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ISQAM Level 2: The Role of the HoD Within Whole-School Planning v6NRD

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Presentation on the role of middle leaders as drivers of school/educational improvement. It covers ideas on planning, development and strategy.

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ISQAM Level 2: The Role of the HoD Within Whole-School Planning v6NRD

  1. 1. Leading Change
 with Parents ISQAM Level 2 Conference Novotel London City South 3rd November 2015 Dr Nick Dennis, BSc, MSc, PhD Deputy Head, Berkhamsted Boys/Deputy Head (Academic) Nottingham High School ISQAM Level 2 Module 8:
 
 The Role of the HoD Within Whole-School Planning
  2. 2. 1. Whole-School Strategic Planning 2. Whole-School Development Planning 3. How to write a Departmental Development Plan 4. How to Manage a Departmental Budget O
  3. 3. 1. Whole-School Strategic Planning 2. Whole-School Development Planning 3. How to write a Departmental Development Plan 4. How to Manage a Departmental Budget O
  4. 4. Whole-School Strategic Planning
  5. 5. Whole-School Strategic and Development Planning
 Purpose
  6. 6. Whole-School Strategic and Development Planning
 Strategy v. Development Your School
  7. 7. Whole-School Strategic and Development Planning
 Strategy v. Development Strategy is concerned with defining the shape and extent of the organisation Your School
  8. 8. Whole-School Strategic and Development Planning
 Strategy v. Development Strategy is concerned with defining the shape and extent of the organisation Development is concerned with how the organisation is going to adapt and improve – within the strategic parameters
  9. 9. Whole-School Strategic and Development Planning
 Strategy v. Development Strategy is concerned with defining the shape and extent of the organisation • Strategy is the creation of a unique and valuable position for the school; • Strategy also requires you to say no - you also choose what not to do; • Strategy creates a ‘fit’ between the school’s organisation - all the activities should reinforce each other.
  10. 10. Whole-School Strategic and Development Planning
 Some Key Strategic Issues Optimum Size of School Structure ofSchool Curriculum Type Co-ed /Single Sex Market Niche Boarding / Day Pastoral Care Structure
  11. 11. Whole-School Strategic and Development Planning
 Some Key Strategic Issues Opportunities Mergers with other schools Closure of other schools Threats Recession – Affordability Strong Rivals New Rivals Academies, Free Schools Changes in Regulations Anticipating Change
  12. 12. Whole-School Strategic and Development Planning
 Some Key Development Issues School Improvement Plan CurriculumDevelopment Plan Estates Plan Marketing Plan Extra-curricular Development Plan Communication Plan
  13. 13. Whole-School Strategic and Development Planning
 Strategy v. Development Strategic Planning is concerned with determining what “B” looks like.
  14. 14. Whole-School Strategic and Development Planning
 Strategy v. Development Development Planning is concerned with determining the steps that will take us from “A” to “B”? Strategic Planning is concerned with determining what “B” looks like.
