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									                              RECRUITING A BURSAR
In the booklet Guidelines for Governors produced by AGBIS it says “The most important
single function of the Governors of a school is the appointment of the Head”. Helpfully, these
Guidelines go on to say that “From the Governing Body‟s point of view, the Bursar is usually
second in importance to the Head.” Clearly, if the Governors get these two appointments
right then their tenure on the Board will be all the more rewarding and less likely to result in
crisis management.
The purpose of this paper is to give guidance to Boards of Governors that will assist them in
the recruitment of a Bursar. It should be read in conjunction with the DfES publication
entitled: „Safeguarding Children and Safer Recruitment in Education‟ see:

It is very important to appreciate that the process of advertising, long and short listing,
assembling interview panels and candidates, taking up references and making the final
selection always takes longer than anticipated. If the school is intent on appointing a
practising Bursar, it should be remembered that they are likely to be on at least a term‟s
notice, and sometimes two, which adds to the delay. A school wishing to replace a retiring
Bursar in September probably needs to advertise in the previous October/November and
certainly no later than January/February.
Where the School has no choice in the matter when, for example, the Bursar has been
appointed to another school, has retired though ill health or been dismissed, it is still
important to appreciate the timescale of the process and not be rushed into a hasty decision
that might be later regretted. The General Secretary ISBA may, in these circumstances, be
approached to see if a temporary stand- in (Locum) is available.

Before the recruiting process starts it is essential that the Board of Governors agrees on the
Job Description for the post and the Person Specification of the ideal candidate. However, it
would be unwise at this stage to have a closed mind to other possibilities and much will
depend upon the range and qualities of applicants. A guide entitled „The Duties and
Qualifications of a Bursar‟ is attached as Annex A, but every school will have a different
requirement. It is also important to understand that the Bursar is a classic “jack of all trades”
and no candidate is likely to fill all the requirements of the post. By being too specific in the
advertisement, for example stating that candidates must be qualified accountants or have a

degree, the school immediately eliminates all other potential applicants and risks finishing up
with a small field from which it may not be possible to make an appointment. The use of
more general terms such as “relevant financial management experience” or “educated to
degree level” is likely to produce a wider choice of candidates perfectly able to undertake the
It is also important to see what experience already exists in the Bursary and tailor the job
specification accordingly. For example, if there is an Assistant Bursar (Finance) with an
accounting qualification then the Bursar could have a more general background. If the
Assistant is a generalist then the Governing Body might feel it appropriate for the Bursar to
have an accounting qualification. The diverse nature of the job means that it is probably
unwise to appoint somebody too specialised who might be unable, or unwilling, to fulfil some
of the wider functions of the Bursar‟s role.
Most Bursars are in a second career and Governing Bodies will be recruiting candidates
drawing on their existing qualifications and experience. Should a Board decide that they want
a practising Bursar, it would still be unwise to word the advertisement in too restrictive
manner as this might deter candidates who, whilst not a serving bursar, might have broadly
equivalent experience who might well prove to be stronger candidates.

This is a very sensitive issue as the Governors appoint the two senior executives with
responsibilities for the management of the school and it is of critical importance that they
work closely together and support one another. The line of accountability will vary between
schools depending on various factors, principally the size of the school and the wishes of the
Governors. It is often the case in smaller schools that the Bursar is directly responsible to the
Head, whilst as the size of a school increases so the Bursar is responsible to the Governors
through the Head, and in medium to large schools the Bursar is directly responsible to the
Bearing in mind the Governors‟ responsibilities as Trustees of the Charity and, in all
probability, Directors of a limited company, and the requirement to be provided with adequate
financial information to discharge their responsibilities, it would be an unwise Board that did
not have the Bursar reporting direct to them at least on financial matters. With this as the
case, it is worth noting that in very nearly 80% of ISC schools, the Bursar is also the Clerk to
the Governors.
A good compromise, therefore, is for the Bursar to be responsible to the Head for da y to day
matters concerned with the running of the school and, whilst liaising constantly with the
Head, to the Governors for the financial and material state of the school. In larger schools the
Bursar can expect to be directly responsible to the Governors whether the Bursar is, or is not,
the Clerk to the Governors. Whatever the arrangement, an essential element of the Bursar‟s
role is that the Bursar and the Bursar‟s staff should support the Head in fulfilling his/her
responsibilities, both for the academic and pastoral care of the pupils and teaching staff, and
also in providing the school with its sense of direction. Likewise, the Head should be careful
not to undermine the position of the Bursar by, for example, making a direct approach to the
clerk of works or other bursarial managers.
It is to be expected that the Head and Bursar will occasionally have differences of opinion.
What is important is that they should discuss their disagreements in private and, if necessary,
agree to disagree whilst presenting a united front to the school. Occasionally it may help the
Board to make an informed decision if the Head and Bursar are asked to explain their

