Vol.57 November 2019
3 From the Chair 32 Your HR Child Safety Checklist when Recruiting
4 How are the New Funding Arrangements from 2020 Progressing? 36 Embracing Renewables at Ascham School
10 The Dark Side of Resilience 38 Lifting the Gaze
12 What does Good School Governance Look Like? 40 Coaching and Mentoring Perfectionists
16 TIGS Student Invents Life-Changing Devices 42 From Bursars to Business Managers
26 From the CEO 46 Beyond Budgeting
30 The Future of School Business Management 50 7 Ways to Reduce Stress in Meetings
Published by the Association of School Business Administrators
Be the difference
Nothing exists that can’t be improved by good governance.
CAerStBifiAcaMteesmAfobSreBrAOSABffMAermasetmtebresrs Cost
Per Individual Course
$555 ASBA Member
Governance Institute of Australia is the only independent professional association $585 Non-member
with a sole focus on whole-of-organisation governance. As the peak professional
body delivering accredited education and the most practical and authoritative training Certificate Intensive
and information in the field, we are focused on improving organisation performance $3,330 ASBA Member
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REBATBEeSthe differenceand transparency. We promote lifelong learning in governance by providing relevant
for ASBA Membersand up-to-date training anNdotathilionrgeedxiinst-hsothuasteclaena’rtnbinegim. proved by good governance. (GST incl)
A new Alliance agreement with ASBA Limited was signed in 2017 enabling ASBA
members to choose between three Certificates, which are rebatable to ASBA Cost
members upon completion. CThee cretritifficiacteastneowsavfaoilarblAe aSreB: A members Per Individual Course
$555 ASBA Member
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Certificate in Governance and Risk Management and
Certificate in GoverGwnioathvneacrnesaofnloecrefoNIcnousstt-itofuonterw-PohfroAoleufi-stostfr.-aoliragaisnitshaetioonnlygoinvdeernpaenncdee.nAt psrtohfeespseioankaplraosfessosciioantiaoln
body delivering accredited education and the most practical and authoritative training Certificate Intensive
$3,330 ASBA Member
EcoamchpoCneerntitfsic.fcAaooStrueBcrAosisemcsompnaleatsitdniloieusnetuesopdaaaftonnnbGodddepofltuirvnorsopaefwivo-nxrtinr:sodmpas-edaanharmtcoietoeernentctmIrniycna.bsointWtehuiintrereusgsftpeiweaersnloidotdmh,fawtoAanateuiedlgosaelrtihrferneeaadeloflvroiinnaeocg-’uushcssloeeoeua6xdmsrc5neoep%innlleulgerialmesnirnnobtpiargCnoyotgevev.rianetnigrfnidcoaarnegtcaeleencbistyaivtpieoronvpideinrfgorrmelaenvcaent $3,510 Non-Member
The set courses are designeAdnteoweAnllhiaanncceeagthreeempaerntticwipithanAtS’sBAskLiilmlsitaedndwaksnsoigwnleeddgine2o01f 7 enabling ASBA
greoqoudirgeodvbeyrnaa•nnyCceleeratpidfriacincagttiecseicnhaGommnoodeevlmm/etcorbboneeclalrreossngnctuoesepo.coPhnlirodacoaocstmteeicpbetleehttewioenhe.ignThhthesrectaeenrCtidfeiacratridftiecsoatfneogsw,owvaheviarcnihlaaabnrleecearereb:atable to ASBA (GST incl)
tYhoeugwoivllegrnaainn••caenCCeefurrranttiimdffiiecceaarwstteetoariinnnkd,GGiwnooghvveeyorrinnft’aawsnnCCChiccmeeeaeerrrttttpiiiaafffgeiiinncccoraaaddavttteeeteRNivriiiionnnsnetka-GGGftnoMoooocrvvv-adeeeePnorrrrnnnmaoaaatgfheinnnetecccasmeee.nreifPasgonn,rhratdyNtcoRttoihucits-eirfnk,osgMrp-sPaernacoaniffgitdisce.mdrooelnetthawinnidgthsin
Nothing existsmropigrragahncat.tanicYgiseeoa.utrii’osllnkb,epEaeglaaneeprcdctthritociatvChivnpeeeiadrecneatonitdbfm’ihscilwapaistnotyiktecnhialEcTeelissonkhadnmdeecamtahsynpsca.bodeCotdniotTlekneiecohtrnfnoytueliiosdtufsptiwrcceo.asaoonlenetiufcmesddrseasgipistxreeetleoemscaodmhhriafemoedngesreoiidpntgqoeltncuuedsoepcemiduoggsorernotfsoptnevoesoeetdisxrnrirdantihasosetaanheknnendocnctmgritheehfoyaacatvp,hovnnereuepaacrrrpngesccioaeoteatirsrmchmntiiteeccaipesienpaunedanlbtsndaheoitn’ansrtsvoydtyseokciullosrmapnudlskonroywalenddgeeleocftive
that can’t beconsolidate the hgoigohdsgtoavnedrnaardncoefpgroavceticrneaanncdetorecqounisroeldidabtyeathnelehaigdhinsgtandard of governance
During 2017,sachdoeodl.icated onreeqduaireydtrbayinainnyglepardoinggrasmchowoil/llcoblelegsec.heduled for schools
gimoopdrogvoevdebrnyanceacross the coFwuownrwtmr.ygo.orevKeienrnefoaprnmycoeaYtrhiiugtoneihroustgnet.woiYytcivuleolaetugrleoln’a.lGluacinbnotIAecamfeonpo.rarfnurotuanvh1mdiid8eseer0wsdin0toawrf2nkiutd5,htiwu1nkgrhe8eyyo4.iftt9o’wsohoilmsartapggneoodratvotteeivrcnehatnnoicqdeuoemstheteaonriidsg,ehyntottihufyirn,sgppsreioacrniiftdiicsedrooalenthdwinigthsin
More information manage risk, get the ability and confidence to implement risk management in your
WPleeabsseitec:awllwGwo.vgeorvnearnncaencInesintpoistrruagtitcateutnictioseean..tcio1on8m0a.n0adu2a5n1en8h4a9nced ability to implement corporate governance best
During 2017, a dedicated one day training program will be scheduled for schools
across the country. Keep your eye out for this in future.
PeNrwevloYiarienieilosmtvdliaWPMnmueolbes.orebeiabctarenAebuueuehssSc.resiraiptasnBeesPcaelaft:AasoelnmweoilrorldmdramwfeeGesewnbpaocebuevtt.av.roginaipaoetdooemrttnloevsnve.wenoanpirsncindlpllcepaeoerebnorotefcIvonfbieiops6cdivantaonie5sitniumstd%bitkttieupaouotolnepaenno.kcotcci1fooenaoc8mncotofp0c.ht@0rauiooonue2nuvac5vinteCss1otioboed8di@n4caree9teto.ataiaafssfilbsisicalansfao.n.trafdeour.cost
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Chair | Elizabeth Stannard ASBA Members as at NOVEMBER 2019
Anglican Church Grammar School
“Churchie”, Oaklands Parade East Brisbane QLD 4169 Association of School Business Administrators (NSW) Inc
Tel: (07) 3896 2207 Association of School Bursars and Administrators (VIC) Inc
Association of School Business Administrators (QLD) Inc
Deputy Chair | Neville Atkinson Association of School Business Administrators (WA) Inc
St Paul’s College, 792 Grand Junction Road Gilles Plains SA 5086 Association of School Business Administrators (SA&NT) Inc
Association of School Business Administrators (TAS) Inc
Treasurer | Stuart Calvert Association of School Business Administrators (ACT) Inc
St Mary’s College, 164 Harrington Street Hobart Tas 7018 Association of School Bursars and Administrators (NZ) Inc
(03) 6108 2560
ASBA Chief Executive Officer and
Editor of the Associate | Philippa Thomas
Association of School Business Administrators
PO Box 4694 Toowoomba East QLD 4350
Tel: (02) 9431 8682 Email: [email protected]
ASBA Update
From D uring the last 6 months, the valuable insights that you can apply in a
the ASBA Limited Board has met practical way, now you are back in your
Chair three times – at Anglican Church schools. It was a fantastic event and
Grammar School in Brisbane on Thursday wonderful that over 700 of you were able
Elizabeth Stannard was elected and Friday 16 and 17 May; at Sydney to come together both professionally and
Chair of ASBA Limited in March Airport on 26 July; and in Hobart on socially. If you were unable to attend then
2019 and has been a Director since 30 September, immediately prior to the we look forward to seeing you in Melbourne
2015. She is a former Deputy Chair National Conference. The May meeting in 2021.
of ASBA Limited and is also an was the first to be held with the new smaller You may be aware from my recent
Executive Committee member and Board structure comprising one Director communication, that Alliance, Camp
immediate Past President of the appointed by each chapter (previously Australia, Commonwealth Bank, Higgins
Queensland Chapter. Elizabeth two). and Ricoh have all agreed to continue as
is the Director of Business and At this meeting, the Board also our Platinum Partners. Joining them is
Finance at Anglican Church engaged with Fi Mercer from Governance NGS Super as our new 6th partner. Thank
Grammar School in Brisbane, Evaluator who took the Board through key you sincerely to each of these companies
Queensland, a position that she benchmarking for boards and enabled us for having faith in the relationship we can
has held for the past 11 years. to identify areas of strength as well as areas build together and we are looking forward
where further development can occur. It to working with them over the next 4 years.
Cover photograph: was pleasing to see from the evaluation
Ascham School that generally the Board rated very highly As part of the new agreements, the
WORKING TOWARDS across over forty (40) categories with no Platinum Partners will be sponsoring
securing a area assessed as “red” under a traffic light an annual roadshow to be held in each
sustainable future system and only one as “orange”. Chapter which will bring a high quality full
VIA WIND FARMS IN During 2019, the Board has been day workshop, directly to members. In
REGIONAL NSW exploring a number of programmes 2020, this will be facilitated by the Institute
which will offer a unique professional of Managers and Leaders (iML) on the
development opportunity for members theme of The Emotionally Intelligent Leader.
with one of these being the iML Chartered This is a fantastic opportunity and we thank
Managers Programme. This programme our new Platinum Partners for enabling
will enable Business Managers to apply for this initiative. They will of course, still be
a streamlined assessment process which active participants at Chapter conferences
includes recognition of prior learning, to on a rotational basis as well as prominent
achieve the Chartered Manager (CMGR supporters of our National Conferences.
MCMI) qualification. iML will also be Thank you also to our CEO Pip Thomas,
offering reduced rates for ASBA members who has worked with both our previous
to undertake this assessment. and new partners to establish strong
A tool that many of you may find relationships and to develop a framework
useful is the Governance Evaluator and that delivers value to you, our members,
Development and Skills Matrix board but also to our Platinum Partners.
governance software package available Finally, earlier this year, the Board
through Governance Evaluator. The welcomed a new Director from Queensland,
software has been specifically adapted Ms Toni Williams from St Margaret’s and St
for the education sector and has been Aidan’s Anglican Girls’ Schools. Toni has
accredited by the NSW Education been a member of the Queensland Chapter
Standards Authority for content for Management Committee for a number
independent schools. Details of the of years and is currently chapter Vice-
product and offer are available through President and PD Convenor. I know Toni
our Member Services Directory. will make a strong contribution to the Board
For those of you who were able to and we look forward to her participation
attend the national conference in Hobart, over the next three (3) years.
I trust that you found the week enjoyable,
collegial, professionally fulfilling and most Elizabeth Stannard | Chair
importantly were able to take away some
3NOVEMBER 2019
ISCA Update
How are the New
Funding Arrangements
from 2020 Progressing?
In 2014 the “Gonski” model for Capacity to Contribute Schools will not handle or have access to
school funding arrangements the income data of parents. The provision
introduced a new approach to The main change announced by the and linkage of sensitive personal information
needs-based funding, putting Australian Government was the phase- including names, addresses and income
all schools on a path to in of the Direct Income Measure (DIM) of means that effective privacy protection
transition to their Schooling Capacity to Contribute (CTC) SES scores. processes are crucial to the integrity of the
Resource Standard (SRS). The This was based on the recommendations new methodology.
SRS is an estimate of how much of the report on the Review of the SES
total public funding a school Methodology undertaken by the National There are still a range of outstanding
needs to meet the educational School Resourcing Board (NSRB) in 2018. technical and policy issues to be resolved
needs of its students prior to implementation including:
The NSRB recommended moving away
In September 2018 the Prime from the current area-based methodology 1 Whether the measure of income
Minister, the Hon Scott based on the ABS Census of Population and used will be gross, net or adjusted
Morrison MP, and the Minister Housing to an individual measure of parental
for Education, the Hon income based on Personal Income Tax (PIT) income
Dan Tehan MP, announced data.
substantial changes to Use of a three-year rolling average
these arrangements, with The move to the new arrangements for to address the possible volatility
implementation of these calculating CTC will be phased in from 2020. 2 arising from an annual data
changes due to commence at Under these phased arrangements in 2020 collection
the start of the 2020 school and 2021 schools will be funded on the basis
year. of the ‘best-of’ 2011 Census SES scores,
2016 Census SES scores or PIT SES scores.
The following outlines the All schools will utilise PIT SES scores from
most significant changes, 2022. 3 Consideration of how family
and how implementation is size could be applied in
progressing. The key technical work on this new the methodology
methodology is being done by the
4 ASBA ASSOCIATE Department of Education, the Australian The use of alternative data
Taxation Office and the Australian Bureau sources and acceptable match
of Statistics (ABS). It will require the annual 4 rates for data given that is not
collection of names and addresses of possible to match every name
students’ parents and guardians from non- and address to a tax record
government schools. These names and
addresses will then be linked to personal
income tax records in the Multi-Agency Data
Integration Project (MADIP), a secure ABS
data environment which enables linkages 5 How scores will be determined for
between large government data sets. schools with insufficient data
The development of an appeals
process for schools who believe
6
their PIT SES score to be
inaccurate. This will be a
challenge for schools given
that they will not have access
to their parents’ income data.
ve data sources and acceptable match rates for data given that it is not
very name and address to a tax record
determined for schools with insufficient data
f an appeals process for schools who believe their PIT SES score to be
be a challenge for schools given that they will not have access to their
a.
thways
mended transition pathways for schools which take into account the move to
to 80% Commonwealth share of their Schooling Resource Standard (SRS)
sition inA2m0e2nd3ed. transition pathways Choice and Affordability Fund
Also announced were amended transition pathways for schools which take into account the The Choice and Affordability Fund was also
owlsntrtaon8sm(S0iScto%RhivoSoe)oCntwlosoiiltPnlrmacITgnoSsmmdiEtpioSoloenswtinencgotwnhrueepesitr.toatoral8tnt0hsh%iteioCsinohrminaem2rn0oe2tn3wiot.elfaelttmhhseheainrretSofaRthnSeirawSdcihdlloioctliionogmnReapslole2urtceyeeSttaahnredsairrtdotrcaoasdnunivmpnsepoirstuopiinrtolytce,epntdaperreinonvtSiadelepcthesomtircbueec,rtuo2rpa0pl18o.ratduItjnuaistiymtmsaentndot
Schools transitioning down to 80% Commonwealth share of their SRS will complete their assistance, support underperforming
transition in 2029. This gives schools transitioning down to their entitlement an additional 2 schools and provide targeted extra
years to complete their transition. support for schools. Support for schools
transitioning down to 80% will also be
Commonwealth Transition to 80% of SRS available through the Fund.
for Independent Schools
The Fund totals $1.2 billion over 10
years, to be split between the Catholic
and Independent sectors based on the
sector share of schools. It will provide
approximately $485 million for the
Independent sector from 2020 to 2029.