  15. 15. Whole-School Strategic Development Planning
 The Strategic Process Determine Direction Vision Where are we going? Why are we going there? Decide Fundamentals Size/ Structure of School Boarding/ Day; Single-sex / Co-ed Market Niche Core Aims and Values What are our core values? What do we stand for? What are we trying to achieve? Background Research Stakeholders Market Research SWOT Analysis
  16. 16. Whole-School Strategic Development Planning
 The Strategic Process Determine Direction Vision Where are we going? Why are we going there? Decide Fundamentals Size/ Structure of School Boarding/ Day; Single-sex / Co-ed Market Niche Core Aims and Values What are our core values? What do we stand for? What are we trying to achieve? Background Research Stakeholders Market Research SWOT Analysis
  17. 17. Whole-School Strategic Development Planning
 The Strategic Process Determine Direction Vision Where are we going? Why are we going there? Decide Fundamentals Size/ Structure of School Boarding/ Day; Single-sex / Co-ed Market Niche Core Aims and Values What are our core values? What do we stand for? What are we trying to achieve? Background Research Stakeholders Market Research SWOT Analysis
  18. 18. Whole-School Strategic Development Planning
 The Strategic Process Determine Direction Vision Where are we going? Why are we going there? Decide Fundamentals Size/ Structure of School Boarding/ Day; Single-sex / Co-ed Market Niche Core Aims and Values What are our core values? What do we stand for? What are we trying to achieve? Background Research Stakeholders Market Research SWOT Analysis
  19. 19. Whole-School Strategic Development Planning
 The Strategic Process Determine Direction Vision Where are we going? Why are we going there? Decide Fundamentals Size/ Structure of School Boarding/ Day; Single-sex / Co-ed Market Niche Core Aims and Values What are our core values? What do we stand for? What are we trying to achieve? Background Research Stakeholders Market Research SWOT Analysis
  20. 20. The Strategic Process: Background Research
 Consult Stakeholders Governors Teaching Staff Support Staff Current Parents Prospective Parents Former Pupils Local Community Feeder Prep Schools
  21. 21. The Strategic Process: Background Research
 Data Analysis Analysis of Boy and Girl Numbers 2008-09 0 20 40 60 80 100 120 140 160 180 200 Year Group NumberofPupils Girl Boy Girl 14 26 25 28 28 33 33 43 60 60 64 64 61 64 70 Boy 14 23 17 30 36 31 35 37 61 52 112 109 109 99 85 SS1 SS2 Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 Yr7 Yr8 Yr9 Yr10 Yr11 Yr12 Yr13
  22. 22. The Strategic Process: Background Research
 Market Research
  23. 23. The Strategic Process: Background Research
 Market Research
  24. 24. The Strategic Process: Background Research
 SWOT Analysis Strengths Weaknesses Opportunities Threats
  25. 25. Whole-School Strategic Development Planning
 The Strategic Process Determine Direction Vision Where are we going? Why are we going there? Decide Fundamentals Size/ Structure of School Boarding/ Day; Single-sex / Co-ed Market Niche Core Aims and Values What are our core values? What do we stand for? What are we trying to achieve? Background Research Stakeholders Market Research SWOT Analysis
  26. 26. Whole-School Strategic Development Planning
 The Strategic Process
  27. 27. The Strategic Process:
 Core Values and Aims The Importance of “Why?” Simon Sinek Ted Talk
  28. 28. The Strategic Process:
 Core Values and Aims What How WhySimon Sinek The Importance of core beliefs
  29. 29. The Strategic Process: Values and Aims
 School’s Charitable Objects “The objects of the Charity are to promote the education (including social and physical training) of boys and girls and . . . . to conduct and maintain day or day boarding schools in or near Berkhamsted at which Religious Education in accordance with the Church of England is provided.” Berkhamsted Schools Group Charity No 310630 Charitable Objects (Charity Commission Website)
  30. 30. The Strategic Process: Values and Aims
 Core Values Community Committedto a broad view ofEducation Developing the Individual ServiceChristian Ethos and Values Independence
  31. 31. The Strategic Process: Values and Aims
 Educational Aims 1. To place pupils at the heart of a strong, supportive school community. 2. To nurture pupils’ enjoyment of learning, engendering a spirit of enquiry and intellectual independence; encouraging the pursuit of excellence within a disciplined and stimulating learning environment. 3. To equip our students with the skills and qualifications they need to meet their aspirations in preparation for higher education, the world of employment and adult life.
  32. 32. The Strategic Process: Values and Aims
 Educational Aims 4. To immerse pupils in a diverse co-curricular programme for acquiring broader skills and interests which promote self- esteem and a sense of well-being. 5. To encourage independence, responsibility, leadership and a commitment to service. 6. To foster moral and spiritual values through the Christian tradition of the School, placing emphasis on integrity, tolerance and respect for others.
