Download
1 / 33
330 likes | 341 Views
Woodard Strategy review and strategic plan. Contents. introduction. Why do we need a strategy?. To create a quality mark and ensure sustainability of Woodard through its schools: moving from re-active to pro-active To know how best we are going to use capital receipts
E N D
Why do we need a strategy? To create a quality mark and ensure sustainability of Woodard through its schools: moving from re-active to pro-active To know how best we are going to use capital receipts To create a shared vision of the value and role of ‘Woodard’ To have a clear voice in a changing educational landscape To be clear about the scope and size of the Woodard family of schools
What is our mission? • High quality education in an actively Christian environment for all • An educational charity tasked with extending education in accordance with the principles of the Church. • A family of schools: by sharing practice and doing things together we become more effective and efficient. • Working with the community promoting the use of the resources of Woodard schools.
Principles behind the strategy • A strategy for the Woodard Corporation (not individual schools). • A strategy that assumes active consultation with our schools both in its design and implementation. • A strategy that does not entail Woodard running things from the centre but facilitates schools fulfilling their ambitions. • A strategy that delivers and builds on current expectations of Woodard. • A focus on improving quality rather than growing the number of schools: we need to improve quality throughout our family. • A strategy that focuses on quality so we will attract more schools – but this is an outcome not an objective. • A strategy that is based upon the principles of partnership working – both internally and externally.
2. What did our research tell us?Educational trends & insights
Research findings Fast changing educational landscape in both state and independent markets. Focus on quality – consistent drive to improve performance. Pressures on independent sector: changing demographic (overseas, boarding / day), prices, bursaries and fee increases, quest to value for money. Increased competition in state school market – economies of scale, academy chains, free schools. Specific challenges for faith schools to find a voice. Education is becoming increasingly international: benchmarking, opportunities abroad for schools and students. Maintained Independent Changing education market International Faith - based
FOCUS ON QUALITY:The UK schools sector is characterised by efforts to improve performance • Although the UK pupil enrolment growth has been static in recent years, pupil numbers are expected to increase in the next 10 years. • The rise in pupils numbers and decrease in schools have led to larger schools sizes. • The quality of schools in England has improved over the last 4 years . Government insistence on quality (all schools to be ‘Good’ or ‘Outstanding’ from 2012) led to a change in terminology from ‘Satisfactory’ to ‘Requires Improvement. • Overall, Woodard School pupils perform well compared to the English average, however huge variations remain with some schools showing great pupil improvements and others great declines in GCSE results. % of students achieving 5 or more A*-C grades at GCSEat selected Woodard schools Derby High School King’s College Alderley Edge Worksop College Total UK pupil enrolments, 1991-2012 English average LittlehamptonSir Robert Woodard Pupils (in ‘000) Abbot’s Bromley 1991 2008 2009 2010 2011 2012
FOCUS ON SUSTAINABILITY:Growth of the young population will pose a challenge to the education sector to provide enough spaces while maintaining high standards • Despite data showing improvements in the quality of UK education, the increases in school-aged population are likely to pose a big challenge. Not all regions, however, are expected to see pupil growth. The North in particular, is expected to see decreases, in part also due to North-South migrations, leaving a surplus of spaces and potential decreases in funding • Woodard schools should monitor trends and consider becoming more flexible to accommodate for changing demand.Schools in the SE, SW, London, East and East Midlands should ensure they have an adequate strategy to accommodate for potential rising pupil enrolments. Schools in the rest of the UK should ensure they have an adequate strategy to compensate for potential decreases in pupil numbers. Population change in 0-19 age group, by region (England only), 2000-20102 Up to 5% decrease No change 0 - 4.9% increase 5 - 10% increase
Independent school pupil enrolments showed a slight decrease during the economic crisis, but this trend seems to have stopped • Over the last 25 years independent schools have been growing in size. The average school today has roughly one third more pupils than in 1985. • Since data reporting started in 2009, ISC schools have also increased their diversity • The proportion of Ethnic Minority pupils has grown from 22.8% in 2009 to 26.2% today and is greater than in maintained schools. • Overseas pupils make up 5.1% of all pupils, compared to 4% in 2009 • While the total number of boarders has remained the same over the last 10 years, the number of overseas boarders has increased • 88% of overseas pupils board, with the majority in Years 12 & 13 (52%) and Years 7-11 (44% of total) • 37% (9,623) of all overseas students come from HK and China, while 8% (2,174) come from Germany • Future growth is likely to come from Russia and Nigeria (3,157 pupils combined), with respective year on year increases of 27.4% and 16.8% Mean size by school type, 20131 Overseas boarders as % of total boarders, 2000-20131* 2000 14,209 Day pupils only Some or all boarding Prep Senior Co-ed Single-sex 18,246 2007 • From 2000 to 2007 independent school enrolments grew across the country, but this trend changed with the start of the economic recession.Schools in London and the South East of England where there is a higher proportion of independent school pupils have continued to perform well. The recession, however, has had drastically different effects on the rest of the country where enrolments have been decreasing year on year since 2007. Total overseas boarders 2013 22,673 Overseas UK
Independent schools face financial pressures:plateauing fees, increased financial assistance, pressures on numbers
Issues arising out of research • Quality: variable performance within group which impacts Woodard brand – we cannot be a leading voice in education if we have under-performing schools. • Sustainability: In a flat independent market our schools have to grow and take market share. In a growing state market we need to have a relevant and high quality offering. • Value: Clarity around a school’s USP for its growth market must match drive to overall quality. • Invest: Invest where there is growth – demographically and in context of market share.
