’s Like Climbing A Mountain In Flip-Flops 😖

    It’s Like Climbing A Mountain In Flip-Flops 😖

    I’ve always found a weird kind of comfort in being the quiet one in the room.

    There’s something nice about hanging back, soaking it all in and figuring out how I can pitch in without making a big fuss.

    But sometimes that quiet vibe can hold me back and I have to give my head a wobble to speak up!

    Sure, talking is part of the job and as SBLs, we’re out there chatting with parents, teachers and governors pretty regularly but deep down, we’d probably rather be at our desks, flying under the radar and getting stuff done.

    And honestly, who wouldn’t prefer to be a stealth ninja rather than facing all those people and the pressure of being seen? 😈

    If you’ve ever felt like this, trust me, you’re not alone – but when you need to push your ideas forward or stand your ground, it can feel like trying to climb a mountain in flip-flops!

    It’s no surprise so many of us struggle with getting noticed and saying no. Total introvert struggles, right? 🤪

    So, if our introversion is part of what makes us special – helping us see the big picture and get things done without the drama – how do we shake off that invisibility cloak when it’s time to step up?

    Here’s how you can start making your presence felt without freaking yourself out!

    ⏱️ Share your ideas early in meetings. I’ve found that the sooner you speak up, the more at ease you feel, knowing your voice is in the mix. Waiting too long just makes it harder, so why not jump in at the beginning?

    👋 Remember, you don’t have to take centre stage to be heard. Engaging with others’ ideas counts too! Saying something like, “Building on what Julie mentioned, I’m curious about how we could move X forward,” or “That’s a great idea! Any chance we have the dates and times agreed for that event yet?” or sharing a helpful article or update you found last week are all low-key contributions without turning the spotlight up to full beam.

    📩 Not every conversation has to happen face-to-face. Emails and texts can give you the chance to think things through and the opportunity to respond on your own terms. You can take your time to craft your message and make sure you get your point across in the way you mean it rather than feeling rushed in the moment.

    When we’re buried in paperwork, it’s easy to think being visible doesn’t need to be a priority.

    But if we want to be heard then we need to be seen 💥

    Being visible isn’t about being loud or flashy; it’s simply about letting people know we’re here and ready to contribute. When we step out and share our thoughts, we open the door to support and recognition too.

    So, this week, take off that invisibility cloak (just for a little bit!) and show up for yourself ❤️ Because you are awesome!

    💫 Like what you’ve read? Subscribe to my Tuesday emails here.

    Source: The ‘Tuesday email’ archives

  • SBLs: It’s Good To Talk

    SBLs: It’s Good To Talk

    SBLs often report that theirs can be a lonely profession so, whether it’s talking to other members of staff or fellow SBLs, it’s important to stay in contact. In honour of National Conversation Week, Laura Williams discusses the importance of keeping in touch…

    It has been said that the role of a school business leader is ‘boundaryless’ – and, having been an SBL, I completely agree.

    SBLs are solo operators, very much like headteachers. We may lead a number of teams and work alongside the SLT, but nobody in the school has first-hand knowledge of the demands of our role, or the capacity required to deliver it. Being the ‘only one’ can lead to us feeling rather lonely and isolated – and often means that we end up struggling in silence.

    Though we might feel alone when we’re sitting in our offices with five spreadsheets, SIMS and the payroll file open, it doesn’t have to be this way! Here are five ways that we can get in touch – and stay in touch – with people who know where we’ve been, where we are and where we’re going.

    1. Networking and joint learning

    Studying for a qualification and attending workshops, seminars and conferences are great opportunities not only for CPD, but also for meeting up with other SBLs. Events such as these usually build in time for networking and allow us to spend time talking with fellow SBLs about what’s happening, how we’re doing and sharing inspiration. When the workload is high, it’s tempting to avoid leaving the building – or to even cancel a delegate place you’ve already booked; but planning in advance, and committing to just one day out per term, can have a huge impact on both your sanity and your perspective.

    2. Social media

    If you’re comfortable with social media, why not join in with? There’s a great network of SBLs on LinkedIn and Threads who are friendly, approachable and keen to share their experiences and provide help and support to other SBLs. It may seem intimidating at first, but please don’t worry – follow some SBLs, introduce yourself, and you will make some great connections.

    3. Projects and collaboration

    Many local networks and professional associations not only run conferences, but also facilitate great opportunities for sharing practice and collaborating on projects. Visiting other schools, unravelling big compliance changes – like GDPR – and sharing policy templates and supplier recommendations will help you practically, as well as personally.

    4. Coaching

    If you feel like you’re really struggling, and the thought of sitting in a room full of other SBLs only makes you feel more anxious at this point, then undertaking coaching could be the answer you’re looking for. Working with an independent, professional coach, one-on-one, can help to provide you with focus, a fresh perspective and the clarity you need to move forward. The coaching process is structured, time-limited and focuses on your specific needs and goals at this time. It’s also a safe and confidential space – which means you don’t have to worry about how you are perceived by your fellow colleagues.

    5. Mentoring

    If you don’t feel comfortable networking or putting yourself out there, and coaching isn’t your thing, then perhaps working with a mentor could provide you with the touchstone you need to provide you with support and a sounding board on a regular basis. This could be with someone you know or someone recommended to you through your network. Again, the arrangement would be confidential, but it’s more informal and fluid than coaching.

    However you decide to move forward, know that you don’t have to do so alone. Find somewhere, or someone, that can provide you with the support you need – and know that asking for help does not lessen you; it gives you the tools to become more.

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    Written for: EdExec Magazine