different viewpoints, although it is better for this to be discussed with the Chairman
beforehand with a view to resolution before the meeting. The areas of responsibility and the
lines of accountability must be clearly defined at the outset of the appointments of both Head
and Bursar, and thereafter the parameters must be respected by both persons. That said, as the
Chief Executive the Head should have an overall but not over- intrusive interest in the finances
of the school and other aspects of the Bursar‟s department. By the same token, Bursars
should take a professional interest in the academic side of the school, not only because of the
financial implications that educational change may bring but also through their involvement
as active participants as part of a school‟s Senior Management Team.. Where it is practicable
there are undoubted advantages in the co- location of Head‟s and Bursar‟s offices.

Although all this information need not be published in the advertisement for the post it must
clearly be agreed before the advertisement appears in the press, as these details, together with
the Job Description and Person Specification should form part of the information pack sent to
all applicants. The following need to be considered:
   a. Salary. Guidance on salary and benefits is available on request from the General
   b. Whether or not a house is to be provided. The provision of housing is more
      customary in Boarding Schools where it is regarded by HMRC as a non-taxable
      benefit. This is not normally the case for day schools.
   c. The provision of a car. Very few schools now provide cars and such provision tends
      to be associated with larger schools or where there is a split site.
   d. The provision of private health insurance to the Bursar (and family). This is
      worth considering as the Bursar is then able to arrange any medical attention to the
      convenience of the school.
   e. Pension. If the school is not in the Independent Schools Pension Scheme, or does not
      have one of its own, then a contribution to a personal or Stakeholder pension scheme
      would be appropriate. Guidance on levels of employer and employee contributions is
      available on request from the General Secretary.
   f. Retirement age. Under current legislation, the current default retirement age is 65
      although the government has indicated that this may well be extended in the future, if
      not entirely removed.
   g. Holidays and any restrictions as to when they may be taken. Any restrictions
      should only be very general in nature, bearing in mind that Bursars may find it easier
      to take holidays in term time, particularly if there is a heavy works programme or the
      school facilities are let in the summer holidays. A restrictive clause only allowing the
      Bursar to take holiday during the school holidays is not recommended.
   h. Allowances. The payment of mileage and entertainment allowance needs to be agreed.
      In the case of the latter, this is normally the reimbursement of reasonable expenses
      incurred. Relocation expenses also need to be considered.

[See also „Guidance on Recruitment and Selection of Staff‟ in the Model Document‟s part of

the Members‟ section if the ISBA website.]

1. The Overall Plan. The Board of Governors meets to agree the process and timetable to
   achieve the successful recruitment of a Bursar taking into account all the issues discussed
2. The Recruiting Process – In House or Outside Assistance?
   a. Recruiting agencies can relieve the Board of a considerable burden in sifting
      candidates and preparing a long list. However, they take a proportion of the first
      year‟s salary for their work, in addition to advertising costs. Whereas in the past there
      were often 200-300 applicants for Bursars‟ jobs, recent experience would suggest that
      the numbers are now nearer 50-100 and this may make the task more manageable for
      the Board.
   b. Alternatively, an independent assessor could be employed. This is quite common in
      the appointment of Heads but less so in the appointment of Bursars. The ISBA
      recommends that where possible the services of an independent assessor should be
      considered, possibly an experienced Bursar from another school or a recently retired
      bursar. The General Secretary ISBA is not be able to undertake this role in person but
      is able to suggest possible assessors.
3. Adve rtisements. Whilst there is the option of advertising locally, in order to ensure the
   best field of candidates, most schools will wish to advertise nationally and the education
   sections of the midweek Times [note that membership of the ISBA ensures a reduced cost]
   and Saturday‟s Telegraph, together with their Sunday editions, probably achieve the
   widest circulation, although the Independent and Guardian should not be ruled out. Few
   bursars, and probably fewer prospective bursars, will read the situations vacant section of
   the Times Educational Supplement. A model advertisement is attached as Annex B for
   consideration. This advert contains the DfES‟ recommended statement on the school‟s
   commitment to safeguarding and promoting the welfare of children. The common practice
   is for the advertisement to appear in the papers for two weeks and two weekends.
   Advertisements can also be placed on the ISBA website free of charge and these may be
   viewed by non- members as well as members..
4. Dealing with Enquiries. There could well be 150 enquiries and thought needs to be
   given as to who will record these, deal with questions and forward application packs. The
   tendency these days is for enquirers to use email.
5. The Application Pack. Thought needs to be given as to how this pack is despatched.
   The trend is more and more to use email for this. The pack should contain such things as:
   a. A covering letter explaining the requirements of the interview process. (Remember
      the requirements of the DDA and include if there are any special access requirements).
   b. The School prospectus.
   c. The Job Description.
   d. The Person Specification.
   e. The Terms and Conditions of the appointment.
   f. The School‟s Child Protection Policy Statement.
   g. The Application Form. The DfES advise that employers should use an application
      form to obtain a common set of core data from all applicants. For the suggested
      contents of an application form, see the DfES guide mentioned at the start of this