Issues arising out of consultation • Value: be clear about the value Woodard adds • Development: develop professional capital through collaboration • Quality: drive up quality of performance • Sustainability: to ensure sustainability of Woodard’s purpose and its schools • Invest: in personnel and assets
4. What are the implications of the research and consultations?
EMERGING THEMES Recognition of Woodard Challenge: lack of clarity in perception and purpose of Woodard. Aspiration: To build a reputation for academic and educational excellence, and to be known for doing something unique that is considered exceptional. The consistent messages that were apparent from the consultation, market research and internal analysis have shaped the objectives of the strategy as outlined previously. Within these objectives, we identify three key themes for taking Woodard forward: Developing Professional Capital Challenge: inconsistent and limited professional development opportunities across all Woodard schools. Aspiration: Woodard will be known for its leading professional capital and development opportunities, attracting the best staff and governors. Collaboration between schools Challenge: Woodard schools do not collaborate effectively without direction from the Corporation. No programme of collaboration opportunities exists. Aspiration: Woodard schools are empowered to collaborate and share best practice.
In order to meet our objectives we will need to focus on: • Providing facilitative support and challenge from the centre to all Woodard schools to drive up quality • Developing the capabilities of staff and governors across the group • Taking a rigorous and considered approach to how the Corporation makes investment and spending decisions • Establishing a prominent voice in the education sector and building strong partnerships with the right organisations • Promoting through action that there is a powerful rationale for schools to be part of Woodard (and family arrangements in general) • Having a model for the future success and sustainability of the Corporation and its schools (size and scope) • Keeping a focus on our moral purpose to transform communities through education
Two Priorities Priority 1 Priority 2 To use the Corporations’ funds to invest in adding real value to Woodard and its schools This means taking a more structured and independent view as to where the funds should be invested. It also means having a clear set of criteria that determine whether arequest for funding should be met. The Corporation is not therefore, de facto, the lender of last resort. To develop capacity and capabilities in order to deliver a world class educational experience. • There is a significant opportunity for Woodard and its schools to become a leader in education, that attracts students, staff and policy makers. • This should be done in a way that fosters collaboration and mutual support amongst all the schools in the Group. • This may include research into the future of teaching and education, the enhancement of individual teaching skills and the development of new education practice, aimed at helping Woodard pupils to excel and their schools to flourish.
1. Developing capacity & capability: Hub Schools The proposed initiative is to establish a number of Hub Schools within the Woodard group that facilitate collaboration between the students and staff within the family of schools. They will research and deliver a programme of bespoke courses and events for Woodard students and staff and the wider education market. The initial themes for the courses might comprise. Governance, Faith Education, Staff formation and appraisal, Outstanding pedagogy & Leadership • Developing Professional Capital: The customers of these Hub Schools will initially be other Woodard schools only. However this will then be extended to non-Woodard schools. A charge will be applied for attending courses and events subsidised by Woodard for Woodard schools. • Collaboration: Schoolswill be encouraged to work with partnership organisations to develop and deliver this programme. They will be responsible for preparing the courses, including organising locations, marketing, providing materials, administration and arranging external speakers. • Recognition of Woodard: The courses and outputs will be Woodard branded and outputs will be available for Woodard to use and publish. • Successful and sustainable Hub Schools: • Have strong business skills, clear plans for growth and a detailed understanding of their customers and competitors; • Look to identify new opportunities to grow their business and achieve economies of scale; • Plan for a loss of core funding from the outset; and • Understand the need to make compromises between delivering a ‘social mission’ and generating a financial return.