The Choice and Affordability Fund also
incorporates the $40 million National
Adjustment Assistance Fund which was
created to provide funding directly to
schools which were transitioning down to
80% Commonwealth share of their SRS.
The Fund will be administered by non-
government representative bodies. For
Independent schools this will be their state
and territory associations and for Catholic
systemic schools it will be their state or
territory Catholic system authority.
Guidelines on agreed priorities and an
agreement with government regarding how
funds are to be used to support schools
are still being finalised. The Fund is due to
commence from July 2020.
177 schools above 80% will transition down to 80% by 2029
on arrang9ue4p8mtsoce8h0no%otsblysw2b0ei2ll3lobw e80%aCpopmlmioendweaatltthh eShasrcehoofoSRlSlewivlletlrraanstihtieorn than at (Continued page 6)
the system
nt methodology). Systems will still be able to redistribute funding between
eeds-baFtshoeer sdsyyssmtteemmeslte,vhtehole(wdtrhaoinclshoitiiosgntyha.errcaunrgreenmt emnetsthwodillobloegya)p. pSlyiesdteamtsthweillsscthilloboel level rather than at
able to redistribute
funding between schools according to a needs-based methodology.
y Fund 5NOVEMBER 2019
Technical Update BILATERAL AGREEMENTS
STATE AND TERRITORY SRS TRANSITIONS
State and Territory Contributions to TARGET
Non-government Schools as a percentage 20% of SRS
of SRS
BY 2023
In addition to Commonwealth school NSW 22.8%
funding, states and territories also make an QLD 20.6%
important contribution, which is dependent VIC 20.0%
on their agreed percentage of SRS in the WA 20.0%
bilateral reform agreements. TAS 20.0%
ACT 20.0%
As outlined above, under the SRS funding SA 19.7%
arrangements the Commonwealth NT 15.1%
Government will provide 80% of non-
government school public funding
entitlement, with state and territory
governments funding the remaining 20%.
Currently the share of public funding for non-
gtsetoarrvtieetorrnwymithgenothtveesrcnmhmoaejoonlsrtistyprvpoarvoriidevAoeisduldlitnfsrlbgoitnyammitsneotsgasrtteaetathtenahendatidonrtaegrGArrielotl oevsedrtrianettmersasehnnaastvnitoediuosttnlieignrpirnnitaegotdrhitehbwseiialrhayatasvegetrroeasewlidagagnrterrdaedsnes2bmiti0iloae%ntne.rtpaTslahwthaeiwgtmraheyeatsmhjoteeornwiCttsayormdowsfimths2to0atn%htewe. seTCahaoenlmtdhmmtGaoejnoorwrrviiteetyoarlnrothimfesewntill be
20%. From 2020 the highreesdt uwcililnbgeoNr emwainsttaaitnesinagndthteerirritoshrieasrewiollfbpeurebdliuccfinugnodrinmgaifnotarinninogn-thgeoirveshranrme oefnptusbclihcofuonlsd.inTghfiosrmnoena-ns that
South Wales at 24.23% anidn tehfefelocwt etshtewreill wigllobveernamreendt uscchtiooonls.inThsistamteeaannsdthtaet rinrietfofercyt fthuenrediwnigll bfeoramredauncytionnoinn-sgtaotveearnndmteerrnitotrsychools.
be the Northern Territory at 15.09%. funding for many non-government schools.
Looking to 2020
Schools will not be informLoedokwihnagt tthoei2r 0P2IT0-based SES score for 2020 will be until January 2020. Until then, schools will not know if
they are better off with 20S11chSoEoS,ls20w16illSnEoStobr ePITinSfEoSrmsceodrews. hInaltigthht eofirthPisI,Ta-bcoansseedrvSaEtivSesacpoprreoafcohrt2o0fi2na0nwciailllpblaennuinngtibl yJasnchuoaorlys 2020. Until
would be a sensible courtsheeonf ,acstciohno.ols will not know if they are better off with 2011 SES, 2016 SES or PIT SES scores. In light of
this, a conservative approach to financial planning by schools would be a sensible course of action.
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6 ASBA ASSOCIATE
Our Schools
Year 10 Trinity College, Perth, Trinity Rory’s mural captures East Perth
student Rory Charles has recently College from past to present and was
completed his first public artwork, Student Creates developed in consultation with
a mural on Royal Street in East Public Artwork for local Elders. When asked about
Perth. Rory was commissioned by ‘Renew the story behind his painting, Rory
the East Perth Community Group Royal Street’ said “I decided to call my mural
Inc. to paint a Western Power asset Cultural Warrior and explore the
box, which has been an eyesore challenges of a young Aboriginal
on Royal Street in past years. man as he moves through time. At
first his challenges are to find food
Rory’s creation is part of East Perth for his family and to live in harmony
Community Group Inc.’s activation with the landscape. On the back of
and reconciliation plans for Royal the asset box you will see that time
Street in East Perth; Renew Royal has fast forwarded and revealed
Street. The Claisebrook Village a city and some of the challenges
neighbourhood of Royal Street is that a young warrior in this area
experiencing high vacancy rates might face today. My painting
(up to 70%) and the new works shows that even though there are
give visitors, locals and business a lot of problems here, there is also
owners a sense of excitement hope for the future – especially if
and pride, whilst supporting the the young people reconnect with
City of Perth’s one-hour free nature and their culture and if the
parking initiative. Artists including local community care and support
Kambarni, Cassie Lynch and each other.”
Matthew McVeigh have also been At just 15 years of age, Rory is an
involved in other works in the accomplished artist who has won
neighbourhood. several awards – including Best
in Show at the Darlington Arts
Matthew McVeigh (’05), a Trinity Festival in 2018, and the Ellenbrook
College Old Boy, artist and project Open Art Youth Award in 2019.
manager for the Renew Royal One of his artworks is hanging in
Street initiative is a mentor for Rory Government House and another
and other young artists. Rory had in the Principal’s office at Trinity
expressed his desire to work on College. Rory is also a talented
his own large-scale project after musician, as well as a Under 16
assisting disabled Noongar artist State representative player for the
Des Woodley paint his mural above WA Basketball League.
the food court in Yagan Square.
When the opportunity in East Perth 7NOVEMBER 2019
arose, Matthew thought it would be
a great challenge for Rory to take
on. Matthew said, “Rory is a young
man connected to his culture but is
also active with other communities
through sport and his school. I
felt his artwork expressed both
the beauty of traditional life and
the dilemmas, grind and truths of
capitalism that his people have
faced.”
PAINTING SOLUTIONS FOR
BRIGHTER LEARNING
ENVIRONMENTS
OUR AREA OF
EXPERTISE INCLUDES:
• General Painting
• Maintenance painting solutions
• Colour and specification
consultancy
• Specialised access
• Building services
• Project management
Higgins Coatings understands the
flexibility required when carrying out
painting and maintenance needs. We
can cater to you school’s schedule,
with holiday and after-hours work.
With a commitment to WH&S,
quality, and the environment, Higgins
has achieved an industry-leading ISO
tri-certification. We stand behind our
motto ‘Whatever it takes’, ensuring
that every finished product is one of
supreme quality.
BEACONHILLS COLLEGE, VIC
8 ASBA ASSOCIATE Higgins proudly supports
P 1300 HIGGINS
E [email protected]
higgins.com.au
Our Members JB Were/
NAB Scholarship
Tell the Story and Report
Keep an Eye on the Prize
Merle Boniface | Chief Operating Officer,
Saint Kentigern Trust Board.
Past President ASBA (NZ)
and Past Chair ASBA Limited
W hat a privilege it was to attend There was an acknowledgement that
the 2019 JBWere/NAB Social not-for-profits change faster and more
Leadership programme dramatically given the increased influence
session on governance challenges for the of culture, and the ability for stakeholders
not-for-profit sector in Sydney recently! to impact on direction or performance.
Facilitated by Professor Kash Rangan The ability to “tell the story”, “feel
of Harvard Business School (HBS), the the pulse of the organisation”
day was spent discussing a range of and “keep the eye on the prize”
relevant case studies which participants were stressed. Reputation
were expected to pre-read and analyse in management is more important
advance of the workshop. than ever, and Board’s should
monitor stakeholder sentiment
The HBS case study method of closely as reputation damage
learning allows one to explore different or market shifts could derail their
perspectives, hear others’ opinions ability to raise funds.
and debate decisions. Peer learning is
optimised and one is encouraged to take a Prof. Rangan used the phrase
position and to express one’s thoughts in a of “give, get or get off” when
convincing and succinct manner. discussing fundraising obligations of the
not-for-profit Board. Boards also have an
With the objective of “lifting the gaze” obligation to “re-set themselves” at times
the focus was on strategy at a governance of crisis or a change in strategic direction.
level. The approach stressed that too many The CEO may have been the right person
not-for-profits focus on outputs, when in to implement the previous plan, but may
fact they should be measuring their impact not have the attributes required to lead
and ability to achieve alignment with their the organisation into its next phase. It
mission - organisational performance is important that the Board is able to
should be aligned to social impact. achieve alignment and clarity, before
challenging the CEO. The Board
Culture is as important as strategy in should be held to account also and
a not-for-profit and alignment between regularly measure its own impact
strategy, culture and structure is vital for against the mission.
success. It is at times of significant change,
that culture often falls by the wayside as it At a previous Harvard
is often overlooked. programme, I had the privilege
of hearing Prof. Francis Frei
Financial discipline and resilience are talk about the need for
required to achieve long term sustainability organisations to consciously
and scalability, and the organisations determine what they would
discussed in the case studies had all excel at, and what they would
become more successful as a result of compromise on. Prof Rangan
adopting a more commercial approach stressed this also and spoke about the
to operations. Strategies included need for organisations to define and focus
increased centralisation of support on core priorities.
services, employing skilled staff and using
technology to improve reach and achieve What we decide to do in our schools is as important as what we decide not to do!
scalability. Clarity and alignment on this will impact on how resources are allocated and how we
define our value proposition to prospective parents.
Equally, these organisations had
learnt that communication and community The day enabled us to “lift the gaze” and “point the needle - focus”. I came back to
engagement were important vehicles Auckland, feeling re-energised, enthusiastic and focussed. Grateful thanks to NAB, JB
to maintain local relevance and achieve Were and ASBA for this professional development opportunity.
optimal impact.
9NOVEMBER 2019
Technical Update
The Dark Side of
Resilience
For the last 8 years, we at the e-lab and our research partner from Deakin University, Dr John Molineux, have been studying
transformation in organisations. Put simply, how do businesses evolve to stay relevant and commercially successful.’
W hen I say studying I don’t Resilience is defined as: of what stress is. They are so hardened
mean sending out a simple ‘the capacity to recover quickly from that events which would normally crush
survey. I mean tracking difficulties, or the capacity to take a knock the average person are seen by them
various psychological constructs, using and get back up.’ as just business as usual. We have had
diary studies to ‘document participants’ In today’s business landscape the tremendous success with improving the
daily experience, and in-depth one on average worker is taking more knocks wellbeing of this group and much of it
one interviews. than a professional boxer, yet like Oliver stems from a change in their mindset that
Twist they front up everyday asking ‘can I it’s ok to take time for themselves and to
Over this time we have tens of have some more?’. make recovery a regular habit (we actually
thousands of data points, so many We recently did a project with a use a specific formula of recovery which
spread sheets I now wear glasses, department in a financial institution who stems from my work at the AIS looking at
countless stories and enough tears to repossess people’s belongings. What a the prevention of burnout in athletes - the
revegetate the Sahara (some from us as job! They spend their day dealing with exact formula is the topic for another day).
well as the participants). We have literally people who are in financial distress. To
immersed ourselves in people’s worlds. make it even more challenging, their So what is the fall out of too much
customers are not simply reckless, resilience? Burnout and a lack of self care.
Over the next 12 months we will be irresponsible people who have stretched A conclusive finding of our research was
releasing our findings. However, one themselves too far. The customers are that the expectation of resilience leads to
fascinating discovery has uncovered a often women who are victims of violence, a mindset of “I should be able to handle
misconception or distortion too many or parents with a sick child or someone all this pressure without needing a break”,
of us have bought into, that we lack that had a failed business. These “If I am struggling I just have to lean in
resilience. employees are having incredibly hard and push harder.”
conversations every day and fronting up
The belief that people lack resilience the next day to do it again and again and People today are not lacking
has become an excuse to lay blame on again. Talk about resilience, these people resilience, they are lacking the permission
the human capitol in organisations rather have it in spades. to take care of themselves, the ability to
than address the real issues. Such as One group that is currently blowing recover and refresh and the capacity to
outdated systems, reactive cultures that our mind is school principals and their get past guilt so that they can embed
are obsessed with busyness rather than leadership teams, these people are super rituals that allow them to do things that fill
aligning activity to strategy, unrealistic human. They should literally wear capes up their tanks. Being a true high performer
workloads and a lack of clarity around to work. It is one of the hardest and most in todays business landscape is knowing
what is important. challenging jobs we have ever studied. when to rest and when to push.
