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Safeguarding is a crucial responsibility for those involved in governance. It is basic good practice (and a requirement in some countries and in many accreditation systems) to have one member of a governing body with specific safeguarding responsibility, but it is equally clear that safeguarding must be the business of the whole governing body.

The duty of a school and its governing body for safeguarding has arguably even greater importance in international schools that feel a responsibility to adhere to international standards but where local safeguarding provision and agencies are non-existent, inconsistent or inappropriate for the circumstances. The role of the school, with the watchful, informed engagement of the governing body, becomes even more vital.

Governance oversight of safeguarding is essential as a check and balance, to make sure that safeguarding policies and practices are robust and properly resourced and led, and that the leadership is doing what it can to establish an appropriate culture of safeguarding. An informed and trained governing body will also stand alongside the leadership when challenging situations arise – and the rule to remember in safeguarding is that it is when, not if, situations arise.

Governors should usually expect to receive some safeguarding training at the beginning of the school year. This will often be a refresher, an update on changes in law or best practice and an overview of the systems in place in the school. If you are involved in governance and have not received either training or an update, it would be well worth raising the matter. It cannot be said often enough that safeguarding is everyone’s responsibility.

Organisations providing guidance internationally

Safeguarding standards are, of course, a feature of all international accreditation and inspection systems and there are also safeguarding organisations and consultancies whose purpose is to advise international schools. But there are two sector organisations that have been established to raise the standards of safeguarding practice across international schools and to assist schools in maintaining the highest standards in safer recruitment and safeguarding.

The International Task Force on Child Protection (ITFCP) has a mandate “to apply the collective resources, expertise, and partnerships of its members to help international school communities address child protection challenges. Now a coalition of 90+ volunteers, ITFCP includes leaders of international education organizations, school leaders, counsellors and teachers, working collaboratively across professions with law enforcement officials and the medical community.”

ITFCP was established ten years ago under the umbrella of the Council for International Schools (CIS) with six other founding member organisations. It has well-established Safeguarding Standards which are a helpful tool for school self-evaluation.

Earlier this year, ITFCP published a very useful Safeguarding Governance Briefing for International Schools. The Briefing has been written with the wide variety of governance arrangements in international schools in mind. It covers key issues like: providing strategic oversight of safeguarding; appointing a designated safeguarding board member; child protection induction and training; safeguarding as a standing agenda item; reviewing and approving safeguarding policies and the annual report; legal responsibilities, obligations and cultural expectations; code of conduct; safeguarding audits; the board’s role in overseeing management of critical incidents.

Accompanying the Governance Briefing, ITFCP has a Resource Park to support safeguarding governance. This includes an audit checklist that can be used to check alignment with ITFCP’s Expectations of School Communities.

These tools can help governors to understand their safeguarding responsibilities and to inform their conversations with the school’s Designated Safeguarding Lead or equivalent. They should strengthen a school’s overall safeguarding provision and give reassurance to the school’s leadership that the governing body is also well-informed about safeguarding.

British International Schools can get further support from the British International Schools Safeguarding Coalition (BISSC) a “groundbreaking coalition (which) brings together the six UK Government supported and approved British international school associations and The Safeguarding Alliance to focus on and promote an even more joined up approach to safeguarding.” These associations are the Association of British Schools Overseas (AoBSO), British Schools in the Middle East (BSME), the Council of British International Schools (COBIS), the Federation of British International Schools in Asia (FOBISIA), the Latin American Heads Conference (LAHC) and the National Association of British Schools in Spain (NABSS).

Last year, the BISSC Safeguarding Code of Conduct was published. BISSC described this as “a pioneering document (which) represents a major step forward in safeguarding practice – supporting schools in implementing vital policies, reducing risk, and promoting a culture of accountability and continuous improvement. It is our aim that this Code of Conduct will not only raise the standards of safeguarding in schools worldwide but also set a new global benchmark of excellence.” The focus of the Code is on providing evidence of safer recruitment compliance and school workforce onboarding processes and the Code provides a useful tool for board evaluation of both.

It is heartening to find international school boards increasingly tuned in to the importance of safeguarding and safer recruitment. This reflects the emphasis on these areas in accreditation and inspection as well as the sector’s emphasis on wellbeing.