Developing capacity & capability:Woodard support for hub schools • Hub Schools will be funded by Woodard for three years, receiving £60,000 in year 1 and £40,000 in each of years 2 and 3. Central Woodard staff will support Hub Schools: • The Director of Education will support the development of content and ongoing support to delivering and refining courses and events; • The Finance Director will support the financial planning and monitoring of financial performance of each school’s activities. Further support in procurement and purchasing in relation to the courses and events will be provided. • A newly appointed dedicated Programme Manager will offer administrative support and co-ordination across all the Hub Schools. Initiatives such as the running of a portal or website for the courses will be co-ordinated centrally. • Professional consultancy and legal services will be procured centrally to provide support in developing the framework for the courses
2: To use the Corporations’ funds to invest in adding real value to Woodard and its schools • A common theme arising from the stakeholder consultation was that the Corporation should be investing in the sustainable future of Woodard Schools. • Capital receipts and donations need to be invested in the right way to ensure the long term sustainability of Woodard. In order to achieve this, it is proposed that an investment fund is established. • An investment committee will be formed and have the following objectives: • To improve efficiency and effectiveness of the central infrastructure of the Corporation in serving its schools. • To identify new products, services and markets in which to invest • To provide seed funding to schools for initiatives that add to the working capital of its schools and have a material impact on Woodard • To approve the funding of special projects (e.g. Education sans frontieres). • To monitor the return on investment and manage investment risk. • To support the Board in decisions regarding the funding of poorly performing schools.
CRITICAL SUCCESS FACTORS • Woodard has to be able to attract enough schools to be hubs and then for the whole family to support the work that the hubs do in order to create a sustainable model. • Remove the ‘Chinese wall’ between Corporation as sponsor and WAT and leverage executive capacity. • Woodard needs to build partnerships internally and most importantly externally to deliver this strategy. • Woodard will need more capability and therefore cost at the centre in order to commit the right level of resource to make this happen. • Be smarter on how we allocate our limited funds. • Corporate Governance needs to be put in place: to distinguish between strategic governance of the Corporation and operational governance of the family of schools.
Financial implications Financial resources from capital receipts will be spent solely on the two identified priorities. Priority 1: The Hub Schools project will cost the Corporation £1.6 million over the 5 years to 2019/20 to establish. This will be met from receipts for the sale of assets. Latest projection shows that surplus funds are available to support the Hub Schools. Priority 2: The Corporation has identified further assets for sale which may generate receipts up to £10 million. These receipts will be used to fund the establishment of the investment fund over the next 5 years to 2019/20. The Corporation will maintain its standard operations through the continued practice of charging a levy on its independent schools according to the current formula. Associated and Affiliated school will continue to pay the affiliation fees currently agreed. Funding for additional staff will be provided through economies within the central budget with a contribution from the Hub Schools budget.
Cash flow forecast – Hub Schools project • Key assumptions • 6 Hub Schools will be established in 2014/15 with a further 2 being established in 2015/16 and 2016/17 respectively; • The Corporation will fund each school £60,000 in year one of operation and £40,000 in years two and three; • After year three the Hub School would be expected to be self-funding through revenue generated on the open market. It is proposed that each Hub School receives £140,000 of funding from the Corporation across the first three years. This funding model is representative of that seen in the teaching school model with an additional £20,000 proposed in Year 1.
Cash flow forecast – Hub Schools project • Key assumptions • Project management costs, consultancy fees, legal fees and research costs are currently estimates which require further review; • It is proposed that the Corporation will meet the central costs in addition to direct funding for Hub Schools; • The 2014/15 cash brought forward balance is shown as £0 to reflect the current overdraft being cleared as part of the net committed payments. The above forecast shows a small deficit of £30,000 that will require funding for the project to go ahead. It should be noted that indirect costs are solely illustrative based on Deloitte experience, therefore these are likely to flex in practice. Total cost to the Corporation for each Hub School is £203,000 (£1.624m / 8 Hub Schools).
Signs of success • In achieving the objectives of our strategy and addressing the key themes identified we will have: • Enhanced capabilities within the Woodard schools. More schools performing at a significantly higher standard than presently in all aspects of education; • A strong reputation for being the place to teach and to be taught. A name and reputation that attracts people and other schools with an even stronger clarity of purpose; • A distinctive voice for faith schools; • An organisation of schools working together to drive education forward through collaboration, the sharing of best practice, innovation and leading edge thinking; • Created new opportunities for school staff which would not normally be available from within a particular school (e.g. research scholarships, professional links with international opportunities, new project involvement in the UK • An investment strategy that benefits all in the family and many beyond. • Providing high quality education in an actively Christian environment for all.
Touching lives – making a differencefor children and staff • Educator of Choice: Parents choose a Woodard school for many reasons but also because Woodard schools have a reputation for being innovative, for providing an outstanding quality of teaching and pastoral care, and for having a specific educational philosophy focused on human flourishing that runs throughout all our schools (key concepts are importance of students making a difference through character development, service learning, global engagement . • Employer of Choice: all staff report they are actively encouraged and supported in the development of new skills and competencies so that they can flourish. All staff have access to career development pathways. • Family of Choice – Woodard is a powerful network in which schools see demonstrable and sustainable value add by being part of the Woodard family. • Provider of Choice: Woodard is chosen as the educational provider of choice for new development opportunities in the UK and internationally. • A Recognised Voice: The Woodard Corporation and its schools have a strong voice in education that advisors and policy makers turn to.