  33. 33. The Strategic Process: Values and Aims
 Operational Aims 7. To ensure that the School has a motivated and effective teaching and support staff, which has the best possible resources. 8. To maintain and improve a sustainable structure and infrastructure for the School that will ensure flexibility and financial stability for the foreseeable future. 9. To improve how the School presents itself to the outside world in order to grow the School’s reputation and to ensure high demand for the foreseeable future. 10. To deliver effective and sustainable governance and leadership that will secure the future success of the School.
  34. 34. Whole-School Strategic Development Planning
 The Strategic Process Determine Direction Vision Where are we going? Why are we going there? Decide Fundamentals Size/ Structure of School Boarding/ Day; Single-sex / Co-ed Market Niche Core Aims and Values What are our core values? What do we stand for? What are we trying to achieve? Background Research Stakeholders Market Research SWOT Analysis
  35. 35. The Strategic Process: Decide Fundamentals
 Constraints Some Constraints to Consider: Tradition Market Niche Parental Expectation Finance Volume of Change Planning Issues
  36. 36. The Strategic Process: Decide Fundamentals
 Optimum Size and Structure School Age Range Numbers Boys Girls Total Day Nursery Co-ed 5 months – 3 years 30 30 60 Pre-Prep Co-ed aged 3 - 7 108 108 216 Prep Co-ed aged 7 - 11 180 180 360 Boys Boys aged 11 - 16 435 435 Girls Girls aged 11 - 16 360 360 Sixth Co-ed aged 16 - 18 180 180 360 TOTAL 933 858 1791
  37. 37. Whole-School Strategic Development Planning
 The Strategic Process Determine Direction Vision Where are we going? Why are we going there? Decide Fundamentals Size/ Structure of School Boarding/ Day; Single-sex / Co-ed Market Niche Core Aims and Values What are our core values? What do we stand for? What are we trying to achieve? Background Research Stakeholders Market Research SWOT Analysis
  38. 38. The Strategic Process: Determine Direction
 Vision What is the vision? What does “B” look like?
  39. 39. Who should set the strategy?
  40. 40. Whole-School Strategic and Development Planning
 Who should set the strategy? Teachers Support Staff Governors Middle Leaders Head SMT
  41. 41. Whole-School Strategic Development Planning
 Who should set the strategy? Governors HoDs Head Teachers Pupils SMT School Hierarchy
  42. 42. Whole-School Strategic Development Planning
 Who should set the strategy? Governors HoDs Head Teachers SMT Pupils Upside Down Thinking
  43. 43. Whole-School Strategic and Development Planning
 Who should set the strategy? Teachers Support Staff Governors Middle Leaders Head SMT
  44. 44. Whole-School Development Planning 2
  45. 45. Whole-School Development Planning
 Purpose What are the steps that will take us from “A” to “B”?
  46. 46. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for? Development Planning builds on the foundations laid down by the Strategic Plan
  47. 47. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for?
  48. 48. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for?
  49. 49. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for?
  50. 50. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for?
  51. 51. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for?
  52. 52. Whole-School Development Planning
 3. Ideas: “Blue-sky thinking” Only cats shouldn’t think out of the box.
  53. 53. Whole-School Development Planning
 3. Ideas: “Blue-sky thinking” What experiences do you want pupils to have
 as part of the curriculum at each Key Stage?
  54. 54. Whole-School Development Planning
 3. Ideas: “Blue-sky thinking” What experiences do you want pupils to have
 as part of the curriculum at each Key Stage? Learn a Language To give a presentation To be inspired to read To be creative Develop independent study Learn tocook and toeat healthily Key Stage 3
  55. 55. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for?
  56. 56. Whole-School Development Planning
 4. Proposals e.g. Proposals for the KS3 Curriculum – Introduce Food Technology to KS3. – English curriculum to include greater emphasis on reading for pleasure. – Key subjects to incorporate presentations into schemes of work. – Introduce Research Project fortnight into Y8 curriculum?
  57. 57. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for?
  58. 58. Group Exercise
 Planning: Introducing Food Tech
  59. 59. Group Exercise
 Planning: Introducing Food Tech You are the HoD of Design Technology, you have been asked to write a Planning Paper for Governors: What factors need to be considered in introducing Food Technology to the KS3 Curriculum?