There is now a good deal of safeguarding support available for boards from accreditation agencies, sector associations and the two bodies identified above. The task of embedding a positive safeguarding culture in schools remains as challenging as ever, but the guidance and networks of support available for boards, and for board members with designated safeguarding responsibility, means it is now much less daunting.

Additional Note for Schools following KCSIE Guidance

Keeping Children Safe in Education (KCSIE), issued and updated annually by the UK’s Department for Education (DfE), has been a foundation document for some international standards in safeguarding and child protection and there are many schools – mainly but not only British international schools – that use it to guide their practice.

Governors in schools that use KCSIE in this way should expect to have training at the beginning of the school year about the most recent changes in the guidance.

This year, DfE made only minor technical amendments. Board members who want to know about these amendments in order to discuss them with their Designated Safeguarding Lead, can find a useful update on the NSPCC website.

The absence of significant revisions this year provides an opportunity to consider how the 2024 changes have settled down in schools. The key elements were:

• An expanded definition of safeguarding to cover help and support as soon as problems emerge and protection from maltreatment inside/outside the home, including online.
• Amended early help guidance to reflect the needs of children frequently missing or suspended or with offending parents
• An extended definition of abuse to include the witnessing of it
• A requirement that DSL records should include reasons for decisions
• There was also further data protection guidance arising from Designated Safeguarding Leads’ growing responsibility for students’ safety outside school and especially online.

When we think about school governance, issues like safeguarding, financial oversight, or strategic planning usually top the agenda. Yet in today’s interconnected world, one of the most pressing risks facing international schools is less visible but just as serious: cybersecurity. 

Over the past few years, schools worldwide have increasingly been the target of cyberattacks. From ransomware shutting down entire networks to data breaches exposing sensitive information, the threats are both real and costly. In the UK, for example, the Harris Federation – a group of 50 government funded schools – suffered a ransomware attack that disabled its systems. Although they refused to pay the ransom, restoring their infrastructure cost reportedly cost around half a million pounds. 

Why does this matter to international schools? Because the vulnerabilities are the same everywhere. International schools hold large amounts of sensitive data – from student records and medical details to staff information and financial accounts. Their global profiles, diverse communities, and sometimes less centralised IT structures can make them especially attractive to cybercriminals. 

This is not just a technical issue for IT teams. Cybersecurity is fundamentally a leadership and governance issue. When a breach occurs, the critical decisions – whether to pay a ransom, how to communicate with parents, how to rebuild trust – sit squarely with senior leadership and boards. As one expert put it, governors must “do the thinking before you need it.” 

Board members don’t need to be technical experts, but they do need to ask the right questions of school leadership: 

• Does our school have a cyber risk mitigation strategy? 

• How are we protecting sensitive data, and who is accountable for monitoring this? 

• Have we run through scenarios highlighting what we would do if an attack hit tomorrow? 

• Is cybersecurity embedded in our risk register, with mitigation and insurance in place? 

A breach that exposes personal data or disrupts operations can damage not only the school’s systems but also its standing in the eyes of parents, students, and accrediting bodies. 

Cybersecurity should also be understood in a way that is similar to safeguarding: everyone in the school community has a role to play. Strong passwords, phishing awareness, and safe data practices are cultural habits, not just technical protocols. Boards should be looking for assurance that leaders are embedding this culture across staff and students. 

There is also a governance balancing act to consider: the trade-off between security and accessibility. Systems must be robust enough to keep intruders out, but not so restrictive that they paralyse learning or administration. Boards should be seeking evidence that school leaders are navigating this tension thoughtfully and sustainably. 

Preparation is key. Building relationships with external cyber experts in advance, investing in training for staff, and ensuring that insurance policies are up to date can dramatically reduce the impact of an attack. When an incident occurs, the speed and clarity of the response will determine whether it becomes a temporary disruption or a reputational crisis. 

For board members, the message is clear. Cybersecurity is not optional, and it cannot be delegated away. Asking challenging questions, ensuring strategies are in place, and keeping the issue alive on the board agenda are essential steps to protect students, staff, and the wider community. 

In an age where international schools face as many digital risks as physical ones, boards have a duty to stand guard at the digital gates. 