If you have kids at school, next time you
Rather than address these issues it’s walk past their office go in and hug them While resilience is a critical skill, we
far easier to blame the people and tell (for an appropriate amount of time) and have overplayed it and it has become a
them to harden up. say ‘thanks for taking on this very hard tool to make us feel weak and ensure that
job’. burn out and exhaustion is our bedfellow.
We often hear, “Our employees need Our studies show that resilience is a
to be more resilient”, “They will just have huge issue for them but in reverse. They I encourage you to not go to the dark
to have more resilience when it comes to are so resilient they have a warped view side of resilience. Ask yourself do I need
the pace of change”. more resilience or do I need recovery and
self compassion?
It’s a crock! Our research shows that
people today are too resilient. Far too
resilient.
Dr Adam Fraser
10 ASBA ASSOCIATE
““ One group that is currently blowing our mind is school principals
and their leadership teams, these people are super human. They
should literally wear capes to work. It is one of the hardest and
most challenging jobs we have ever studied.
NOVEMBER 2019 11
Technical Update
What does Good
School Governance
Look Like?
Aon’s 2018 Independent Schools’ Risk Report identifies school
governance as one of the top risk concerns facing independent schools.
Aon highlighted that best governance practice in schools starts with
effective:
• Risk Management
• Board Engagement
• Understanding of Roles
Aon and Governance Evaluator have a long history of working together
to support good governance via the evaluation and benchmarking of
boards and directors across multiple sectors and industries. In this
article, Governance Evaluator paints a picture of what ‘good school
governance’ looks like for each of these key areas.
Risk Management
Risk management creates and protects the values of a school through processes,
structures and systems that help the school achieve its objectives and improve its
performance. Compliance ensures that the requirements of laws, regulations, industry
codes and standards are met.
Governance Evaluator views a school’s management of risk in terms of four key
themes; (i) risk appetite & tolerance, (ii) risk management, (iii) risk systems and (iv)
compliance.
Risk Appetite & Tolerance Risk Management
A risk appetite statement represents the The key risk management role of
types and degrees of risk that a school each director is, first and foremost,
is willing to seek and accept for itself to understand their school’s risk
and on behalf of its key stakeholders environment from both a school and an
when making its strategic decisions. The environmental/ industry perspective. This
school’s appetite for risk, and hence enables them to identify the risks that are
the level of control it exercises, varies likely to have the most adverse impact on
depending on the type of risk being their school. The board must then ensure
taken in accordance with its strategic that it has the right risk management
objectives. Accordingly, schools should framework (policies, risk committee,
have zero tolerance for any breaches reporting structures, staffing and culture)
of child safety & protection and staff & to ensure that risk is identified, managed
student wellbeing, particularly in light of and reported at every level.
recent Royal Commission outcomes.
12 ASBA ASSOCIATE
Boards of governance are charged with the
responsibility of ensuring the delivery of
quality education in a safe community for
all stakeholders.
Risk Systems COMPLIANCE
A risk management framework outlines The board should develop a compliance
the school’s systematic approach to the program that suits the compliance
assessment, management and reporting needs of the school. In order to ensure
of risk. The framework details the school’s compliance with statutory obligations,
key structures and processes for risk the board should receive assurance
management, including the agreed risk regarding compliance with legislation,
appetite, the procedures for reporting risk standards and contracts.
to the board and committees, and staff
roles and responsibilities.
What does Good Governance in Risk Management look like?
The board should:
• Be actively involved in documenting the risk appetite and setting the risk
tolerance limits to give management clear parameters in which to make risk-
considered decisions in line with the strategic direction.
• Ensure there is a clear and agreed reporting structure for risk management
across the organisation, as without this it is difficult for the directors to have
effective oversight.
• Ensure dashboard reports prepared about top organisational risks include
student and staff safety & wellbeing risks, not just financial or operational risk.
However, as recommended in the 2018 Aon Risk Report it is also important to
focus on the top risks rather than all the risks, which will swamp directors.
• Each identified risk must have identified indicators, agreed variances and
commentary with possible actions if outside of agreed variances.
• Lead a regular review of industry-wide indicators, trends, benchmarks and
commentary.
Board Engagement
A board’s ability to function as a group relies on many factors: appropriate processes
and procedures, relationships between directors and their level of engagement with
the school. Governance Evaluator considers effective engagement of the board with
the school it governs, and within the board itself, in terms of themes including culture,
diversity and skills.
(Continued page 14)
NOVEMBER 2019 13
What does Board culture Diversity
Good ‘The way we do things around here’, or Having diverse backgrounds, experience
School board culture, determines the ability of and interests among board members
Governance directors to work as a cohesive group injects different perspectives and opinions
Look Like? and is a central component of an effective and helps reduce risk. The type of diversity
board that is striving for good governance in terms of age, gender, identity and the
outcomes. cultural background of directors will vary
Boards with a healthy board culture are according to the community being served
ones in which directors are well prepared by the school. As stated in the 2018 Aon
and informed, know how to disagree without Risk Report, encouraging diversity on
being disagreeable, display trust and the board helps guard against school
respect, speak with one voice and agree to governance taking place in the equivalent
a clear code of conduct at all times. of an “echo chamber.”
Board skills
It is also critical that the board is composed of directors who are certified ‘Fit & Proper’
persons, and collectively have the skills, knowledge and experience to effectively govern
and direct their school. A school board must comprise the right mix of:
• Technical skills and experience, education, professional background and experience
• Education sector experience, including experience in education policy, community
engagement and supporting student and staff safety, protection and wellbeing
• Culture, behavioural capabilities and personal attributes
Shortfalls in any of these areas can lead to dysfunction and inefficiencies on boards that
can be detrimental to the culture being driven from the board to the school community.
What does Good Governance in Board Engagement look like?
The board should:
1. Regularly assess its collective mix of skills, experience and attributes, both
in terms of professional and education sector experience, via a skills matrix
assessment, and use the results to inform director recruitment, training and
induction.
2. Ensure the induction process is relevant to each director’s skillset, and is inclusive
of understanding education governance requirements but also understanding the
school itself and its top risks.
3. Take action in response to student and family/carer surveys, staff engagement
and community engagement feedback.
4. Undertake walk-arounds where appropriate to gain direct visibility of culture
through events.
5. Comply with the responsibility of each director to participate actively in meetings
and contribute to the decision-making process. Successful board meetings enhance
group process and result in quality decision making.
Understanding of Roles
Successful governance relations are central to boards being effective in their governance
roles. This requires well-defined roles and responsibilities, delegations, policies and procedures,
which clearly guide behaviours and attitudes for leading a positive and ethical culture.
All schools, and the boards that govern them, are different. However, there are common
foundation principles and tasks that all boards need to understand and undertake if they wish to
be successful.
Governance Evaluator studies a board’s understanding of roles in relation to their comfort
with director roles & responsibilities, their level of induction, their commitment to continuous
review & development and the accompanying manuals and policies.
Director Roles & Responsibilities • Boards have a strategic, ‘bigger picture’ This is a shared responsibility for imparting
Ensuring directors have well-defined role. This is often described as the ‘what, and gaining knowledge about education
roles and responsibilities to address where, why, and who’ role. Boards need to governance requirements as well as the
the key elements of governance, board ‘keep their noses in, and fingers out of, the school itself and its top risks. This may
effectiveness, and director satisfaction pie’ in relation to day-to-day management include information about the school, the
is essential. Statements of roles and of the school. However, if there is a major sector, directors’ roles and responsibilities,
responsibilities need to be specific issue, boards do need to be satisfied that board processes, governance policies and
because they are at the forefront of the they have all the facts. procedures, as well as mentoring, tours of
endeavours of the board. It is imperative • Operations/Management is responsible the school and social events.
that all directors understand, regularly for the day-to-day running of the school. Being realistic about the time it takes to
review and endorse their roles and This is often described as the ‘how to and become familiar with a school is also
responsibilities. when’ role. important. It is good practice to ensure that
‘What is the difference between Governance policy and procedure directors comply with this process and that
governance and operations?’ This is a documents effectively guide the key roles it is periodically reviewed.
very common question from directors, and responsibilities for good governance
executives, managers and staff. Experts of the organisation. It is recommended Continuous Review & Development
say that getting this division right ensures practice for the board to review these Continuous Review & Development
greater satisfaction for all associated with documents annually and ensure that all represents the policies, processes and
the board. directors understand them. actions that ensure a board can fulfil its
A Governance Manual or Charter that Director Induction obligations of measuring its performance,
describes the roles and responsibilities of Induction provides new directors with monitoring identified performance issues
directors and management, along with an information about their role so that they and taking steps to ensure optimal
instrument of delegation, can clarify the become useful, integrated and satisfied performance.
distinction between the roles of the board members of the board, and are able to
and management. The key differences contribute effectively. It is important that CONCLUSION
between governance and operations are the induction process is relevant to each Governance Evaluator is
as follows: director’s skillset, and is an engaging Australia’s leading solution
induction process. for improving governance
performance. We are the only
What does Good Governance in Understanding of Roles look like? online solution that combines
education sector specific
Boards should: evaluation with tools for building
capabilities, delivered via a cloud-
1. Ensure that the comprehensive induction program commences in the based platform that is accessible
recruitment stage, before election or appointment, and features a stepped anywhere, anytime.
process that includes actions before, during and after the first board meeting, as Governance Evaluator is proud
well as regular evaluation with the new director to ensure they are fitting in, and to to have an alliance with the
encourage them to identify ways to improve the induction process for future new Association of School Business
directors. Administrators Limited (ASBA). ASBA
members are eligible for a 10%
2. Ensure the board has a governance manual, which outlines the expectations discount off their organisation’s
of the whole board and individual directors’ behaviours and duties, making it a first year registration with
guiding resource for current and new directors. Schedule its regular review and Governance Evaluator. Go to www.
annual endorsement. asba.asn.au to find out more.
Our evaluation tools for the
3. Make sure the board is ready for any accreditation process, external review or education sector are also
departmental requirements with documented evaluation results and action plans recognised as NESA (NSW Education
for both individuals and the whole board that demonstrate dedication to a culture Standards Authority) approved
of continuous review and development. courses. Members of NSW
independent school governing
CON CLUSION Boards of governance are charged with the responsibility of bodies will qualify for one hour
ensuring the delivery of quality education in a safe community for of professional
learning for each
all stakeholders. Having a sound risk management strategy, committed directors of the Governance
Evaluation and
and the necessary information, skills and experience for informed and proper Development &
Skills Matrix.
decision-making is critical and a worthwhile investment for the benefit of students,
Fi Mercer
staff and the wider school community. CEO & Founder,
Governance Evaluator
Good governance starts with us. Talk with one of our experts today.
+61 3 5254 1201 • [email protected] NOVEMBER 2019 15
www.governanceevaluator.com
Our Schools
TIGS Student Invents
Life-Changing Devices
...AND IS awarded First Place at the INTEL International Science and
Engineering Fair, the first time an Australian had achieved this
award in the competition’s 50-year history.
Macinley Butson may have only recently
graduated from The Illawarra Grammar School
(TIGS), but she is already making inroads in the
world of STEM and capturing global headlines on the way.
The 2018 NSW Young Australian of the Year and
budding scientist is driven by her desire to make a
difference to others. Her journey as an inventor began
at the age of just seven when she came up with a pair
of home-made variable tint sunglasses. Next it was a
spoonge – a cross between a spoon and a syringe for
administering the correct dose of medication to children.
What followed was a succession of award-winning
projects – all developed while she was still at school. The
potential of her latest two inventions is propelling Macinley
into the limelight and inspiring the next generation of
young scientists.
16 ASBA ASSOCIATE
At less than one cent to produce, the SODIS sticker is already being
considered for global deployment, potentially helping millions of people
to have access to safe drinking water.
SMART Armour, or Scale Maille Macinley’s inventions have also Macinley is excited to have her
Armour for Radiation Therapy, is an been driven by her desire to address the inventions being recognised on the world
invention which aims to reduce the high incidence of disease in developing stage. “I have been incredibly humbled to
amount of excess radiation a patient nations due to poor water quality. Clean, by the reception of my devices especially
is subjected to during breast cancer sterilised water is also essential for by experts, and it has greatly encouraged
treatment. The need for such a device medical use to prevent high infection me to pursue these projects further. My
came about during a conversation rates experienced in low and middle- aim has always been to help others, and
Macinley had with her father about the income nations. Her award-winning I am fortunate to be able to do so. I have
challenges faced by patients undergoing SOLAR SYSTEM is a portable device been incredibly supported through my
cancer treatment. During a history class using solar-power to produce clean and journey by family, friends and especially
at TIGS, she learnt about scale maille sterile water. To test whether the water is my teachers – and I hope other young
medieval armour. This type of armour safe to drink, Macinley began the idea of scientists and engineers can turn towards
became the inspiration for a copper a SODIS sticker in a Year 9 geography their education for guidance in their
shield Macinley invented to protect the class. The sticker is able to determine inventing journeys!”
contralateral breast (the breast not being whether water has been exposed to
treated) from the side effects of radiation sufficient UV light to kill off any bacteria. NOVEMBER 2019 17
including the risk of second primary Although a simple concept, the SODIS
cancers. Macinley’s device was awarded ultraviolet radiation sticker is revolutionary
First Place at the INTEL International in its ability to determine if water is safe
Science and Engineering Fair, the first to drink and addresses a flaw in World
time an Australian had achieved this Health Organisation guidelines which
award in the competition’s 50-year history. recommends exposing water to UV
It has since been patented and now has light for 4-48 hours without accounting
approval from the Therapeutic Goods for variations in location, seasons and
Association for clinical trials. weather patterns. The invention saw
Macinley become the
first Australian to win the
Stockholm Junior Water Prize
earlier this year, presented
by Crown Princess Victoria of
Sweden. At less than one cent
to produce, the SODIS sticker
is already being considered
for global deployment,
potentially helping millions of
people to have access to safe
drinking water.