  60. 60. Group Exercise
 Planning: Introducing Food Tech You are the HoD of Design Technology, you have been asked to write a Planning Paper for Governors: The Pre-mortem process: Food Technology was introduced two years ago and it was a disaster. What went wrong?
  61. 61. Group Exercise
 Planning: Introducing Food Tech What factors need to be considered in introducing Food Technology to the KS3 Curriculum? GROUP FEEDBACK
  62. 62. Group Exercise
 Planning: Introducing Food Tech Curriculum/ Timetable Implications – Timetable Allocation • How much time / lesson / week? – Food Technology as an additional subject or part of Design Technology allocation? • Rotation of subjects on Half – Class sizes for Food Technology? • What is the optimum size? What is the maximum size?
  63. 63. Group Exercise
 Planning: Introducing Food Tech Classroom Space Implications – Create a Food Technology Specialist Classroom/s • New build or Conversion? Where? Cost? • Classroom Design Specification. Food Storage. • Fit out Specification • Additional Cleaning Hours required? – How many classrooms? • Depends on class size/ year group size – Planning Permission
  64. 64. Group Exercise
 Planning: Introducing Food Tech Staffing Implications – Appointment of Food Technology Teacher • Do we have the skills? New appointment? Cost? – Appointment of Food Technology Technician • Do we have skills? New appointment? Cost?
  65. 65. Group Exercise
 Planning: Introducing Food Tech Training Implications – Retraining/ Up-skilling of Staff – Staff to get food handling and hygiene qualifications (new or renew).
  66. 66. Group Exercise
 Planning: Introducing Food Tech Cost Implications – Capital Project • What will it cost? • How will we fund the build/ refit? – Fit-out Costs • How much will it cost to fit out the classrooms? • How long will the fit-out last? – Staffing Costs • How will we fund the teachers/ technicians? – Running Costs • What are the annual running costs likely to be?
  67. 67. Whole-School Development Planning
 5. Planning: Think Scarce Resources Scarce Resources Time People Space Training Costs
  68. 68. Whole-School Development Planning
 5. Planning: Think Scarce Resources Scarce Resources In School Terms: Curriculum Allocation Teaching and Support Staff Classrooms Training, Inset, CPD Capital/ Fit-out/ Staffing and Running Cost Time People Space Training Costs
  69. 69. Whole-School Development Planning
 5. Planning: Think Scarce Resources Scarce Resources In School Terms: Curriculum Allocation Teaching and Support Staff Classrooms Training, Inset, CPD Capital/ Fit-out/ Staffing and Running Cost Time People Space Training Costs How else could we use these resources?
  70. 70. Whole-School Development Planning
 5. Planning: Think Scarce Resources Scarce Resources Time People Space Training Costs Y1 Y2 Y3 Y4 Y5
  71. 71. “Plans are of little importance, but planning is essential.” Winston Churchill Plans are of little importance, but planning is essential.
  72. 72. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a School? 1. Values and Aims What do we stand for?
  73. 73. Whole-School Development Planning
 6. Decision Key Questions: What are we going to do? When are we going to do it? How are we going to pay for it? Who is responsible for getting it done? Why are we doing it?
  74. 74. Whole-School Strategic Development Planning
 Cycle of Review
  75. 75. Whole-School Strategic and Development Planning
 Questions and Debates
  76. 76. 15 MINUTE BREAK
  77. 77. How to Write a Departmental Development Plan 3
  78. 78. School Development
 Plan Department Development
 Plan
  79. 79. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a department? 1. Values and Aims What are we trying to achieve as a department?
  80. 80. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a department? 1. Values and Aims What are we trying to achieve as a department?
  81. 81. The Strategic Process:
 Core Values and Aims What How WhySimon Sinek The Importance of core beliefs
  82. 82. Five Minute Personal Reflection Exercise
 Values and Aims
  83. 83. Five Minute Personal Reflection Exercise
 Values and Aims Considering your Department’s curriculum as a whole (Y7-Y13 or Y9 to Y13): • What do you think are the overall aims of your Department? • What are you trying to achieve? • What does it mean to be educated in your department?
