School Business Managers and Distributed Leadership

This NCSL Research Associate report examined the impact of the key drivers on school leadership by evaluating distributed leadership research from an School Business Manager (SBM)/ bursar perspective; and carry out a survey of what is happening across UK state schools.

Key findings:
- 69% of respondents to the survey indicated their school had a SBM/bursar.
- Funding and teacher perceptions were the main barriers to not having a bursar. While headteachers broadly supported the SBM/bursar role, comments indicated that in practice, this support related largely to the SBM/bursar authorising involvement in professional development programmes and less to an understanding of the wider value of the role within the school.
- Completion of the Certificate in SBM/ Diploma in SBM, staff changes and the introduction of the Department for Schools, Families and Children’s Financial Management Standards in Schools were quoted as the main drivers in SBMs/bursars becoming members of the Senior Leadership Team (SLT).
- SBM/bursar roles have existed in primaries on average only for two years, compared with five years for secondaries. This suggests that primaries are still in the process of adapting to SBMs/bursars.
- 59% of bursars were on the SLT. In many cases, their responsibilities were restricted to managing aspects of the office team. Furthermore, the ‘average’ bursar only oversaw around 40% of support staff, indicating that in a number of schools, the SLT and headteacher continue to retain control over many support functions.
- The work of SBMs in primary schools was more likely to be restricted to operational issues relating to finance, personnel and office issues, than was the case in secondary schools.
- SBMs in secondary schools were far more likely to operate at a senior or strategic level than their primary counterparts. Organisational size was likely to be a major factor in this, as larger budgets and staff numbers offer greater flexibility to operate.
- 52% of SBMs/bursars are paid at or below Newly Qualified Teacher rates. Some SBMs felt this reflected poorly on the perceived value of their work and in some instances led to resentment.
- 33% of SBM respondents possessed a degree level or higher qualification. This figure rose to 85% when the CSBM/ DSBM qualifications were taken into account. Respondents indicated that increased take-up of the CSBM/DSBM would help to reduce both perceived and real inequalities in the professional status of teaching and school business staff.
- Around one third of CSBM/DSBM graduates expressed interest in continued professional development.