ASBA Mentoring SERIES 4
When Mentoring Gets Emotional
It can feel pretty uncomfortable when a Acknowledge the Emotion Be Aware of Gender Differences
mentee bursts into tears or blows their
top. This wasn’t what you thought signed Acknowledge the emotion and give your If you are in a cross gender mentoring
up for, as a mentor! However, a mentoring mentee a chance to collect their thoughts. If relationship be cognizant that there are
relationship is a human relationship and your mentee is crying, now is a good time to genuine differences in emotional responses,
emotions will play a part whether that hand them a tissue. Consider words like, “I influenced by both biological and cultural
relationship is formal or casual, personal or can see you are angry and upset.” factors.
career-focused.
Avoid Judgment In her book It’s Always Personal, Anne
An emotional reaction may be triggered by Kreamer explains that women tend to
the subject of a mentoring conversation, Understand that emotions like fear, rage or be more emotionally constrained at
or may explode due to factors about which sorrow can be roadblocks preventing your work, because anger might be seen as
you have no understanding. The danger mentee from moving forward. Rather than “bitchiness”. So suppressed anger and
is that mishandling emotions can damage judging your mentee for their apparent lack frustration may be released as tears. Biology
the trust that is so vital to a good mentoring of emotional control, see this as a chance to plays a part as well. Women have six times
relationship. However, when handled hold an amazing conversation that may be as much prolactin as men, a hormone related
properly, the release of emotion can lead life changing for your mentee – and maybe to crying.
you and your mentee to a new level of even for you.
understanding, and help your mentee to face In researching her book, Kreamer found
up to roadblocks that may be limiting his or that two thirds of men believe displaying
her potential. anger is an effective management tool.
Unsurprisingly men are more likely to allow
We share some techniques for managing anger to erupt than to stew over it.
emotional outpourings in a way that will be
positive for the relationship and for your
mentee’s development.
18 ASBA ASSOCIATE
“ Understand that emotions like fear, rage or “
sorrow can be roadblocks preventing your
mentee from moving forward.
Check in with Your Own Emotions Move the Conversation to a Ask Questions
Productive Place
Emotion often begets emotion. An angry Regardless of what is causing the emotion,
outburst can trigger feelings of intimidation If emotions are spiraling out of control, it you are much better to offer questions than
or a need to “give them a taste of their own might be time to help your mentee move answers. As Bernstein says, “Explaining is
medicine.” Pause and take stock of your from a reactive to a thinking state. If the always a disguised form of fighting back.”
own feelings before you rush to deal with situation feels hopelessly out of control, then
your mentee’s. you can offer to reschedule. But this should Asking questions is far more likely to calm
be a last resort. It is much better to allow your mentee down and lead the conversation
Remind Them Why You Are Here time to recoup than for your mentee to feel onto firmer ground. Curiosity can also lead
that their emotion was somehow wrong. you both to better understanding. It is quite
Emotions may arise as a result of feedback possible your mentee doesn’t know what is
you have provided. In this instance it is Clinical psychologist Dr. Albert J Bernstein driving their behaviour. Your questions will
important to remind your mentee that you explained one technique for redirecting the help them to self-discovery.
are here to help. Use words like, “I need to conversation in his book Dinosaur Brains:
give you this feedback because I want you to Dealing with Impossible People at Work. The This is a chance to hold an amazing
be successful.” trick, he says, is to stop escalating emotion conversation that could hone your mentoring
with two simple lines. skills and unlock your mentee’s potential.
“Please speak more slowly. I’d like to help.” Melissa Richardson
This statement breaks the pattern in the
emotional person’s head. Slow means calm,
and calm makes it easier to access your
thinking brain.
“What would you like me to do?” This simple
question starts to move the emotional
person from the primitive, emotional part of
their brain into the thinking/rational part.
NOVEMBER 2019 19
Our Schools
Working Towards
Practical Reconciliation
It is clear from objective assessments, At Barker, we want every student to educate young Australians without teaching
such as those outlined in the annual feel safe, secure and confident. We want them the complete history of this land, and
Closing the Gap Report, that current our Aboriginal and Torres Strait Islander the story of the oldest and longest surviving
educational policies and practices are not students to belong to our school community, societies in the world. As such, we believe
meeting the needs of many Indigenous while being safe to express their cultural Indigenous education is for all Australians.
children. Supporting the education of identity. We are focused on supporting our
Aboriginal and Torres Strait Islander Indigenous students through mentoring, Our Reconciliation Working Group,
children is a contribution to justice and co-ordinating academic and pastoral which consists of 55 students, teaching
a way in which Barker can participate in care, engaging with external programs and support staff, is working across the
practical reconciliation and the national and opportunities, and participating in school to provide opportunities for students
goal of ‘closing the gap’. student and staff support networks with and staff to extend their knowledge and
other schools. Building cultural safety for understanding of Indigenous cultures and to
these students benefits the entire school create opportunities to celebrate Indigenous
community, as all our students and staff culture and identity. As part of this, we are
grow in their understanding of Indigenous very excited to be introducing Dharug
cultures, perspectives and history. language for all Year 7 students from 2020
onwards. We are also raising awareness
A Barker education aims to foster of and taking action against racism and
compassion, as we seek to live out our updating all our policies to ensure they are
values, our Christian purpose and our motto inclusive of Aboriginal and Torres Strait
of Honor Non Honores (honour above Islander peoples and perspectives. By
rewards). Although we have a Reconciliation increasing the skills and understanding of
Action Plan at Barker, we consider working our staff, we can provide better care for our
towards reconciliation to be an essential part Indigenous students and effectively teach
of our core business, all day, every day. the Aboriginal and Torres Strait Islander
requirements of the syllabus.
For us, reconciliation means
acknowledging the past, connecting in the
present and inspiring the future. You cannot
20 ASBA ASSOCIATE
Barker College is located on We honour the traditional custodians of Australia and seek to understand
the lands of the Dharug people. the complete story of this ancient continent. We uphold the right of
Darkinjung Barker is located Indigenous Australians to live, preserve and pass on their culture, language,
on the lands of the Darkinjung law and lore.
people.
From Barker’s Vision
for Reconciliation
In 2016 Barker College partnered with We want to promote culture and learning to PICTURED TOP:
the Darkinjung Local Aboriginal Land empower a generation of young Indigenous K-2 students at Darkinjung
Council to open a primary school for people to walk in two worlds with Barker with Mr Tom Spencer
Aboriginal children on the Central Coast of dignity and confidence. We need and Ms Sharyn Bailey
NSW. Today there are 28 students enrolled to prize language and culture as PICTURED ABOVE:
at Darkinjung Barker – which is our current crucial assets in educating and Year 7-12 students at Yarn Up,
capacity – and the children are achieving engaging First Nations children and Barker’s peer support group
a minimum of one year’s academic growth involve the whole community in each for Aboriginal and Torres
for each calendar year, and in many cases child’s learning journey. Working with Strait Islander students
more. This might seem like a minimum communities and schools to improve
expectation of schooling, but unfortunately the educational outcomes of young NONOVEVMEMBEBRER20210519 2211
is not the experience of many of Australia’s Indigenous Australians is not charity,
First Nations children. Celebrating the it is justice.
students’ Aboriginal identity is central to their
experience at Darkinjung. Once every child We are excited about the number
feels safe and known, we know that they of communities across Australia
will make academic, social and emotional who are interested in working with
progress. This takes patience, nurturing and an independent school to provide
deep engagement with every student and their children with a quality, culturally
their family. We are very pleased to have four appropriate education. In remote
Darkinjung Barker alumni who have chosen areas, a community-run school is
to join us at Barker for secondary school. often just one part of a bigger dream
of self-determination and sustainability.
Darkinjung Barker has demonstrated The school becomes a hub for other
the powerful impact of a small school community development projects
dedicated to Aboriginal students with a around adult education, healthcare and
culturally appropriate curriculum. Part of this employment. Building relationships
success is because the children are being and trust and negotiating the roles of
educated ‘on Country’. The importance community members and partner school
of this to Indigenous students cannot be staff, takes time and patience. It involves
understated. In Aboriginal culture, the ‘whitefellas’ acknowledging their culturally
relationship between people and the land is based assumptions about how things should
central. People belong to Country, which is work and operating within another culture’s
the source of spirituality, law, culture, values values and priorities. It involves very little
and history, and forms the basis of identity talking, and a lot of listening. But genuine
and community. Indigenous peoples ways two-way communication and respect leads
of ‘knowing, being and doing’ are tied up in to lasting relationships between the students,
their relationship to Country. staff and parents of both communities. It
is richly rewarding. We encourage you to
Over the last two years we have started consider building such relationships with
building relationships with other communities First Nations peoples in your own area, and
to expand the Darkinjung Barker model, beyond.
so that more First Nations children can be
educated on Country. We hope to create Sophie Mynott
a nationally and internationally replicable Indigenous Education Project Leader
model for Indigenous education where Barker College
schooling occurs in a culturally appropriate
way, with the support of family and respect
for language, traditions and customs.
21 ASBA ASSOCIATE
22 ASBA ASSOCIATE
ASBOAFMFEEMRBSER
ASBA has long had an alliance with Australian
Institute of Management which has recently
become Institute of Managers and Leaders (‘iML’).
As part of their significant rebranding they have
brought the (UK-initiated) Chartered Manager
program to Australasia, a well-recognised
leadership and management qualification which
confers the post-nominals ‘CMgr MCMI’ upon its graduates.
ASBA members are to be offered a shortened assessment process (subject of course
to individual assessment) and also at a much reduced rate.
The cost for a fully paid ASBA member to be assessed to become a Chartered Manager
has been negotiated down from $695 to $590 (a 15% discount) plus ASBA will offer a
further $150 rebate on completion, making the qualification a cost of $440. This is a
large saving of $345.
To have a further look at this offer, please go to the Courses button on our Member Services Directory
on the ASBA website Home Page. https://asba.asn.au/#courses (You will need to login as a member.)
A reminder of ASBA’s new alliance with Governance
Evaluator, Australia’s leading solution for
improving governance performance. The ASBA
Board recently used Governance Evaluator to
facilitate its annual Board review and found the
process to be simple and constructive. Governance Evaluator understands the
importance of supporting school governing bodies in what can be a constantly
evolving regulatory environment and is developed with industry experts.
Governance Evaluator’s governance solutions include:
*Board Governance Program
*Director Development Program
*Peer Review
*Sub-Committees Review
The Governance Evaluator tools are recognised as NSW Education Standards
Authority (NESA) approved courses meaning that members of NSW Independent
Schools governing bodies will qualify for one hour of professional learning for
each of the Governance Evaluator and Development & Skills Matrix.
ASBA Members receive a 10% discount off their school’s first year registration with Governance
Evaluator. Pricing for member schools and details of how to claim the discount can be found under
our new Member Services Directory on the Home Page of the website,
https://asba.asn.au/#discountedsoftware ((You will need to login as a member.)
NOVEMBER 2019 23
JB Were/ Our Members
NAB Scholarship
Report Governing for
Transformative Impact
Michael IIyine | Accountant
Geelong Lutheran College
T he pre-reading for the A futurist Board that can look beyond
“Governing for Transformative the medium term masterplan/strategic
Impact” Social Enterprise vision is better placed to respond to
and influence their ecosystem for better
Masterclass had landed a fortnight earlier: outcomes than a Board focused on the
short term. This perspective ensures
three Harvard Business School case continuing relevance.
studies to work through; all in the American Also of note was the sometimes
fractious relationships between “Head
for-purpose sector and each with particular Office” and the various state offices and
affiliates across large geographic areas
questions being asked of their Boards and – where some centralizing may create
significant efficiencies. If consultation
senior executives. and implementation of these measures
is rushed – volunteers may disengage,
After introductions, our table got to rendering the exercise pointless.
work. I was fortunate to be seated with In a schools context, we should not
forget that as members of staff, school
a group who had significant experience councils and Boards - our core goal should
be to make a difference to the lives of
on boards of Australian NFPs, as well young people: making sometimes difficult
choices through this prism gives better
as working in business and community clarity than meandering around a challenge.
Schools should also look to buttress their
groups. Across the day we were own senior leadership with individuals
who can foresee developments in a fast
confronted with similar decisions: Had the moving education sector – per Jack Welsh’s
dictum “If the rate of change on the outside
CEO delivered on the Board’s instructions? exceeds the rate of change on the inside,
the end is near.”
Had the Board set the correct direction?
The group was privileged to have
Was it time to reset the organisation or Professor Kash Rangan as a facilitator:
his deep knowledge of the case studies
reset/replace the CEO? Who exactly was allowed him to seamlessly flip from
reasoning one side of the argument to
the organisation serving? the other. He also managed to tease out
decisions from those who initially sat on the
Perhaps unsurprisingly, many of the fence – myself included.
answers were found by returning to first My thanks to ASBA, NAB Education,
JBWere and my school for allowing me
principles: namely vision and mission. to participate in a unique and worthwhile
experience. I recommend applying for the
In ensuring that these are relevant to the program to ASBA Members when it returns
in 2020.
whole organisation and those it serves,
many existential crises can be avoided
– including misunderstandings between
Boards and CEOs.
It was also clear that the Board (or
equivalent) have a responsibility for
setting culture and organizational climate:
these cascade down and through the
entire entity. Board members were also
encouraged to look for ways to interact
outside of the boardroom: interacting with
staff and stakeholders below the C-Suite
can give a better gauge of the organisation
than paper reports.
This recurring theme tied into the
concept of “Lifting our Gaze”, where
organisations are often geared to react
to existing problems, rather than possibly
wider pro-active solutions.
24 ASBA ASSOCIATE
Advertorial
PLC Melbourne’s
Journey with Harwyn
In late 2018, Presbyterian Ladies’ College in Melbourne Q How did the look of Harwyn fit in with the school?
came to Harwyn with the challenge of incorporating A In looking at the architecture of the pods and the finish it
new classrooms sympathetic to the school’s existing
architecture to be delivered within a short turnaround resonated very deeply with what we are currently doing and in
time. Harwyn’s answer was a solution comprising of a fact with what we have been doing for the last few years. So the
suite of classrooms that would rival any traditionally internal timber finish was very much in keeping with everything
built, permanent structure. The style of the finished that we’ve been doing so it was not really a big stretch to look at
product and the colour of the exterior panels integrated the Harwyn pods and getting our heads around implementing
seamlessly within the school’s existing palette and style. that at PLC. It was very similar to the quality of finish we already
have. So architecturally it was a great fit.
