Among the many complexities of the modern Bursar’s role, one stands out as particularly misunderstood: governance. In our latest report, The Art of the Bursar, we found that around two-thirds of Bursars also act as Clerk to the Governors. In schools with 250–400 pupils, this rises to 75%. On paper, this might appear to be an efficient consolidation of responsibilities. In practice, it introduces a host of challenges and potential tensions.
Clerking is a demanding job in its own right. It involves administrative precision, compliance awareness, meeting management and policy oversight. When combined with the Bursar’s strategic leadership role, the workload can quickly become overwhelming. But the issue is not simply one of volume – it is one of conflict between two fundamentally different modes of operation.
As Clerk, the Bursar must support the governance process impartially, ensuring decisions are well-informed, procedurally sound and legally compliant. As a senior leader, the Bursar is also expected to contribute actively to strategic planning, challenge assumptions, and provide direction. Navigating this duality requires fluency in organisational dynamics, deep understanding of school culture, and finely tuned judgement.
Several Bursars we spoke to described feeling pulled in opposite directions – required to be both neutral facilitator and strategic driver. During key governance periods, such as budget setting or compliance reviews, these tensions can become particularly acute.
One interviewee told us: “When I’m clerking a board meeting and also answering questions on finance strategy, it can be hard to switch hats. I’m expected to minute the discussion while also helping to lead it.”
Our findings suggest that the most effective governance arrangements are those where the administrative and strategic aspects of the Clerk role are clearly separated. Some schools have moved to appointing a dedicated governance professional to manage board logistics and statutory obligations. This allows the Bursar to focus on the strategic advisory aspects of governance – bringing insight, clarity, and confidence to the board’s decision-making.
Advances in technology are also beginning to play a role, with some schools using AI-assisted tools to support the production of accurate, well-structured minutes. This not only reduces the administrative burden but also enables senior staff to focus more fully on their primary strategic responsibilities.
Typically, the Bursar reports operationally to the Head, with appropriate dotted-line accountability to the Chair of Governors or Chair of Finance for financial matters. However, when acting as Clerk to the Board, the reporting line properly sits with the Chair of Governors, reflecting the Clerk’s distinct responsibility to support the board’s independent function. In schools where a separate Clerk is appointed, that individual may report administratively to the Head or Bursar, with the Chair consulted as appropriate on matters of performance and oversight.
In schools where separation is not feasible, it becomes even more critical to establish role clarity and mutual expectations between the Bursar, the Head and the Chair of Governors. The leadership triangle – or ‘square’, when the Finance Committee Chair is included – was consistently cited as one of the most influential factors in Bursar effectiveness.
Where relationships are strong, roles clear and communication open, the governance structure can be a significant enabler. Where they are not, the Bursar’s role becomes more exposed – sometimes untenable. This is particularly true in moments of transition or crisis, where blurred lines can lead to conflict, confusion or decision-making paralysis.
This dual role also carries a time cost. Many Bursars reported that clerking tasks could consume up to 20% of their working time – particularly in the lead-up to meetings or during governance reviews. That time is often drawn from strategic planning or leadership development. Over time, this limits the Bursar’s ability to contribute effectively to broader school improvement.
Our recommendation is simple: review the structure. Be honest about what is sustainable. Where the Bursar acts as Clerk, provide administrative support and ensure their strategic contribution is not compromised by procedural responsibilities.
At RSAcademics, we support schools in reviewing governance structures, clarifying leadership responsibilities, and enabling Bursars to play to their strengths. Because the health of a school’s governance system is often an indicator of the health of its leadership culture.
Need to rethink your governance model? RSAcademics helps schools optimise governance structures and leadership relationships.