       paper. Note that there is a requirement to seek a full history of the applicant in
       chronological order since leaving secondary education.
6. The Paper Sift. Consideration must be given as to the criteria to be used to whittle down
   the number of applicants to a manageable number to call forward for interview. If
   employed, a recruiting agency or external assessor will assist with this, but even if they
   are, and certainly if they are not, the School will need to consider who they wish to be
   involved in this screening process.
7. The Invitation to Inte rvie w. In addition to the arrangements for the interview – time and
   place, directions to the school, membership of the interview panel – candidates should
   also be asked to bring with them photographic proof of identity and reminded that the
   successful candidate will need a successful CRB Disclosure.
8. Candidates’ Visits to the School. These are often arranged to take place before the day
   of the first interview, although they could form part of the interview day. Candidates
   should be shown round by members of the school‟s senior management team whose views
   ought to be taken into account. Where appropriate, consideratio n should be given to
   showing the Bursar and spouse the house to be provided. Some schools invite spouses to
   visit the school even when the Bursar will not be residential but nowadays, when both
   partners may have careers, this could cause some resentment. Consider planning a social
   event where candidates can be assessed in a less formal atmosphere.
9. Inte rvie ws. The norm would be for there to be two rounds of interviews, commonly
   known as the Long List and the Short List.
10. The Long List Inte rvie w. The Long List interview is likely to be conducted by a
    selection sub-committee, possibly run by the Chairman of the Finance Committee, who
    will usually have the closest day to day working relationship with the Bursar. Other
    members will very much depend upon relevant experience. For the first round of
    interviews, it is possible to complete eight forty five minute interviews in a day but it is
    very hard work. Six is probably a more realistic number or, if time permits, the interviews
    can be spread over two days. The aim should be to reduce the Long List to a Short List of
    three to four candidates, giving sufficient reserve in case candidates withdraw having been
    offered another job. It is important that the Chairman of the interview panel retains
    control of the interviews and that they are objective and fair. In these litigious days it is
    regarded as good practice to ask all candidates the same questions, restrictive though this
    may be.
11. The Short List Interview. This could well be with the full Board, but if numbers make
    this somewhat unwieldy, then a specially selected panel of key Governors consisting of
    the Chairman, Vice Chairman and Chairmen of Sub-Committees and any Governors with
    particular experience in personnel selection might take on this task. It is difficult to give
    specific advice for this time consuming task as much will depend upon the school‟s
    requirements. The process, which may well require an applicant to give a short
    presentation to the Board, should be as objective as possible and avoid breaching any
    equal opportunity or discrimination laws. For both the Long and Short List interviews, it
    is certainly worth retaining notes on candidates, where their rejection might potentially
    give rise to a claim of discrimination, for at least three months after the interview.
12. The involve ment of the Head. It is absolutely vital that the Head is involved in the
    process as early as possible. Some Heads may wish to see all applications but they
    should, at the very least, be involved from the Long List stage onwards. They should
    attend all interviews, if not as a member of the interview panel, then as an observer. A