Hamish Blair, PLC’s Business Manager, spoke about his
experience with the project; Q Was the location identified prior to contacting Harwyn?
A When we’d identified the need for additional classrooms,
Q Why did you choose Harwyn?
A We chose Harwyn because the quality of the finished it was a case of trying to find the right location (around the
school) and how we would actually install them. Harwyn was
product was exceptional and really fitted with what we were extremely helpful in helping us identify pros and cons of a
looking for at PLC. number of different locations that we had identified. The Harwyn
Also the timeliness of being able to turn this project around in a classrooms sit beautifully nestled between our other buildings
pretty tight timeline was terrific as well. and looks far more like a permanent structure rather than just a
pod that has been put in temporarily.
Q How about the process of working with Harwyn?
A We worked closely with Harwyn to figure out what we wanted Q How would you describe the look and feel of the classrooms?
A Yes, it’s a Harwyn pod but it actually looks and feels like any
and what we needed and what was deliverable. We were shown
a number of other pods that were delivered at other schools, other PLC classroom. A high quality flexible learning space.
which really helped clarify what we were after. It was a really great The teachers can basically come in and there is a familiarity
process to go through. that means they are able to come in and start using the Harwyn
We were able to go down to the factory to see them being pods from day 1 as though it was any other PLC classroom.
manufactured and how they were all being put together.
Q What is the feedback about the pods?
A The feedback that we have had is that they are terrific. The
students are loving the space. It’s a really warm and inviting space.
NOVEMBER 2019 25
ASBA Matters 1 – 4 October 2019
Hobart
NEWS
from the
CEO
What can I say? 15 pCaOirNsFEsRuEcNcesCsfEuHllOy ScTompleted the 2019 ASSTBRAATEGI C PARTNERS
ASBA2019 has come Mentoring Program using the professionally-hosted
and gone and was program run on an online platform provided by Art
a roaring success! of Mentoring. The program went very well and we
Feedback from have signed up again to have 20 pairs for 2020.
both members and Many of our Mentors from 2020 have agreed to
sponsors has been participate again but we are looking for around
overwhelmingly seven new Mentors and then up to 20 Mentees.
positive and thank
you to the ASBA (TAS) www.asba2019.ptly.comThe program facilitates mentoring relationships
contingent for all
their hard work on between our more experienced ASBA members
preparing such an and those newer to the industry to share advice,
amazing conference. knowledge and experience resulting in a mutually
I won’t say anything beneficial professional development relationship.
further – I’ll just
include photos! To apply, go to https://asba-limited-mentoring-
program-2020.aomapp.net
2020
proGRAM
26 ASBA ASSOCIATE
Merry
Christmas
and a
Happy
New Year
As this is the final edition for
the year, I would like to wish you
all a wonderful Christmas and
New Year with your family and
friends. 2019 has been another
fabulous ASBA year, with many
great new initiatives. I thank
you all for your support and look
forward to 2020!
Pip Thomas
Chief Executive Officer
NOVEMBER 2019 27
Your School. Your Future.
From administration to teaching, technology is transforming the
education landscape. With so many schools investing in the innovation
process it’s important to keep up with these changes.
As one of Australia’s leading banks for education providers, when you partner with CommBank
you’ll have access not only to our technology, products and services, but also to our national
team of independent schools banking specialists to support your school in maintaining its
competitive edge. Discover how:
• You can harness the benefits of design thinking and develop innovation capability in your
school with our design thinking experts.
• Cashless technology is providing increased levels of security for schools by reducing fraud,
and petty theft, as well as reducing time spent on administration including processing and
reconciling payments, and inventory ordering.
• Our national team of accredited school banking specialists can support you as you continue
to build on your school’s vision.
To find out how CommBank can partner with your school contact Julienne Price, Head of
Schools and Not-for-Profit Sector Banking on 0427 506 363 or [email protected]
© Commonwealth Bank of Australia ABN 48 123 123 124
Technical Update
The Future of
School Business Management
Amara’s Law We tend to overestimate Bill Gates We tend to overestimate
is a computer the effect of a technology put some what will happen in two
saying which numbers on years and underestimate
states: in the short run and it so that it
underestimate the effect now states: what will happen in
ten years.
in the long run.
There’s probably no Business Manager “The Pace of Change will never
who could honestly say that everything
will still be the same in ten years. Just be as slow as it is today.”
look at the companies that have become
household names in just one K-12 school Unknown
generation (since 2006). Uber, AirBnb, Snap,
WhatsApp, WeWork, Pinterest, Twitter, From artificial to augmented intelligence, from virtual to mixed reality,
Stripe, Hulu, Lyft, Square, Slack, Yelp, from machine learning to automation - explosions in technology and the
HelloFresh, Oculus, Groupon, Xero, increased power of consumer choice, coupled with higher expectations
Shutterstock, YouTube, Waze, 23andMe, from parents mean that Australian schools will have to make many
Tumblr, Eventbrite, Instagram, Deliveroo, decisions every year dealing with “How do we deal with the disruption
Evernote. The list goes on. To suggest that’s arriving every day?”
that the next 10 years will be any less While the term ‘disruption’ has become commonplace in workplaces
innovative, any less disruptive, is just across the globe, we can’t ignore the fact that where we are today won’t
‘dreaming’. There’s no going back now. be where we are tomorrow. The way we live, work, do business, and
connect is constantly evolving and accelerating at a rate never before
seen in human history. In today’s digitised world, we have to realise that
using yesterday’s thinking to solve tomorrow’s problems and challenges
is not going to work. But, what can we do?
(Continued page 30)
NOVEMBER 2019 29
‘ Should you disrupt yourself by
Technical Update
The Future of
School Business Management (continued)
Should you disrupt yourself by 11. Predictive Analytics and Data Will 33. Computing Platforms Will Evolve
adopting new technology, or should you Drive More Business Decisions to Support Connected Devices
just sit back and wait for the eventual Many decisions are made on gut feel (including autonomous things).
winners to become evident? or using the ‘we’ve always done it that way’ Most schools currently have inflexible
History would tell us that both philosophy. The future focus of finance on-premise platforms, legacy applications,
strategies have merit, however many professionals will increasingly be on no remote access and no real-time
schools won’t accept that they need to do using spending analytics, human capital capability. The future will feature robots,
anything because education moves at a analytics, and even environmental analytics drones and autonomous cars and buses
slower pace - there’s time to wait it out – to guide strategic decisions and improve
the old ways of doing things will persist for performance. School finance teams will using AI to perform tasks that humans
do now so schools will adopt secure,
a while yet. Many in education recognise need to upskill into analytics to deliver better cloud-based platforms with connectivity
that change will eventually happen and
data-driven insights. across multiple devices and applications.
things will indeed be different but there’s
Sensors will be embedded in doors,
an almost overwhelming gravity that pulls
strongly against any specific trend that 22. Automation (Robotics, AI & footpaths, ducting and lighting to save
Machine Learning) Will Take Over money through energy-efficiency and
attempts to leave the atmosphere only to
be sucked back into the comfort of earth’s More Back-office Functions. predictive maintenance. Security will be
atmosphere.
In most schools today there are far too improved using smart/connected security
Growth is no longer linear - we cannot many manual operations and too much cameras, wireless door locks or room
look to the past to inform future decisions. data entry and re-entry. Automation will access systems, student ID cards with
Its time for a mindset shift. change the way schools operate, certainly radio frequency identification device chips,
payments and procurements, but also text-based emergency alerts triggered
As we approach the first half of 2020 information flow across school departments. by sensors, and connected school bus
and the learning curve we are riding on In the short term, low value, repetitive tasks tracking. Business managers should have
still seems to be steeply rising, here’s will be automated and processes will be a roadmap to learn about and implement
my take on what schools can expect and redesigned. The steps for this to happen are: these future technologies.
how they can respond to better position
o Discover where automation can
themselves for success and ongoing have the greatest impact (usually 44. Cybersecurity Will Remain
relevance towards 2030. digitising anything that is now
A Hot Topic.
paper-based) The finance department in a school has
o Identify the best type of automation an enormous amount of financial, student,
to implement and regulatory data that is collected and
o Quantify the impact of automation stored, and which needs to be protected.
on your school Education and health are key targets for data
Whilst this will require an increase in crime due to the general unpreparedness
technology budgets, there is also a need as well as the high potential payoff. Humans
to recruit specialist talent to implement are present in all aspects of cybersecurity
enhanced processes. and are considered to be the weakest link.
The savvy future school business manager
will need to advocate for an enterprise
risk management approach, exploit cloud
options to protect that data, and develop
processes to educate all staff members on
the risks and the steps to mitigate against
loss.
30 ASBA ASSOCIATE
55. Budgeting & Reporting 77. The Future of Finance. “Growth is no
longer linear -
Processes Will Evolve. In the future, a certain type of we cannot look to
CFO will become obsolete. The number- the past to inform
Schools still use too many data sources crunching recorder of historical performance future decisions.
with no ability for flexible, coordinated data wasn’t built for an era where finance Its time for a
analysis. All schools use spreadsheets and leaders have access to real-time data and mindset shift.
overlook the vulnerabilities [spreadsheet risk technology that turns data into insight.
= formula error & poor security] while still Finance will go ‘real-time’ due to the <
using them for critical decisions. Successful automation and digitisation of all financial
schools will start to ditch spreadsheets in inputs. Periodic reporting will disappear
favour of forecasting tools integrated into as self-serve financial data becomes
their ERPs. Annual, static budgets will be commonplace.
replaced with advanced dynamic financial
reporting with a greater focus on zero-based The modern CFO needs to keep up
spend (granular cost visibility). with change – continue to be that strategic
business partner while still delivering on core
6 Workforces Will Continue accountabilities. There will be a relentless
drive to transform finance to accommodate
to Change. the changes I’ve mentioned above but
you’ve still got to run the finance function –
Across the world, standard work weeks dealing with the ever-increasing amount of
are taking new shape as businesses adopt regulations, maintaining internal controls,
4 day work weeks, or using remote or at executing corporate governance, and
least more flexible scheduling to improve reporting financial information.
productivity and promote employee
wellbeing. Despite the ‘rusted on’ calendar Best of luck!
comprising four 10 week terms with a long
summer break that defines our school David Buley
year, education cannot exist in a vacuum Chief Financial Officer, AISNSW
forever, and the impact of AI and automation
will eventually be felt. Some states in the
US have already adopted 4 day school
weeks as a teacher retention tool. Core
workplace skills will change with growing
demand for technological skills as well as
higher cognitive skills while basic cognitive
work will decline. Schools, like other
businesses, may have to budget more for
continuous learning to address these skill
shifts. Tasks will change and as a result,
jobs will be redefined. It’s possible that the
future organisational design of a schools
will not look like it does today as agile &
team-based work practices become more
commonplace.
NOVEMBER 2019 31
Technical Update
Your HR Child Safety Checklist
when Recruiting
To create a child safe culture you need to ensure your organisation has the right people on board.
Drawing on lessons from the Royal Commission into Institutional Responses to Child Sexual Abuse
(Royal Commission), we know that organisations that failed to undertake careful pre-employment
screening and reference checks, failed to act on red flags or allowed staff to work with children
without a Working with Children Check (WWCC), ultimately failed to protect children.
To address these risks, the Advertising the role
Royal Commission included
in its recommended National Child safety should be a consideration from the very beginning.
Child Safe Standards that Consider:
organisations should ensure that 1 How much contact with children does the role involve?
people working with children are 2 Will the successful candidate be alone with children?
suitable and supported. This 3 Will they be alone with children in a high risk situation (e.g.
has been adopted in several camps, excursions)?
states including Victoria where 4 Will they be alone with vulnerable children such as those with
organisations must screen, disabilities or from a CALD background?
supervise, train and have in These considerations will help you to determine the requirements you might
place other human resources need to put in place. For example, a WWCC may be needed, multiple reference
practices that reduce the risk of checks or a police check.
child abuse by new and existing We recommend that job advertisements clearly state that the organisation’s
personnel. Ensuring that only commitment to child safety and zero tolerance for child abuse.
suitable individuals are hired (or
recruited as volunteers) to work Selection for interviews
with children also accords with
an organisation’s overarching Before an interview even takes place, consider an application through a child
duty of care. safety lens. Be alert to potential red flags in a person’s resume or cover letter.
This article will set out Examples include:
safeguards and practices that • Lots of movement between different states or countries – this could
organisation should have in place indicate being asked to move on from roles or moving between states
along the recruitment process. or countries to avoid criminal records being picked up by checks;
• Lack of progression in roles – this could indicate that a person has
had issues in the workplace;
• Being over-qualified for the role – a person may be choosing to take a
demotion to be around children;
• Unexplained gaps in employment – this could indicate an
unwillingness to list some past employers or a prior prison sentence; and
• Prior history of violence – an individual may disclose that they have a
past history of violence or a criminal record. Even if this is not child
related, it presents a potential risk and may also void your insurance
coverage.
While the examples above may be innocent and may not be indicative of
anything sinister, it is worth noting them in your consideration of the applicant
and asking further questions in any interviews and reference checks.
32 ASBA ASSOCIATE
Interviews Offer
The first tip for running interviews is to ensure that Once you are satisfied about the applicant’s suitability
they are face-to-face wherever possible. Telephone to work with children and you make an offer that is
interviews or even Skype can make it difficult to read a accepted, the process continues. It is important that
person’s body language. provisions are placed in your contacts of employment
Interviews should be conducted by a diverse mix such as requiring employees to notify you of any child
of individuals, particularly in gender and age. The related charges and offences, maintaining a valid
interview should also include questions about child WWCC, and the right to dismiss them for any breach of
safety, such as behaviour and scenario-based your child safety policies and codes of conduct.
questions. For example, “Please provide me with During induction, the child safety policies should be
examples of how you have responded to a child safety provided to the individual (if they have not already been)
issue” or “How would you respond to a child who does and if possible, an assessment of whether they have
not listen to your instructions?” read and understood it should occur.