  84. 84. Department Development Planning
 Values and Aims What are the aims of your department? • To maximise results? – at any cost? Spoon-feeding? Drilling for the exam? • To attract more pupils to the subject? – for GCSE, A-level? – who go on to read the subject at university? • To lay the foundations for the next level of study? • To give a grounding in the subject that they will take through life?
  85. 85. Five Minute Personal Reflection Exercise
 Values and Aims Now consider the Key Stage 3 Curriculum for your subject: • What are you trying to achieve with it? • What is the underlying agenda? • How does KS3 contribute to the overall aims of the Department? • Why are you teaching what you teach at KS3? • Are you happy with your answers?
  86. 86. Five Minute Personal Reflection Exercise
 Values and Aims What are your aims as HoD? • What are you trying to achieve as a Head of Department? • When you look back on your time as HoD, what will you want to have achieved? • What difference will you have made?
  87. 87. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a department? 1. Values and Aims What are we trying to achieve as a department?
  88. 88. Department Development Planning
 2. Direction What is the direction of your department? What is your vision for the department? What are the indicators of success?
  89. 89. Five Minute Personal Reflection Exercise
 Vision What does “B” look like for your department? What is your vision for the department? How will you know when you have reached “B”? What difference will it
 make for pupils?
  90. 90. “At every crossway on the road that leads to the future, each progressive spirit is opposed by men appointed to guard the past” Maurice Maeterlinck
  91. 91. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a department? 1. Values and Aims What are we trying to achieve as a department?
  92. 92. Department Development Planning
 3. Ideas: “Blue-sky thinking” What Experiences/ Skills/ Knowledge/ Understanding do we want pupils to have
 as part of the curriculum at each Key Stage?
  93. 93. Whole-School Strategic Development Planning
 Department “Blue-Sky” Thinking Exercise What knowledge/ understanding/ skills/ experiences 
 do we want pupils to have
 in Year 10?
  94. 94. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a department? 1. Values and Aims What are we trying to achieve as a department?
  95. 95. School Development
 Plan Department Development
 Plan
  96. 96. Department Development Planning
 Annual Strategic Priorities Fives areas in which the school want to see a significant improvement in the coming academic year.
  97. 97. Strategic Priorities 2015-16 1. Building Learning Power 2. Wellbeing 3. Managing Curriculum Development 4. Pupil/Student Responsibility 5. Homework Review
  98. 98. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a department? 1. Values and Aims What are we trying to achieve as a department?
  99. 99. Department Development Planning
 5. Planning: Think Scarce Resources Scarce Resources • Time • People • Space • Skills • Cost In School Terms: • Curriculum Allocation • Teaching and Support Staff • Classrooms and Fit out • Training, CPD, INSET • Capital Costs, Staffing Costs and Running Costs Time People Space Skills Cash
  100. 100. Department Development Planning
 5a. Planning: Time - Curriculum • Time • Do we use the time we have well? • Do we need more time? • What would we do with more time? • How would we cope with less time? • Do we use homework/ prep time well? • How will we respond to curriculum changes? • Which Specification? • Which Exam Board? • Is what we are teaching interesting? • Do we get the right balance between teaching and independent learning? Time Curriculum
  101. 101. Department Development Planning
 5b. Planning: People - Staff • Time • Have we got suitably qualified teachers? • Is our subject growing/ contracting? • Have we got enough/ too many teachers? In future? • Succession/ Retirement Planning • Do we use technicians/ language assistants/ Teaching Assistants effectively? • What difference do support staff make? • Have we got sufficient technical support? Teachers Support Staff
  102. 102. Department Development Planning