   separate private interview between the Head and short listed candidates is very useful in
   establishing whether the Head and prospective Bursar can work together. It is an
   understandable but mistaken sentiment to try and relieve the Head of the workload
   associated with the appointment of a new Bursar but if the right appointment is made, the
   time invested will be amply rewarded.
13. The involvement of the outgoing Bursar. There are no hard and fast rules and some
    schools have fully involved the current incumbent whereas others have not. Unless the
    circumstances of the present Bursar‟s departure are difficult or the Board is looking for a
    very different type of candidate, it is for consideration that the outgoing Bursar should be
    involved in the preparation of the initial Long List and to be available to answer
    candidates‟ questions when they visit the School. It would be normal for the incumbent
    Bursar to give candidates a briefing on the Bursary; this will enable the Board to seek
    their opinion of the candidates.
14. Psychometric Testing. There is evidence to suggest that psychometric tests are starting
    to come into use in assessing candidates and much will depend on the experience of the
    interview panel of such tests.
15. References. Taking up references is largely a matter of individual preference but it needs
    to be borne in mind that writing a reference is a time consuming process and the fewer
    that are sought the better. Some schools take references before the Long List interview
    while others wait until they are down to the final Short List. Great sensitivity needs to be
    exercised if short listing a Bursar from another school and it may be appropriate to defer
    references until selection for the final interview or even when a job offer is to be made.
    All references should be checked and this is normally done by a telephone call to the

Once the Board has deliberated and agreed with the Head the choice of Bursar it would not be
unusual for the Chairman, or possibly the Head, to phone the successful applicant in the first
instance to make the job offer. This verbal offer should be followed up the same day by a
letter spelling out broad terms and conditions of service, pending contract, with the applicant
being invited to sign and return one copy of the letter. Both in the phone call and offer letter
care should be taken to spell out the offer being conditional subject to caveats such as:
   a. The receipt of satisfactory references (if not already received).
   b. The successful completion of a medical questionnaire and, if necessary a medical
      examination (for which the school should pay). However, beware the implications of
      the DDA, as to turn down a candidate on the basis of a medical report risks being in
      breach of the Act.
   c. The receipt of a satisfactory CRB Disclosure.
   d. Satisfactory completion of the probationary period.
Where the successful candidate is the Bursar of another school there will need to be sensitive
handling of any announcements which should not be made until that school has been
A model AGBIS contract for the employment of Bursars can be downloaded from the
Members‟ section of the ISBA website. Inevitably this contract will need to be adjusted to
take account of an individual school‟s circumstances.

The Independent Schools‟ Bursars Association is made up of member schools, with the
Bursar being the representative of the school. Bursars may obtain help, support and advice
from the General Secretary‟s office. In addition, the Association provides:
   a. The Bursar’s Guide; a practical manual for Bursars.
   b. Regular Bulletins distributed by means of the members‟ section of the Association
   c. A website with a members‟ section and message board for the
      exchange of information.
   d. Policy documents, many of which can be downloaded from the website.
   e. Regular Professional Development courses including an annual course for New
   f. The Bursar’s Review; the Association‟s in- house magazine.
   g. An annual Conference where further professional development takes place, together
      with a trade exhibition from a wide range of school suppliers.
There are also regional groups which generally meet every term but they operate
autonomously rather than within the formal structure of ISBA. In order to ensure that the
Bursar remains abreast of developments in education administration it is for consideration that
the Governors should include in the contract a requirement to attend the ISBA annual
conference and the appropriate seminars and regional meetings.

This paper has been written for guidance only and recognises that every school will wish to
establish its own policy for recruiting a Bursar. However, because it is a task that, hopefully,
is not undertaken very frequently, this guidance should provide a useful aide- mémoire when
the requirement does arise.

   A. The Duties and Qualifications of Bursars.
   B. Model Advertisement.

Revised May 2007

                                                                                      ANNEX A
Bursars will cover a very wide range of duties which will vary considerably from school to
school. By the same token bursars themselves, who are generally on a second career, come
from diverse backgrounds and will all bring different skills and differing levels of experience
to the job. For this reason it is not possible to be prescriptive about either the ideal candidate
to be a bursar, the qualifications, or the job specification, and these notes are designed to
provide general guidance as to the range of duties that may be undertaken. No bursar is likely
to assume all the duties listed and much will depend upon other skills in the school. Bursars
will always have access either to professional advice, or advice from the Independent
Schools‟ Bursars Association (ISBA) or bursars from neighbouring schools. In many cases
members of the Governing Body are recruited because of their particular expert ise and they
too will advise.
The appointment of Bursar is usually made by the Governing Body but it is vital that the Head
is fully involved in the process. The Bursar will normally be responsible to the Governing
Body for the conduct of the financial affairs, business management and material state of the
premises and to the Head for day to day administration, but this will vary between schools.
The successful performance of the duties set out below will require theoretical and practical
knowledge of the subjects listed but many bursars acquire the necessary knowledge on the job
in what is a steep learning curve for the first two years. There is much to be gained from
attendance at ISBA regional meetings, seminars and the Annual Conference where
experiences are shared and problems discussed. Above all a bursar needs to be able to work
harmoniously with a wide range of people together and possess broad shoulders, an
imperturbable manner and a sense of humour.