Three Questions Every International School  Governor Should Ask About Cybersecurity 

1. Risk & Strategy – Does our school have a cyber risk mitigation strategy, and is cybersecurity embedded in our risk register?
2. Accountability & Culture – Who is accountable for cybersecurity at the senior level, and how are staff and students being trained to build a culture of awareness?
3. Preparedness & Response – If an attack happened tomorrow, do we know who would make the key decisions, how we would communicate with parents, and how quickly we could recover?

 

The role of the Bursar has always carried weight – but in today’s climate, that weight is increasing. As our latest research, The Art of the Bursar shows, Bursars across the UK independent school sector are facing mounting pressures, not just in terms of volume but in the breadth and intensity of the demands placed upon them. 

Financial stress is perhaps the most visible pressure point, in particular with the introduction of VAT on school fees. For many schools, this single policy change threatens to fundamentally reshape their operating models. But the financial challenge is compounded by a range of other operational and strategic issues. Rising payroll costs, inflationary pressures, and long-term affordability concerns have intensified the need for rigorous financial oversight, modelling and scenario planning. 

Yet finance is only the beginning. Bursars must also stay ahead of a rapidly evolving compliance landscape. In our research, compliance and regulation were described as not only one of the fastest-growing areas of responsibility, but also one of the most burdensome. From health and safety and safeguarding, to data protection, charity law, and increasingly complex HR regulation – the Bursar’s portfolio is increasingly regulatory by nature. It’s no surprise that strategic thinking and legal awareness are among the most in-demand skills in the role. 

HR, too, has taken centre stage. Around 80% of Bursars now hold responsibility for HR leadership, often without formal training in the discipline. This includes employee relations, recruitment, contractual and legal risk, wellbeing, and increasingly, the design and leadership of organisational culture. These are sensitive, high-stakes issues that demand emotional intelligence, confident communication, and an ability to hold space in difficult conversations. 

Adding to the complexity is the parental interface. Bursars frequently handle fee-related queries, complaints, and other emotive or contentious issues, including decisions about bursary awards. These interactions can feel more transactional than in the past, as expectations rise and tolerance for ambiguity diminishes. Bursars find themselves not just as financial managers, but as the first line of engagement with increasingly assertive parent stakeholders. 

In our focus groups, many Bursars described the sheer relentlessness of the job. One told us, “It’s not the individual tasks that are hard – it’s the volume, the pace, and the constant shifting of priorities.” Others spoke of firefighting as the default operating mode, with little time left for strategic thinking. This is particularly acute in smaller schools, where limited internal infrastructure means the Bursar carries an extraordinary breadth of responsibility. 

The result is a role defined by urgency, complexity, and – at times – isolation. While most Bursars are deeply committed to their schools and draw meaning and purpose from their work, many expressed concern about sustainability. The report notes that high turnover and burnout are very real risks, especially where expectations are misaligned with capacity or support is insufficient. 

So what can schools do? 

First, they must be realistic about the scope of the role. It’s tempting to add new responsibilities to the Bursar’s remit, especially when internal capacity is limited. But doing so without corresponding adjustments to support, structure, or delegation is not a sustainable model. Schools must review role design carefully – particularly in the wake of new pressures like VAT and compliance growth. 

Second, they must prioritise investment in team capacity. This doesn’t always mean adding new posts. It can also mean upskilling existing staff, clarifying responsibilities, and streamlining reporting lines. Delegation is only possible when those being delegated to are equipped to carry the load. 

Third, schools should explicitly protect time for strategic work. This might mean formalising ‘non-operational’ days, allocating project ownership differently, or simply making it culturally acceptable for the Bursar to step back from day-to-day demands in order to think. Strategic contribution is one of the greatest assets a Bursar brings to a school – but it cannot happen in the margins. 

Finally, support systems matter. Coaching, mentoring, and professional networks all play a role in reducing isolation, building confidence, and enabling sustainable leadership. Our research found that these forms of support are often underused – especially by those who feel pressure to appear entirely self-reliant. 

At RSAcademics, we help schools take a long-term view. That means working with leaders and governors to define realistic expectations, structure effective teams, and build resilient, future-proof roles. Because for schools to thrive, their leaders must too. 