Asking child safe questions also emphasises to the You should also introduce a probationary period during
applicant that your organisation takes child safety which the applicant will be supervised with children.
seriously. This should be carefully monitored and feedback should
be invited from children and / or their parents about the
SCREENING employee or volunteer.
Before an offer is made to an applicant, there should Record
be a screening process. If an offer is made before
screening, it should be made clear to the applicant that Organisations should clearly record the steps they
this is conditional on them passing screening. take to recruit and retain the right people. Following
Subject to the requirements of the role, screening should the Wrongs Amendment (Organisational Child Abuse)
include a WWCC and/or police check. If the applicant Act 2016 (Vic), if an abuse occurs, there will be a
has spent a significant amount of time overseas or presumption that the organisation failed in its duty of
interstate, you should consider asking for a police check care unless it can prove that reasonable precautions
in their countries of residence, noting that a WWCC is were taken to prevent the abuse. The changes reverse
only state based. the onus of proof to help reduce the barriers in legal
You should also conduct careful reference checks proceedings for survivors. Insurers may also require
with at least two previous employers or organisations these records as a condition of cover.
where the applicant has volunteered, particularly where
the applicant has interacted with children. Often, Next steps
organisations will ask questions to merely confirm the
details on the applicant’s resume. However, a child Ensuring the individuals you engage are suited to
safe approach would include questions regarding the work with children is an ongoing process that involves
applicant’s work with children, any concerns they might continuous monitoring, training and evaluation.
have had or were raised about the applicant, and how Some recommended next steps are:
children perceived them. 1 Review your recruitment processes to ensure
You may also wish to do your own research into the that child safety is a focus throughout.
applicant. This could include searching their name on 2. Train your HR staff and management regarding
Google and ensuring that their LinkedIn is consistent red flags to look out for when recruiting and
with their resume. interview techniques.
3. Update your induction pack for volunteers and staff
By Skye Rose and Rena Ou Yang | Moores. to embed child safety training.
4. Implement processes for monitoring WWCCs and
promoting ongoing refresher training for staff
members on child safety.
NOVEMBER 2019 33
Your OSHC
Activities
Engaging programs that include exciting and varied
activities and components of your school’s curriculum.
Your OSHC by Camp Australia sets practice real-life skills in a fun, exciting If Your OSHC is of interest to your
a new standard in the delivery of environment that challenges them to school, please let us know and one of
Outside of School Hours Care, with succeed. our expert partnership team will be in
particular consideration being given contact to arrange a discussion.
to the programs and activities offered Your OSHC program will include the
each term. Being in a position to offer following components, delivered with a 1300 792 668
activities that provide enriching learning look and feel that is right for your school [email protected]
experiences for children, is critical for community:
the educational growth and development Partnership & Community
of each and every child. • Incursion Activities, every week of Your OSHC Activities
term throughout the school year Parent & Licence Fees
Your OSHC team will create a term
based program, that includes the ability • Outdoor Movement Investment in Your School
to adapt and include new activities, • Music and Dance Your OSHC Team
topics and experiences as they arise. • Project Inquiry Safety & Security
Importantly, the program will incorporate • Environment and Sustainability
activities in line with your schools • Art and Sensory Your OSHC Support
curriculum. • Cooking
• Imaginative Play
Through working in partnership with • Construction and Games
Principals, Teachers, parents and • Quiet Time / Homework Club
students, Your OSHC program will
deliver activities that drive children’s Your OSHC will positively contribute to
curiosity and wonder, whilst creating each student that attends care, which in
a unique place where children can turn provides a seamless transition from
the classroom environment to Outside of
School Hours Care.
34 ASBA ASSOCIATE
Our Schools Earlier this year Ascham entered
into a 10-year energy deal, a Corporate
Embracing Renewables Renewables Power Purchase
at Ascham School Agreement (PPA) with wholesale
electricity retailer Flow Power. Under
As a school that has been in operation for 133 years, with exponential this deal the plan is to source 90% of
growth over the decades, addressing critical issues around our energy from renewable energy
sustainability and reducing our environmental impact has become a sources—namely from a solar farm and
priority for Ascham School. There is a lot to be concerned about when a wind farm in regional NSW— with
the major issues are laid on the table—everything from soil and water the end goal of securing a sustainable
degradation, rapid decline in native species, scarcity of water, the future for our School community.
widespread effects of global warming and the depletion of natural
resources. Central to the climate battles are pivotal questions around ‘We wanted to look more holistically
energy and its sources: in this country the current debate centres at where we were getting our energy
largely on coal versus renewables. from,’ said Head of School Andrew
Powell. ‘Because Sustaining Our Future
is one of our Strategic Plan pillars, and
we have an ambitious Masterplan that
must consider the environment, we
were looking for opportunities in the
renewables sphere. Ascham has a very
strong connection to regional NSW,
namely due to 130 years of boarders
living at School and their families being
very much a part of our community.
So when Flow Power came to us with
a proposal for sourcing energy from
regional NSW, we were excited by the
idea. It resonated very strongly with us
and what we stand for,’ Andrew said.
.
NOVEMBER 2018 35
Our Schools
Embracing Renewables
at Ascham School (continued)
Until recently, businesses, fantastic. Having a relationship with will be leaders and educators, then surely
corporates and organisations
the size of Ascham haven’t been real-life data can make things so tangible an essential component of that education
able to access renewable power because
we are too small in comparison to the for students and really enhances our must be the health and longevity of our
big users in the market, such as BHP
and Telstra. Renewable solar and wind teaching.’ planet.
farms have been built at scale and are
cost effective for the big players but now Making the move to renewables has The students’ Sustainability Committee
the availability of Flow Power’s Corporate
Renewables PPA means Ascham can meant that the School has also found itself has been active this year in the creation
get direct access to that cost of energy
via an ‘offtake agreement’ and can be a leader in the education sector in this and implementation of recycling
part of the demand/response approach
to energy management. This also means regard—we were the first school in NSW initiatives—separated bins have now
significantly lower energy costs for us
over the long term. In the future, battery to sign onto a Corporate Renewables PPA been installed around the playgrounds
technology on site is a possibility, enabling
us to store energy and indeed give back and therefore one of the first in Australia and composting options are being
to the grid when we have excess.
too. ‘We didn’t model this on other investigated. Head of the Sustainability
Matthew van der Linden, Managing
Director of Flow Power, notes that his schools,’ said Andrew, ‘and we weren’t Committee and Year 12 student Clara
company is focused on the whole
solution—both where we buy energy from necessarily looking to be the first school Freeman said: ‘Climate change is such an
and how we use it. ‘It’s not just about
reducing the power you use but using in NSW but it would be great if other issue at the moment. Even though a lot
it at the right time. When the wind’s not
blowing you want to use less, when the educational institutions could follow suit.’ can be done in individual homes, there’s
wind is blowing you want to use more,’ he
said. ‘We’ve developed a black box called Ascham’s Business Manager Candice well over a thousand people at Ascham
a kWatch Controller. It goes on site and
records data down to the second, and Heapes emphasises that the desire to be and we’re here five days a week. We
you can see that live. The key purpose is
for customers to really understand how responsible global citizens was the driving spend most of our time at school so we do
they’re using their power. For Ascham it
will be a really valuable tool for students, force behind the move to renewables. end up creating our waste and using our
for your broader energy management
strategy and for the School’s sustainability ‘We want to look not just at ourselves and energy here during the school day.’ Clara
goals.’
our consumption but at how the School feels that the greatest impact is made
Andrew Powell concurs: ‘Flow Power
can monitor our electricity usage in real can do better by supporting this growing as a community working together and
time and has been able to show us the
data—peak usage, low-level usage, the renewable energy industry, the wind farms that green initiatives are crucial. ‘There’s
costs. There are many opportunities
for us to use this data within the School and solar farms. And also supporting Flow definitely a lot of girls who want the
environment as a teaching aid as well, not
only from an environmental point of view Power; they’ve been innovative in making changes to happen,’ she said.
in Science but for Maths graphing and
statistics, through to Art projects—it’s these agreements available to smaller Apart from the renewables deal
entities like ourselves.’ Candice has been and expanded recycling, more green
invited to speak at the inaugural Australian initiatives are underway across Ascham,
Power Purchase Agreements Conference including additional solar panelling,
in late October, to talk about Ascham’s investigations into innovative alternatives
PPA and our renewables journey. ‘We have to air conditioning, and impactful changes
an obligation to younger generations to in the school’s Kitchen and Dining Room.
ensure that sustainable practices are at the And all new buildings under the Ascham
heart of Ascham,’ she said. ‘We’ve reached Masterplan will have sustainable, energy-
out to our student Sustainability Committee saving features.
and are getting the girls involved in looking ‘Energy usage, water usage, waste
at energy consumption and how that may disposal, recycling—it’s all part of our
alter our behaviour in terms of being better consciousness around how we run and
citizens.’ maintain a sustainable school,’ said
Hope for the future is seen as a key Andrew Powell. ‘It’s really important
motivator behind global movements for that we’re not just looking at renewable
climate action and around the world we’ve energy and feeling like our work is done
seen huge numbers of young people with this deal. We’re really looking at our
behind social mobilisation for change. At consumption of energy and products and
Ascham, the voice of students has been our creation of waste. There’s a lot of work
consistently strong, from Prep to Year 12. to be done in this sphere and the girls and
Our approach has been that if our core staff are really engaged. It’s very exciting.’
business here at Ascham is educating the Gabrielle Bonney | Publications Manager
future adults of the world, many of whom Ascham School
36 ASBA ASSOCIATE
“ Our approach has been that if our core business here at Ascham is educating the
future adults of the world, many of whom will be leaders and educators, then surely
an essential component of that education must be the health and longevity of our
planet.”
NOVEMBER 2019 37
JB Were/ Our Members
NAB Scholarship
Report
Lifting the Gaze
Kristen Steer | Business Manager Recently I had the opportunity to join JB Were’s Social Leadership Program
Avila College and together with around 50 CEOs and Board Members representing
for-purpose organisations, participated in their 2019 Social Enterprise
masterclass, which focused on the role of governance in driving
organisational performance.
F acilitated by Professor Kash organisation governing for social impact. Finally, let me share a quote from
Rangan, the enigmatic Whether CEO, Board member, Principal Professor Rangan which resonated with me
co-founder of the Social or Business administrator – our remit is to on the day.
provide leadership in the form of oversight
Enterprise Initiative at the Harvard of mission; accountability for mission “Equity stays inside
performance and financial sustainability; the trust which is
Business School, the full day session was and evaluation of our own and others held internally within
executive performance. the organisation. It
structured around 3 Harvard case studies, belongs to the future
In each of the case study examples, beneficiaries.”
each outlining the historical journey and and indeed in our roles working in school
governance across the country, it’s clear In my view, this sentiment truly brings
emerging strategic challenges of a different we need to first identify and understand home the importance of the work we
the broader ecosystem in which our collectively do to govern for social impact.
for-purpose organisation. Working in organisation exists. What are the levers,
influences, agents, opportunities and I am extremely grateful to ASBA and
groups, participants were asked to assess benefits which provide the backdrop NAB for the opportunity to attend this
against which we position our purpose? Masterclass.
the effectiveness of each organisation’s We always put the beneficiary at the centre
of our organisation, and must consider
CEO and Board members; highlight impacts and outcomes for them, when
considering a new strategy or assessing the
issues and opportunities at key junctures impact of change this broader ecosystem
may bring. By ‘lifting our gaze’, we can
across a broad range of leadership, draw on a wide suite of information in order
to understand our position. In addition,
organisational and financial strategies, and as business leaders I think the importance
of challenge, our ability to ask strategic
debate and recommend next steps in the questions, acting in ways that develop
and foster trust, and maintaining a clear
organisation’s journey. read on the culture of an organisation
are key elements we can contribute. The
Whilst the case study material provided importance of narrative and a simple story
around our strategy is crucial – but often
an excellent base for analysis, the true overlooked in terms of unifying our key
stakeholders. Short term action or advice
value of the session was gained through may sometimes be necessary; however, we
should not lose sight of our long game.
sharing of experience and perspective,
and facilitation of robust discussion and
debate. With such diverse organisations
represented around the table, all were
united by similar challenges of governing
a not-for-profit, however each attendee
had a unique background and experience
which enabled their contributions to invoke
thought and opened up new possibilities
to the group. In this sense, we were
operating like a Board and had to negotiate
similarly in order to reach consensus on
each case.
The day’s learnings were vast –
however I took away some important
points which we as leaders can distil down
and deploy in our day to day role within a
for-purpose
38 ASBA ASSOCIATE
Advertorial
WITH
Tim Innes-Brown | St Michael’s COLLEGIATE
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I am the Director of ICT, looking after 700 students attending three campuses.
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How does Enterprise Ethernet fit with your school’s longer-term ICT planning?
We are a multi campus school, and Enterprise Ethernet gives us the ability to network our campuses in a
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within the school.
What was the dedicated fibre installation process like for your school?
TasmaNet and NBN exceeded our expectations in delivering this service. We were kept up to date during
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How important is your relationship with your ICT provider when selecting products?
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TTeecchhnniiccaall UUppddaattee
Coaching and Mentoring
Perfectionists
Perfectionists are driven to succeed, strive to continually improve and work hard to avoid mistakes.
Particularly when you have your own perfectionist tendencies (like me) it is easy to align perfectionism
with diligence, excellence and well…perfection. In fact, habitual perfectionism is in itself an imperfection.
The perfectionist’s need to avoid mistakes stifles creativity. Impatience with the mistakes of others makes perfectionists poor
delegators. Incessant focus on minutia to ensure 100% accuracy leads to poor productivity. Perhaps most dangerous, the inevitable
inability of perfectionists to live up to their own high standards leads to relentless self criticism, depression and anxiety.
It is the very fact that perfectionism looks like a virtue, when it is not, that makes coaching or mentoring a perfectionist so difficult.