Finance and Accountancy
   a. Advising on general financial policy within the school.
   b. Preparing annual estimates of income and expenditure to include the preparation of
      departmental budgets within the school, the latter in consultation with the Head or
      senior academic staff.
   c. Monitoring income and expenditure in relation to budget and presenting regular
      management reports to the Governing Body usually via finance sub-committee.
   d. Keeping the accounts of the school and preparing Statements of Financial Activity
      (SOFA) and Balance sheets in accordance with the charities Statement of
      Recommended Practice (SORP).
   e. Maintaining cash flow projections for the current and future years.
   f. Advising on investments in consultation with the school‟s brokers or investment
   g. Preparing pupils‟ bills and collecting all fees and extras.
   h. Payment of all salaries and wages, including PAYE, Superannuation and National
      Insurance Contributions. Compliance with regulations for benefits in kind.

   i.   Administering pension schemes for teaching and non teaching staff.
   j. Scrutinising and passing for payment all invoices received in the school.
   k. Organising special appeals for capital projects or endowment funds.
   l.   Keeping analyses of costs and other statistical records.
   m. Preparing forecasts for the future financial performance of the school; usually over a
      period of five years.
   n. Preparing financial appraisals of particular projects.
   o. Advising on taxation matters generally, including Gift Aid from subsidiary companies
      to the parent charity. Where appropriate, ensure compliance with VAT regulations.
   p. Advising on the financial implications of the charitable status of the school.
   q. Dealing with the school‟s income tax and rating assessments.
   r. Operation of an Advanced (Composition) Fees Scheme.
   s. Advising on scholarship and bursary funds. Undertaking assessments of parents
      income and assets prior to making bursary awards.
   t. Involvement in the marketing and development of the school. This role is beginning
      to emerge but must be balanced against other commitments and a separate
      appointment of Development Director is often made.
General Manage ment and Administration
   a. Acting as Clerk to the Governors and Secretary to various Committees and Trusts.
   b. Ensuring compliance with all relevant aspects of employment law including
      employment protection, equal pay, minimum wage, Working Time Directive or
      discrimination on the grounds of sex, race or disability. To act as the Head‟s adviser
      on employment matters including disciplinary procedures. Ensur ing that the school
      has appropriate disciplinary and grievance procedures.
   c. Ensuring that all relevant staff have contracts of employment and keeping the school‟s
      standard contracts up to date as new legislation takes effect.
   d. The employment, terms and conditions of service, supervision and welfare of all non-
      teaching staff.
   e. Formulating, monitoring and implementing the school‟s policy to comply with the
      requirements of Health and Safety legislation. This could include acting as the Health
      and Safety Assistant within the school and as Chair of the Health and Safety
      Committee.      Carry out risk assessments where appropriate and monitor all
      departments to ensure that they are carrying out risk assessments. Take professional
      advice as required.
   f. Ensuring that the school has adequate insurance cover at all times to include
      employer‟s liability, buildings and equipment cover, personal accident, travel
      insurance and other relevant cover. Professional advice should invariably be sought.
   g. Purchasing all goods and services for the school.
   h. Arranging for staff accommodation and dealing with the letting of property to school
      employees and third parties; ensuring that the appropriate leases and licenses to
      occupy are signed by the tenants.