Facing operational overload? RSAcademics helps schools reassess roles, reset priorities, and build capacity for strategic leadership.

Contact us to see how we can support you

Download The Art of the Bursar Report

Why strategy matters now more than ever 

Running a school has always required both courage and care. Yet, as our recent research has shown, the pressures today are greater than ever. The New Art of Headship highlights a sense of “perma-crisis” where financial pressures, parental demands, regulatory change and staff wellbeing all compete for attention. The Art of the Bursar shows Bursars juggling finance, estates, HR, compliance and IT – often with limited internal support. In this climate, a clear and actionable strategy is not just a document to produce; it is the compass that enables a school to navigate uncertainty with purpose. 

The start of a new academic year always brings pressing issues for Heads, Bursars and Governing Bodies. Yet it also offers a valuable chance for senior leadership to pause, step back, and shape the future with confidence. 

Escaping the firefighting trap 

Many school leaders describe their days as a sequence of urgent demands, each one important, each one absorbing. Without a strategic framework, decision-making risks becoming reactive. The remedy is clarity: defining what matters most and using it to filter daily choices.

The challenge for leadership is to move beyond the day-to-day and carve out time for horizon scanning. Strategy offers that pause, creating shared focus and direction for the school community. 

The power of Head-Bursar synergy 

One of the strongest themes across both The New Art of Headship and The Art of the Bursar is that strategy cannot rest on one person alone. The Head brings educational vision; the Bursar provides the operational and financial lens. Together, supported by Governors, they form a leadership triangle capable of balancing ambition with realism. 

This co-leadership is not automatic. It requires trust, clarity of roles and shared ownership of outcomes. Schools that invest in strengthening these relationships create the conditions for effective, collaborative leadership. 

Hearing before steering 

Strategy begins with understanding. Both reports highlight how parental expectations, staff attitudes and pupil wellbeing have shifted in recent years. Parents expect more, staff seek greater transparency, and pupils are increasingly affected by issues of mental health and inclusion. Listening also needs to extend beyond the senior team to include academic and pastoral leads, marketing and admissions, and development. Equally important are external voices – parents, pupils, alumni, partner schools and the wider community. A strategy built without these voices risks being ignored – or worse, resisted. Gathering evidence from stakeholders, whether through surveys, focus groups or informal conversations, gives leaders a foundation for priorities that resonate and endure. 

From vision to frameworks that work 

Vision alone does not change schools; structures and systems do. The Art of the Bursar shows how strategic capacity can be created by rethinking responsibilities, investing in middle management, and aligning governance. The New Art of Headship highlights the need for Heads to delegate more, develop their senior teams and free up time for strategic leadership. 

Schools that succeed in delivering strategy build the right architecture around it: organisational design, financial planning and clear governance frameworks that ensure decisions can be implemented effectively. 

Courage without recklessness 

Both Heads and Bursars report that financial sustainability is the most pressing challenge. VAT on fees, payroll pressures, and declining affordability mean that traditional models cannot simply continue. Schools are experimenting with new income streams, partnerships and digital transformation. 

The best strategies blend prudence with courage. Bold decisions – whether expanding provision, forging partnerships, or investing in new technology – must be grounded in evidence and shaped by community values. 

People first, plans second 

Our research makes clear that leadership today is as much about people as it is about plans. Resilience, emotional intelligence and cultural fluency are repeatedly identified as essential qualities. Strategy cannot succeed if staff feel excluded, pupils feel unheard, or Governors feel sidelined. 

That is why many schools now pay as much attention to the process of delivering strategy – how people are engaged and supported – as to the content of the plan itself. 

Eight steps to turn strategy into action 

Delivering strategy is a journey. From our research and consultancy experience, eight practical steps stand out: 

1. Clarify purpose – Define the core outcomes your school must achieve in the next 3–5 years. 
2. Gather evidence – Combine financial analysis with insight from both your school community and the wider sector. This means listening to parents, pupils, staff and alumni, but also scanning external factors such as market trends, competitor positioning, demographic shifts and regulatory changes. 
3. Align leadership – Ensure Head, Bursar and Governors share ownership of outcomes and priorities. 
4. Choose bold but achievable goals – Stretch thinking, but root it in reality. 
5. Design the architecture – Create structures, roles and financial models to support delivery. 
6. Communicate and engage – Share the story with staff, parents and pupils in language that resonates. 
7. Invest in capability – Support leaders with the skills, coaching and professional development they need to deliver the strategy. 
8. Review and adapt – Keep the strategy alive through regular review and course correction. 