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40 ASBA ASSOCIATE
ASBA Mentoring SERIES 4
Identifying a Perfectionist 3 Help your mentee to recognise when
Your first challenge will be identifying Unfortunately it doesn’t get easier perfectionism is being carried too far.
problem perfectionism. It is a fine line that once you’ve identified that your mentee is Call out perfectionist thoughts and
runs between the striving for excellence a problem perfectionist. Remember that behaviour. Challenge your mentee to
that will make a mentee successful and perfectionism looks like a virtue, so you may recognise when he is being unreasonable.
the fixation on perfection that becomes a have a hard time getting your mentee to For example, compare the impact of a few
weakness. Most successful people walk accept it is as a weakness. small spelling mistakes in an important
that line, so how do you know exactly what report, versus the impact of delivering that
you are dealing with? So what do you do? report late.
Here are some tips:
Here are some signs of problem Help your mentee to assess the
perfectionism to look out for: 1 Be a good (imperfect) role model. difference between a major and a minor
1 Difficulty completing tasks on Don’t pretend that you have all the error. For example, finding every single
time. This may be a sign that your answers and be willing to acknowledge your spelling mistake in a 100-page document
mentee is spending too much time own ignorance. Every time you say, “I don’t versus getting the spelling of the client’s
trying to ensure her work is perfect. know”, you give permission to your mentee name correct on the first page.
2 Tendency to see his mistakes as to not have all the answers. Encourage your mentee to discuss
proof of inadequacy rather than Where possible, discuss your own expectations and priorities with her manager
so she understands what management
a learning opportunity. Is your mentee mistakes and how you have learned from might see as a minor or major error.
unreasonably hard on himself when them. Not only does this demonstrate
he makes a mistake? 4 Help your mentee to get comfortable
your own willingness to accept yourself with imperfection.
3 Intolerance of imperfections in
as infallible, it also illustrates the learning Recognising the difference between
others. Does you mentee complain potential of taking risks and making major and minor mistakes is one thing, but
about the performance of others on mistakes. your perfectionist mentee may need help
her team? being open to making even trifling errors.
4 Unwillingness to ask for help or 2 Be careful with feedback. Consider asking your mentee to
deliberately make some mistakes and
to reveal anything that might look like Anything perceived as criticism can refuse to fix them. This doesn’t need to be
a career- limiting exercise. Perhaps simply
a weakness. Is your mentee trying a send a perfectionist into a spiral of self- ask him to send you an email chock full of
typos and learn to live with the anxiety.
little too hard to appear perfect?
5 Unwillingness to take risks. Does your doubt. Focus instead on affirmation,
mentee seem hesitant about taking on validation and encouragement. When your
new responsibilities for fear of failure? mentee does admit to failures or mistakes,
help her identify what has been learned and
how that learning can benefit her and the
organisation.
5 Don’t be too hard on yourself.
© Melissa Richardson 2017 Mentoring a perfectionist is difficult.
Don’t expect anything to change overnight.
Be patient with your mentee and with
yourself.
NOVEMBER 2019 41
ASBA Matters
ASBA From Bursars
(WA) to Business Managers
ASBA(WA) celebrated its Golden Anniversary (1968-2018) with a formal dinner last December at Christ Church
Grammar School – the venue of its first meeting in 1968 and has recently published a book – From Bursars to
Business Managers covering the 50 year history of the Association and more.
L aunched at the WA state breakfast in
Hobart as part of the 21st National
Conference, the book not only
features the many years leading up to
the foundation of the Bursars’ Association of
Western Australia and the education landscape
at the time, but includes the formation years of
the national body (ACBA) in 1977 and related
correspondence. It also includes the history of
Government funding and its different formulas
as it has played such an important role in the
financial management of schools and the role of
the business manager.
The book covers the evolution and growth
of the Association and the role – hence the
title From Bursars to Business Managers. The
second part of the book focuses on the people
and schools that have had such a profound
impact on the collegiality and strength of the
Association over the 50 years.
Over 60 past and current long-standing
members were interviewed during the two-year
project, to gain an insight into how they got
into ‘bursaring’, what events, anecdotes and
building projects have made the position in
schools - and by whatever title we like to use,
so unique.
The book was commissioned by
ASBA(WA) and written by recently retired long-
standing member Des Hardiman. It includes
over 240 photos reflecting the national
and state conferences, the social events,
the committees and significant member
contributions. A series of cartoons also help
illustrate ‘a day in the life of a Bursar!’
42 ASBA ASSOCIATE
A History of the Association of School Business Administrators (WA)
Featured in the book is a detailed account
of each of the three national conferences
held in Perth. Pictured below at the 50th
Anniversary dinner in December 2018, are
the three Chairs of those conferences – John
Maloney (1986), Vicki Hansen (1999) and
Michael Burgess (2015).
Historical events such as the final meeting
o f AC BA (be fore becoming ASBA) held at
Scotch College (WA) in April 1992, featured
Geoff Mills (BAV) replacing our own Tom
Stacy as national Chair, the 25th
anniversary dinner, Life
Member presentations
and retirements are well
captured.
Although focusing on Western Australian events and activities, it does include statistical ACBA National
records and honour boards including ACBA/ ASBA Ltd Chairs and national conference details delegates 1992 –
and images of past newsletters and conference brochures. Twenty school building projects are Scotch College,
also featured to illustrate the diverse range of educational facilities under our watch. Perth.
Back L-R: Des Hardiman
Des acknowledged the support of many people in contributing to the finished product. (WA), Margaret
“From the ASBA(WA) committee who made the project a possibility, plus the contributions Harry (NSW), Richard
from 65 past and present ASBA members and others, the use of images from the school Younger (SA), Ian
archives through to the proof-readers, cartoonist, designer and printer, it was a great team effort. Turner (QLD), Bill
I hope readers, within the education industry and not, will get an insight into the unique and Rowan (NSW), Ted
rewarding business management of independent schools.” Rollinson (WA), Ken
Bunt (NSW), David
A limited number of copies are available. Allnutt (SA).
Please contact Tim McIntyre (ASBA WA Executive Officer) [email protected] Middle L-R: Tom Stacy
(WA), Kerrin March
(SA), Ian Shadbolt (TAS),
John Pietzner (QLD).
Front L-R: Alistair
Kennedy (QLD), Patricia
Summers (VIC), Ray
Gibson (TAS), Geoff
Mills, Chair (VIC) Helen
Dickinson (TAS), Neil
Roberts (VIC).
NOVEMBER 2019 43
Technical Update
Abolishing
Private Schools
The UK Labour Party wants to abolish private schools – could we do that in Australia?
T he UK’s Labour Party recently Eight education systems Australia’s different school governance
voted in a policy to effectively
abolish private schools and Under UK Labour’s proposal, if it structures would make it almost
integrate them into the state system. took office, private schools would lose impossible to cede all private education
their charitable status and any other to the Commonwealth. from shutterstock.
This is a courageous move designed public subsidies or tax breaks. Their com
to redress social inequity – many of endowments, investments and properties
those working in the top levels of the would be “redistributed democratically In addition to being registered
UK government were educated in and fairly across the country’s educational with their relevant state or territory
private schools. Two of Britain’s three institutions”. government authority, more than 1,000
most recent prime ministers went to the non-government primary and secondary
prestigious Eton College, which charges For Australia to do the same, at the schools are registered with the Australian
annual fees of more than £40,000. outset, it would be a constitutional issue. Not-for-profit Charities Commission.
The Australian Constitution empowers
The UK opposition party’s plan will states and territories to provide school This means there are no “owners” who
likely warm the hearts of similarly minded education, thus creating eight different financially gain from operating the school.
Australians. Many of the same arguments education systems. For Australia to Financial surpluses are not distributed to
about educational inequality have been abolish private schools like that proposed shareholders but must be reinvested in
floated in Australia. Many individuals in the UK, a choice from three possible the school.
and organisations have also, for years, processes would need to occur to get
been calling for the government to stop around this issue. For a government to take over a
funding non-government schools. not-for-profit charity in such a way would
First, Australia could change the cause extreme anxiety to the thousands of
But implementing a policy in Australia Constitution. Second, all states and community organisations which also exist
like that proposed in the UK would prove territories could voluntarily cede their under this legal structure.
very difficult. For one thing, it’s a matter powers for schooling back to the
of numbers. Only 5% of the United Commonwealth. Or third, each state and Another group of non-government
Kingdom’s students go to a private territory government could agree to enact schools are governed by church
school. The challenges are magnified in the policy in its own jurisdiction. authorities. A school such as William
Australia where nearly 15% of students Clarke College in Sydney’s north-west, for
are enrolled in independent schools and Only eight of the proposed 44 instance, is governed by an ordinance of
nearly 20% in Catholic parish schools. changes to the Australian Constitution the Anglican Diocese of Sydney whose
have been agreed to since Federation. own authority is derived from state
But beyond that, Australia’s complex And given the political territorialism that legislation. A smaller number of schools,
set of school governance structures exists between states and territories, it is such as Newington College in NSW or
would make such a move very unlikely to hard to imagine any of these solutions the eight Queensland Grammar Schools,
succeed. being implemented. are governed directly through acts of
parliament.
Assuming one of the above could
be enacted, taking over existing non- To absorb these schools into one
government schools would be further government system would require a
complicated by the diverse nature of change to a range of legislation covering
school governance structures. charitable and religious organisations.
Given various state and territory
governments can’t even agree on the age
students should start school, achieving
consistency in the legislative realm seems
remote.
44 ASBA ASSOCIATE
We should keep working to reduce inequality
Advocates of private schooling in the Creating a socially and politically just
UK have hit back at Labour’s proposal, education system is a worthy objective.
indicating lengthy, and costly, legal But it’s not just a public-private issue.
challenges. These could range from
parents’ rights to make choices for their Segmented schooling also exists in
childrens’ development (enshrined in some Australian government schooling
Article 18 of the UN Convention on the jurisdictions. For example, NSW has a
Rights of the Child) through to property highly stratified government education
and charitable trust laws. system which includes single-sex schools
and various selective schools (academic,
Resistance to the proposed policy performing arts, sports and technology
change from the UK Headmasters’ schools).
and Headmistresses’ Conference (that
describes itself as an association of This creates enrolment interest from
heads of “some of the world’s leading families living outside local communities,
independent schools”) is already fierce exacerbating infrastructure pressures in
and suggests the same would likely be government schools. And some of NSW’s
the case in Australia. selective schools have concentrations
of students who are far wealthier than in
One consequence of inaction is some private schools.
growing inequity. Successful education
systems prioritise equity and quality. The debate over what our society
Analysis of social disadvantage by the wants from schooling is about equitable
OECD found more than 52% of Australian opportunities for everyone. The policy
disadvantaged students are enrolled in outlined by the UK’s Labour Party raises
disadvantaged schools. This is compared fundamental questions about the role and
to the OECD average of 48% and 45% process of education in society. There
in the UK (world leaders are Nordic seems value to ask the same for Australia.
countries at an average of 43%).
Paul Kidson
Australian analysis also highlights a Lecturer in Educational Leadership,
growing concentration of advantaged University of Wollongong
students are already in educationally
advantaged schools. https://theconversation.com
NOVEMBER 2019 45
Technical Update
Beyond Budgeting
A recent article by Nathanael Watts, RACQ Financial Analyst, discussed how to prepare for the possibility of a recession. I
couldn’t help thinking about its applicability to school budgeting.
The article talked about interest rate cuts sparking recession fears – a recession being two consecutive quarters of
negative economic growth. The main symptoms are a rise in unemployment due to less demand for goods and services. The RBA
is trying to stimulate the economy with a record low Official Cash Rate with further cuts predicted. Nathanael mentioned
when consumer confidence is down people are less willing to spend their money for fear of losing their job, which can
result in reduced business profitability and job losses – a downward spiral.
Budgeting for Uncertain Times How to use the FPS to Identify and Quantify
Strengths and Weaknesses
Nathanael’s three tips on how to prepare for a recession, In the New Business Managers’ Workshop at the
ASBA2019 conference in Hobart I used Somerset Example
and how I believe they apply to schools, are School to demonstrate how to use the FPS to assess a
school’s strengths and weaknesses, identify possible
1 Try to build a savings buffer to help weather the improvements in financial performance and build that into
impacts. The 2019 (2018 school-year) ASBA/Somerset strategy and future budgets. Please feel free to contact me
for a copy of the presentation which I very briefly summarise
Non-Government Schools’ Financial performance Survey as follows:
The survey provides a 16-page report comparing
(FPS) indicates that the average school has a Working Capital a school’s performance in 60 ratios with the averages
calculated from a sample of similar schools. Figure 1, the
ratio of 1.1. This means they have $1.10 in current assets for Snapshot page, indicates that Somerset Example school’s
operating surplus was about $160,000 higher than average
every $1.00 in current liabilities. My research on the Attributes due to income being relatively high and expenses close
to average. It is important to note that these are sample
of a Financially Sustainable Independent School indicated that averages and ratio analysis is about being approximately
right rather than precisely wrong. So, the more/less column
not-for-profits should consider holding at least three months will rarely reconcile. In this case it is indicating income is
relatively high and expenses close to average, but let’s look
of trading expenses in cash reserves. That may be more further.
I might have been comfortable with this result were it
than required for a school due to the predictability of cash not for the fact that the debt was $4.6 million higher than
average. It is important to remember that as a not-for-profit,
flows from government grants and also the national average more surplus is not necessarily better. It is about having
enough operating surplus to be sustainable. My research
Working Capital ratio of 1.1 is measured at December, the indicates that a sustainable school generates an operating
surplus adequate to meet both debt servicing and asset
lowest point for cash reserves for a school with significant replacement needs. For more information please download
my thesis from www.somerseteducation.net .
Commonwealth Grants expected in January.
2 Try not to resort to debt. The 2019 FPS indicated average
Debt per Student of $7,800 with a median of $6,000 per
student. This indicates the average independent school of 500
students has total debt of between $3 million to $4 million.
Hopefully the debt is incurred for capital purchases, not to
fund recurrent operations as that would be a warning that
you are not trading with an adequate operating surplus. The
average independent school has a Net Operating Margin of
12.7%, meaning $127,000 operating surplus before interest
and depreciation for every $1 million of gross recurrent income
from Fees, Grants and Other income.