 5c. Planning: Space - Classrooms • Time • Do we have enough classrooms? • Have we got the most suitable classroom layout? • Will curriculum changes necessitate more classrooms/ different layouts? • Can we use ICT easily in the classroom? • Do we have/need easy access to Internet? • Do we have all the equipment we need? • Do we make best use of the equipment that we have? Classrooms Fit-out
  103. 103. Department Development Planning
 5d. Planning: Skills - INSET • Do we all have up to date knowledge of • Are we aware of “best practice” in pedagogy? • Do we all have sufficient ICT competence? • Can we handle difficult conversations? Training Needs
  104. 104. Department Development Planning
 5d. Planning: Skills - INSET • Do we all have up to date knowledge of • Are we aware of “best practice” in pedagogy? • Do we all have sufficient ICT competence? • Can we handle difficult conversations? • External Courses? – HMCPD / GSAPD • Internal Twilight Sessions? • Online courses – MS Academy of ICT • Coaching/ Mentoring? Training Needs INSET Delivery
  105. 105. Department Development Planning
 5e. Planning: Cash - Costs This will be covered later in the session: Managing a Departmental Budget
  106. 106. Whole-School Development Planning
 Development Planning Process 6. Decision What we are going to do. 5. Planning What is the scope of this project? 4. Proposals What might we do? 3. Ideas What about this? 2. Direction Where are we going as a department? 1. Values and Aims What are we trying to achieve as a department?
  107. 107. Department Development Planning
 Decision Objective Action Person Responsible Timeframe Cost Resources/INSET required Date Achieved
  108. 108. Template 2013-14
  109. 109. Template 2013-14
  110. 110. Template 2013-14
  111. 111. Template 2013-14
  112. 112. Ten Minute Planning/ Decision Exercise
 Decision Choose three initiatives that you would like to take forward in your department. • Complete the Grid for each of the three initiatives.
  113. 113. Department Development Planning
 Cycle of Review
  114. 114. Department Development Planning
 Questions and Debates
  115. 115. How to Manage a Departmental Budget 4
  116. 116. How to Manage a Departmental Budget AKA: How to Get What You Want 4
  117. 117. Departmental Budgets Made Simple
 Departmental Budgets Made Simple Annual
 on-going running costs One-off projects and new equipment
  118. 118. Departmental Budgets Made Simple
 Departmental Budgets Made Simple Annual
 on-going running Costs One-off projects and new equipment New member of Staff Annual Software Licences New 3D Printer New Laptop
  119. 119. Departmental Budgets Made Simple
 Departmental Budgets Made Simple Essential Desirable Dream Capital Projects Equipment Consumables ICT Staffing/ Support INSET
  120. 120. Departmental Budgets Made Simple
 Departmental Budgets Made Simple Status Quo Improved Best Capital Projects Equipment Consumables ICT Staffing/ Support INSET
  121. 121. Departmental Budgets Made Simple
 Departmental Budgets Made Simple This Year Next Year Sometime Capital Projects Equipment Consumables ICT Staffing/ Support INSET
  122. 122. “The victorious strategist only seeks battle after the victory has been won, 
 whereas he who is destined to defeat first fights and afterwards looks for victory.” Sun Tzu The Art of War
  123. 123. Departmental Budget
 Departmental Budgets Made Simple • What difference will it make to teaching and learning to have this piece of equipment? • What are the “on-costs”? – Is this a genuine one-off cost? – What are there associated financial costs going forward? • e.g. Licences, Servicing, Replacement Policies Equipment
  124. 124. Departmental Budget
 Departmental Budgets Made Simple • What difference will it make to teaching and learning to have this piece of equipment? • What are the “on-costs”? – Is this a genuine one-off cost? – What are there associated financial costs going forward? • e.g. Licences, Servicing, Replacement Policies Equipment Cost – Benefit Analysis
  125. 125. GOOD LUCK
  126. 126. Department Development Planning
 Final Questions and Debates
  127. 127. Dr Nick Dennis Email: ndennis@berkhamstedschool.org dennis.nr@nomnghamhigh.co.uk LinkedIn: uk.linkedin.com/in/nickdennis Blog: hnp://www.nickdennis.com/blog

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