Closing: An Invitation to Act with Confidence 

This academic year will bring both challenge and change. Yet with the right strategy, it can also bring renewal. A strategy built on evidence, co-leadership and courage can unite your community, safeguard your future and enable your pupils to thrive. 

If your leadership team is ready to move from reflection to action, now is the moment. Begin the conversations, gather the insight, and build the structures that will carry your school forward. And when you want an experienced partner to walk alongside you on that journey, RSAcademics is ready to support you. 

One of the most distinctive features of the Bursar role in UK independent schools is the background from which Bursars arrive. According to our recent research, The Art of the Bursar, a striking 90% of current Bursars had no experience working in schools prior to their appointment. That statistic alone sets the education sector apart – rarely is such a senior leadership role filled so frequently by individuals new to the professional context in which they will operate. 

At RSAcademics, we frequently work with senior leaders transitioning into education from careers in the military, finance, corporate sectors, or professional services. They bring a wealth of technical competence and strategic acumen – but entering the school environment requires more than operational skill. It requires a fundamental adaptation of leadership style. 

Independent schools are communities first and foremost. They are values-based, relationship-driven, and deeply influenced by tradition. New Bursars often describe an initial period of cultural acclimatisation: learning unfamiliar language and rhythms, understanding school-specific processes, and – perhaps most significantly – adjusting to a leadership style that relies less on hierarchy and more on influence. 

In interviews for our report, Bursars reflected on how their initial assumptions about the role shifted quickly. Many spoke of having to “unlearn” behaviours from previous roles. Decision-making in schools is often slower, more collaborative, and more dependent on long-term relationships. Building trust with academic colleagues is critical. One Bursar told us, “You have to fall in love with the school. Then everything else follows.” That sentiment was echoed throughout our research. 

The transition isn’t always easy. Some described a sense of isolation in the early months – particularly in smaller schools, where the Bursar may be the only professional lead outside the academic team. But those who thrive do so by immersing themselves in school life. They attend assemblies, go to plays and concerts, take the time to understand pupil journeys. They connect with staff at all levels, gaining not just information, but insight. 

A theme that emerged strongly is that Bursars must balance professional detachment with personal visibility. They are often responsible for decisions that impact people deeply – staffing, budgets, operational changes. Yet to lead effectively, they must also be present, approachable and aligned with the school’s ethos. Striking that balance is not easy, but it’s essential. 

This process of cultural integration – of bridging the gap between professional leadership and educational community – is one of the most underappreciated aspects of the Bursar’s role. Our research suggests it is also one of the most important. Those who succeed in this area often go on to act as connectors across the school: linking support staff and academic teams, aligning operational priorities with educational values, and helping to build a coherent whole. 

For schools, this has significant implications. Supporting new Bursars means more than explaining procedures and policies. It means helping them understand the emotional and cultural landscape of the school. Heads and Chairs of Governors have a critical role to play here. A well-structured induction, meaningful opportunities to observe school life, and early access to coaching or mentoring can make all the difference. 

Equally, it’s vital to ensure that new Bursars are given the space and encouragement to lead authentically. Our research shows that many new Bursars enter the role with strong strategic instincts, but hesitate to assert their voice beyond operational matters. Schools that actively welcome their contribution to broader conversations – on ethos, vision, sustainability – stand to gain significantly. 

This transition also has implications for how we recruit and appoint Bursars. Too often, the selection process focuses narrowly on technical capability. While financial fluency is of course essential, it is the ability to adapt, to build relationships, and to lead with empathy that often defines long-term success in the role. We work with schools to ensure their recruitment processes reflect this broader understanding of leadership. 

At RSAcademics, we believe that cultural fluency is not an optional extra – it’s a core leadership skill. And in schools, it’s one that must be learned quickly. 

Looking to appoint a Bursar, COO or CFO? RSAcademics helps schools recruit and support senior professionals who make a lasting impact. Contact us