3 Review your budget and identify savings. At this time
of the year schools should be finalising their 2020
budget. Use the FPS to compare your financial performance
with a sample of similar schools. It will help identify and
quantify strengths and weaknesses. My research indicates
that schools with relatively high costs are more financially
sustainable, because there are more savings to be had in the
event of a financial shock. So, if your costs are relatively high,
look at that as a positive buffer. Use the FPS to build cost
saving strategies into your 2020 and future budgets and to
assess its reasonableness.
46 ASBA ASSOCIATE
tsnimceheeodsos. l.MgFoeosnrtemlirkaoetreleysiSnafoonmrmoepraseteiroatntEinpxglaemassuperlpedluSoscwhanodlooealqdisumantoyetttghoeesnmieseraefrttoinmbgowtahwsdwues.bstaot imnseaerbrvsleiceitsneugdrupaclunasdt.ioans.sneett replacement
.
As a result of relatively high debt, the interest cover ratio is less than the recommended minimum of 3
times. Most likely Somerset Example School is not generating a sustainable surplus.
As a result of relatively high debt, Figure 1: Somerset Example School Snapshot page 2019 (2018 school-year) FPS Report
the interest cover ratio is less than the
recommended minimum of 3 times. Most Figure 2 is a copy of the Expenditure table summarizing a comparison of Somerset Example School’s
likely Somerset Example School is not
generating a sustainable surplus. etFhxiegpureerneas1re:esSaorrmeeleaartssivewet EhtxeoartmehpethleaeSvyecahraroegolereSslnacathpivoseholoyl tinhpiagtghheei2ns0ac1lm9ud(p2il0ne1g.8ATslcethhaoocouhlge-yhreaaerixd) pFeePsnS, sARedespmoinirnttisottraaltaiorne close to average,
and Maintenance
Figure 2 is a copy of the Expenditure eFxigpuernese2si.sTahicsoipnydicoaf ttehsepEoxspseibnldeitsuarveintagbsl.e summarizing a comparison of Somerset Example School’s
table summarizing a comparison of expenses relative to the average school in the sample. Although expenses in total are close to average,
Somerset Example School’s expenses
relative to the average school in the there are areas where they are relatively high including Teacher aides, Administration and Maintenance
sample. Although expenses in total are
close to average, there are areas where expenses. This indicates possible savings.
they are relatively high including Teacher
aides, Administration and Maintenance Figure 3 is a copy of the Staffing tables from the FPS. These tables indicate more Specialist Support and
expenses. This indicates possible AFiigduerse s2:taSfof mthearsnetaEvxearmagplee,SbcuhtooolthEexpresntdaiftfurneu2m01b9e(r2s01a8rescshiomoill-ayreatro) FoPrSleRsespothrtan the average school in the
savings sample with identical enrolments. It also indicates more Maintenance staff however I focus more on
maintenance expenses than staff in this area because some school outsource and some employ.
Figure 3 is a copy of the Staffing Figure 2: Somerset Example School Expenditure 2019 (20128 school-year) FPS Report
tables from the FPS. These tables
indicate more Specialist Support and 2
Aides staff than average, but other staff
numbers are similar to or less than
the average school in the sample with
identical enrolments. It also indicates
more Maintenance staff however I focus
more on maintenance expenses than
staff in this area because some school
outsource and some employ.
Armed with the information from
the FPS, we can take empirical results
to the school principal, board and
senior management to help develop
improvement strategies that can then be
built into budgets.
There are many parts of the FPS that
I have not considered here including
the crucial analysis of sustainability
– what level of surplus is required to
adequately meet debt servicing and
asset replacement needs. In this article
I have focused on how to apply ratios
when building budgets.
Figure 3: Somerset Example School Staffing 2019 (2018 school-year) FPS Report
Armed with the information from the FPS, we can take empirical results to the school principal, board
and senior management to help develop improvement strategies that can then be built into budgets.
There are many parts of the FPS that I have not considered here including the crucial analysis of
sustainability – what level of surplus is required to adequately meet debt servicing and asset replacement
needs. In this article I have focused on how to apply ratios when building budgets.
Using Key Ratios to Assess Your School Budget
I would recommend calculating key ratios based on your budget outcomes, preferably for at least five
years into the future. Your budgeted ratios can then be compared with sample averages retrieved from
the FPS, indexed for inflation where appropriate, to help assess your budgNeOtVfEorMrBeEaRso2n0a1b9len4e7ss and
risk, as well as inform and drive change in the school.
In addition to a budgeted Statement of Comprehensive Income, Statement of Financial Performance and
Statement of Cash Flows, I recommend ratio analysis sheets like Figure 4 and Figure 5.
Technical Update
Beyond Budgeting (continued)
Using Key Ratios to Assess Your School Budget
I would recommend calculating key ratios based on your budget outcomes, preferably for at least five years into the
future. Your budgeted ratios can then be compared with sample averages retrieved from the FPS, indexed for inflation where
appropriate, to help assess your budget for reasonableness and risk, as well as inform and drive change in the school.
In addition to a budgeted Statement of Comprehensive Income, Statement of Financial Performance and Statement of
Cash Flows, I recommend ratio analysis sheets like Figure 4 and Figure 5.
Note the first column in figure 4 includes the key ratios from the FPS. The ratios for the years 2018 to 2023 are then
calculated in the same format as the FPS. These benchmarks provide a reference point from which to compare proposed
budget outcomes.
The following analysis is by no means comprehensive, but it will give some idea of how to use ratio analysis to help make
informed decisions about a school’s planned operations and financial risk.
Based on the outcomes in
Figure 4 I make the following
preliminary comments:
Net Operating Margin (a
measure of relative operating
surplus) reduces from 12.3%
in 2018 to 10.2% in the
2019 Forecast and remains
relatively low in 2020 to 2023
Debt per Student is relatively
high at $15,656 in 2018
compared to the sample
average of $11,017 and 2018
National average of $7,800.
What this model doesn’t show
is that the Debt per Student
for Somerset Example School
was $6,905 in 2017
So, at the same time as
relative debt increases,
the Net Operating Margin
is reducing therefore
financial risk has increased
considerably. Generally, if
debt increases the school
should aim to mitigate that
risk by increasing the Net
Operating Margin
From 2018 to 2019 I note Figure 4: Somerset Example School 5-year budget KPI analysis
Income per Student increased by 3B%asebdutoEnxtpheenosuetscopmeer sSitnudFeignutrienc4reI amsaekdebthye6f.o3l%lowing preliminary comments
Interest Cover is less than recommendedNmetinOimpuemratoinf g3.M0 atirmgeins(ian m20e1a8suarnedof2r0e1la9tive operating surplus) reduces from 12.3% in 2018 to
Debt Servicing Cover is less than recomm1e0n.2d%edinmthineim20u1m9 Fofor1e.5catsimt aensdinre2m0a1i8n,s2r0e1la9tivaenlyd l2o0w2i0n 2020 to 2023
Debt per Student is relatively high at $15,656 in 2018 compared to the sample average of
Working Capital is less than recommende$d11m,0in1i7maunmd 2o0f 118.0Ninatiaolnl ayel aavrse.raSgoe, odfo$e7s,8th0e0.sWchhoaot lthhisavmeoedneol udgoehscna’tsshhotowpisaythiatst tdheebDtsebatsper
and when due? Student for Somerset Example School was $6,905 in 2017
Cash Flow Adequacy has a sustainedpeSriood, aotfthleesssatmhaenti1miendaiscaretilnagtivtehedesbcthionoclrecaasnenso,tthmeeNeteittsOcpaesrahtirnegqMuiarergminenistsrefodrucdienbgtth ere fore
servicing and asset replacement from opmfeinriataitgninacgtiaelstruhisarpkt lruhissakessbi.nycinrecaresaesdincgonthseidNereatbOlyp. eGraetninegraMllya,rgifindebt increases the school should aim to
Depreciation Impact is greater than 80% iFnro2m02200i1n8dictoat2in0g19thIant othtee IsncchoomolenpeeerdsStmudoerentthinacnre8a0s%edofbiyts3o%pebruattinEgxpceansshefslopwetroSmtuedeet nt
minimum asset replacements (using depirneccrieaatisoendabsya6.p3r%oxy). How can it do this when it is trying to service relatively high debt?
48 ASBA ASSOCIATE Interest Cover is less than recommended minimum of 3.0 times in 2018 and 2019
Debt Servicing Cover is less than recommended minimum of 1.5 times in 2018, 2019 and 2020
Working Capital is less than recommended minimum of 1.0 in all years. So, does the school
have enough cash to pay its debts as and when due?
So, how can we provide empirical evidence of where to look for cost savings in order to achieve the
necessary increase in operating surpluses? As well as perusing the cost per student ratios, the staffing
ratios have a material effect on expenses and generally represent 77% of a school’s expenditure budget.
TFhigeurree a5 ruesems satanffyingwraatrionsitnogcsalctuhlaatte tshtaeff sncuhmoboerlsitshant oStomfienrasent cEixaalmlyplesuSscthaooinl waobulled hbaavseeifditon this budget so the
scwhasooolpesrhaotinugldlikleoothke faovrerwagae ysschtooolinincrtheeassaemiptlse NanedtcOomppearreas tthinesge Mwitharthge ibnu,dgaentendusatalffoperating
supnaurgmpebl.ueFrssoe.r sTe,hxaetomrepmaled,aeirnnca2a0gn2eq0utSihcokemlyresreesleeatttEhiexvaedmilfyfpelerheSnigccehhsoorbliyissckab.tuedggoertyinags1w3e3l.l4asstatofftavlesraset sth1e2b6o.9ttoamt soafmthpalet
average – a difference of 6.5 more staff representing possible extra expenditure of about $600,000. The 2018 FPS
indicated areas where
expenses were higher
than average. Figure 4
indicates Income per
Student is relatively
high compared to
the indexed sample
average. However,
Expenses per Student
become higher
than the indexed
sample average. For
example, the 2020
Total Expenses per
Student are budgeted
to be $22,412
compared with the
indexed sample
average $21,782. The
difference of $630 per
student indicates total
expenses $600,000
higher than average.
Figure 5: Somerset Example School 5-year budget – Staff number analysis
If I was chairman of Somerset Example School’s finance5 committee, I would be uncomfortable with the financial risk of this budget and
seek ways to increase the Net Operating Margin. But it is unlikely I would have borrowed this amount in the first place given the level of
operating surpluses.
So, how can we provide empirical evidence of where to look for cost savings in order to achieve the necessary increase in operating
surpluses? As well as perusing the cost per student ratios, the staffing ratios have a material effect on expenses and generally
represent 77% of a school’s expenditure budget.
Figure 5 uses staffing ratios to calculate staff numbers that Somerset Example School would have if it was operating like the average
school in the sample and compares these with the budgeted staff numbers. The reader can quickly see the differences by category
as well as totals at the bottom of that page. For example, in 2020 Somerset Example School is budgeting 133.4 staff verses 126.9 at
sample average – a difference of 6.5 more staff representing possible extra expenditure of about $600,000.
What Performance is Required?
That answer is different for every school. The least financially healthy school may still be financially sustainable. It’s not about
having the highest operating surplus, but rather having enough for the school’s needs. If a school has higher debt and asset
replacement needs, then generally it will need a relatively high operating surplus.
With current economic uncertainty and taking the advice of RACQ analyst Nathanael Watts, use the FPS to identify savings,
try not to resort to debt especially for trading purposes, and ensure you hold adequate working capital to help manage a financial
shock if it were to occur.
For more information about the FPS or our budgeting and reporting tools, please do not hesitate to contact us at survey@
somerseteducation.net or call on 1300 781 968
John Somerset | Somerset Education
John s a Chartered Accountant. He has extensive knowledge of the independent
school sector and is past President of Independent Schools Queensland and a past
board member of the Independent Schools Council of Australia.
Disclaimer We publish this article only for non-government schools in Australia. All material should be regarded as information only and individuals should
rely on their own enquiries when formulating decisions for themselves or their clients. In no way do we warrant or guarantee any changed circumstances for a
school from use or non-use of this material. As a member of the Institute of Chartered Accountants Australia and New Zealand, the firm participates in a national
liability capping scheme. Accordingly, our liability is limited by a scheme approved under professional standards.
NOVEMBER 2019 49
Technical Update
Ways to Reduce Stress
7 in Meetings
Have you ever been in the situation where, what started out as your average weekly meeting has spiralled
out of control? Someone decided to point the finger at ‘Blameless Bob’ and now the tension has started to
rise, lips are starting to compress, faces are going red and then ‘Crack’ a pencil is snapped in someone’s
bare hands.... things are about to get real!
In todays high pressure business Next time you are faced with rising tension give one of these seven tips a try.
environment it can sometimes feel
like a huge honey pot of stress and #1 CREATE Try to create a little extra distance, either a small step
anxiety. Situations can escalate very SPACE backward or lean back, think of this as giving some
quickly, the rise in stress often
going unnoticed until its toO late breathing room.
and people are about to verbally tear
others apart (or in extreme cases get #2 Break Staring can be viewed as a form of aggression so relieve
physical) Your some tension and break your gaze for a short moment.
Despite having some Jedi like powers, Gaze
I am not quite the Zen Master who
is able to keep it together in every #3 TIlt Tilting your head to one side will make you appear more
situation, that being said I do know Your empathetic, it shows them you are listening.
a few clever tools that can take a
boiling conversation and put it on a Head
gentle simmer.
#4 Open Don’t stand with your arms crossed or arms akimbo, this
Up can make you seem uncooperative and defensive.
#5 BREAK Get them to move or change their body position, the way
THeIR we hold ourselves effects the way we feel, a great way to
STATE do this is ask the person to walk with you to a new location
“let’s discuss this in the room down the corridor”.
#6 TURN Going face to face, or head to head
SLIGHTLY (standing dead in front of someone) can
come across as confrontational, when
tension is rising angle slightly away
#7 BREATHE Take a deep breath and exhale longer than
you inhaled, this should cause the other
person to mirror you, having a calming
effect on them (be subtle with this, don’t
create a big to-do by being noisy).
There you have it, seven stress reducing tips.
Next time you see the fists starting to clench, the anger stare
coming on or the face starting to tense up, take a moment to give
one of these tips a try.
Anthony Laye
Behaviour Expert // Mentalist // Speaker (ASBA2019 Conference Speaker)
www.anthonylaye.com
50 ASBA ASSOCIATE
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