   i.   Letting of school premises to outside organisations.
   j. Acting as correspondent with the Department for Employment and Skills (DfES) and
      being responsible for the records and returns required.
   k. Advising on and taking the appropriate security measures within the school, both
      physical and for staff and pupils.
   l.   Maintaining contact with the statutory authorities and other organisations.
   m. Catering, which may be contracted out.
   n. Cleaning, which may also be contracted out.
   o. The swimming pool and its plant with the need to ensure that proper safety procedures
      are enforced particularly out of school hours and during the holidays.
   p. The School Shop and Uniform Shop.
   q. The laundry.
   r. Sports equipment and facilities.
   s. Minibuses and transport. Compliance with the regulations for the operation of
      minibuses; licences; driver training and assessments; servicing and Vehicle
      Inspectorate Tests.
School Buildings
   a. Maintenance of school buildings. Preparation of maintenance schedules and keeping
      of records.
   b. The installation and maintenance of equipment for the detection, warning, protection
      and escape from fire. To ensure the necessary fire risk asse ssments are carried out.
   c. The maintenance and efficiency of the installations and plant for electric and gas
      supply, heating, domestic hot water, water softening etc. Letting of energy supply
      contracts at competitive rates.
   d. Ensure that catering areas meet the requirements for hygiene and food safety.
   e. The maintenance of the lighting and ventilation in all school buildings.
   f. Drawing up outline specifications for new buildings, obtaining tenders, planning
      permission, liaison with school architects and builders.
School Grounds
   a. Upkeep of playing fields, gardens, all weather surfaces, running tracks and tennis
   b. Land drainage.
   c. Maintenance of boundaries, roads, rights of way.

Bursars possess a wide range of qualifications and the relevance of these will depend upon the
requirements of the Governors. No bursar will survive without a reasonable level of financial
experience and acumen but that is not to say that an accountancy qualification is essential,
although, in many cases, it will be very helpful. PC literacy is invariably essential. The
general experience required for a bursar is as follows:

   a. The possession of business or administrative experience with the knowledge of
      commercial and allied subjects adequate for the management of the day-to day affairs
      of the office
   b. The ability to produce budgetary estimates, reports, cash flow and financial and
      statistical summaries
   c. A knowledge of the principles and methods of book-keeping and their adaptation to
      various purposes, including the preparation of final accounts
   d. A knowledge of procedures at meetings – notices, agenda, minutes, conduct of
      meetings and secretarial practice
   e. Some knowledge of the law and practice relating to Income Tax, PAYE, benefits in
      kind and VAT
   f. A working knowledge of the law with regard to parental contracts, leasing of school
      properties and landlord responsibilities, employment legislation, commercial law
      covering such matters as contracts, copyright and data protection
   g. A knowledge of investment procedures
   h. A knowledge of methods of purchasing including buying through consortia
   i.   A knowledge of building materials and of the details of construction of buildings and
        the causes of, and remedies for, defects in buildings
   j. A knowledge of rates, Town and Country planning, planning permission procedures
      for alterations and new buildings
   k. Ability to draw up specifications for general repairs, minor alterations and decorations
      and, if the work is done by direct labour, to make estimates of cost
   l.   Ability to draw simple plans and sketches
   m. A knowledge of principles and practice in relation to: electrical and gas installations,
      metering and supply; central heating and hot water supply; Protection of personnel and
      buildings from fire; domestic sanitation and sanitary fittings; energy management and

To be successful, a bursar will require skills in diplomacy, together with considerable patience
and tolerance. Nobody can be expert in all these topics and one of the secrets of success is
knowing when to ask for advice and where to obtain that advice. Notwithstanding
competition between schools, bursars are very supportive of their colleagues and friendly
advice is not hard to find. The Bursar has many responsibilities but, perhaps above all, the
Bursar‟s department is an enabling department which allows the school to carry out its
primary function of educating children.

                                                                                  ANNEX B
                             MODEL ADVERTISEMENT

                                     ****** SCHOOL
                                        (HMC, AGBIS)

The Governors of ****** School invite applications for the post of Bursar at this successful
independent (boarding school) situated in 40 acres of ****shire countryside with 450 pupils
aged 13-18. The post is available in September 200* on the retirement of the present Bursar.

The Bursar is responsible for the management of the finances, administration and property of
the school and is also Clerk to the Governors and a member of the school senior management
team. The successful applicant will be a good communicator, a strategic thinker and have a
proven record of administration at a senior level, financial management and the control and
management of projects. The candidate should be computer literate and familiar with the
preparation and implementation of budgets.

****** School is committed to the safeguarding and promoting the welfare of children and
expects all staff and volunteers to share this commitment.

The salary will be [c] [not less than]£(XXX) plus benefits. [ Optional and can be included in

Applicants should write for details of the post to:

               The Clerk to the Governors
               ****** School
               PP21 7BB
               Telephone No:

The closing date for applications, which should be by letter accompanied by a CV [or
application form] and the names and addresses of three referees, is ** January 200*.


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