Regional In-person Training Sessions

Following the success of the DfE Local Support Offer (LSO) training sessions and the high number of requests from school and trust business professionals (SBP) for in-person training, the DfE are funding 380 in-person training sessions.

New free regional in-person training sessions for school business practitioners

✔️ 2.5 hours | practical & evidence-based
✔️ In person, face-to-face learning
✔️ Delivered by expert, experienced trainers
✔️ Real examples & scenarios to embed learning
✔️ ‘Open’ sessions – book onto scheduled regional events
✔️ ‘Closed’ sessions – organise training just for you and your colleagues
✔️ FREE (DfE funded)
✔️ Professional training certificates & ISBL accreditation points

This builds on the highly successful DfE-funded Local Support Offer training in 2024–25.

📚 Training topics include:
• Integrated Curriculum and Financial Planning (ICFP)
• Financial Planning & Budgeting Assumptions (separate sessions for LA maintained schools & academy trusts)
• Strategic Planning & Operational Leadership
• HR and Flexible Working
• Leadership and Leading Change
• Professional Development

‘Open’ training sessions which are available for anyone to book on to. This is where the training topic, date, time, and venue are set. Sessions available in all 9 regions.

Numbers are limited to 20 per session - and bookings will be taken on a first come, first served basis.

Here are the sessions available for February and March:

For open pre-arranged training in Feb & March - click here

‘Closed’ training sessions - If you would like to book one of the training sessions for your organisation and are interested in finding out more - please email: sarah.ray@isbl.org.uk.

Technical Skills and Knowledge

  • Learning Outcomes

    This training will reference and help to meet the following knowledge descriptors from the ISBL Professional Standards across the Lead Practitioner Level of the Finance Discipline:

    [2.31] Understands how to develop and maintain budget planning processes that are able to withstand scrutiny as part of the overall governance and approval process.

    [2.35] Understands how to develop robust evidence-based income and expenditure assumptions.

    [2.39] Understands national and local formulae and how these affect the school’s or trust’s allocation.


    Session focus

    • Why does effective budgeting and financial planning matter?

    • What does your financial planning cycle look like?

    • Where can you source information to support my budget assumptions?

    • What do you do about Known Unknowns and Unknown Unknowns?

    • How do you involve the Board in medium- and long-term financial planning?

  • Learning Outcomes

    This training will reference and help to meet the following knowledge descriptors from the ISBL Professional Standards across the Lead Practitioner Level of the Human Resource Discipline:

    [4.3] Demonstrates a good working knowledge of data analysis approaches and systems to monitor and evaluate performance to identify opportunities/ risks.

    [4.15] Can tailor recruitment and selection approaches to appeal to different candidates.

    [4.19] Understands how to build and use a process of induction and assess the value it offers.

    [4.27] Understands and has experience of using non-financial incentives to improve attraction and retention of staff, with consideration for alternative working practices and budgetary constraints.


    Session Focus

    • Informing organisational design including the importance of skills audits

    • Effective recruitment to meet organisational strategic priorities

    • Induction and performance management including regular professional dialogue

    • Implementing flexible and hybrid working approaches in schools and trusts (including flexible retirement)

    • Using HR performance indicators to support staff retention, EDI and wellbeing

  • Learning Outcomes

    This training will reference and help to meet the following knowledge descriptors from the ISBL Professional Standards across the Lead Practitioner Level:

    [1.14] Is aware of wider professional learning and CPD opportunities available to support self and other staff across the profession

    [4.42] Can analyse and propose relevant CPD opportunities to meet identified needs


    Session Focus

    • Understanding career pathways.

    • Professional Development strategies

    • Supporting Staff in their Career Development

    • Networking and Mentorship

  • Learning outcomes

    This training will reference and help to meet the following knowledge descriptors from the ISBL Professional Standards across the Lead Practitioner Level of the Operational Leadership Discipline:

    [1.7] Understands different leadership styles and how they might create an inclusive and innovative leadership and team approach.

    [1.43] Understands the value of due diligence in assessing the impact of change, innovation and growth.

    Session focus

    • Developing and setting organisational culture and values

    • Leadership styles and effective leadership – including effective internal and external communication of strategic priorities and measuring understanding and engagement

    • Gain self-awareness of your leadership characteristics and your professional development needs.

    • Strengthening your preparedness and skills to lead others.

    • Using appropriate leadership styles (and tools) for specific situations and desired outcomes.

    • Efficiently and effectively developing the capacity of those whom you lead.

    • Develop a culture of continuing professional learning within your organisation.

    • Effective planning and implementation of planned organisational change.

    • Responding successfully to unexpected outcomes and challenges.

Capacity Building and Career Development

  • Learning outcomes
    This training will reference and help to meet the following knowledge descriptors from the ISBL Professional Standards across the Lead Practitioner Level:

    [1.23] Can draw on relevant school or trust management information data to contribute to school or trust improvement, monitor performance and manage risk.

    [2.43] Can lead on the implementation of DfE and sector-endorsed tools (e.g. VmFI, Benchmarking, SRMSAC, SFVS and ICFP).

    [2.47] Can analyse data to identify trends.


    Session Focus

    • What is ICFP and what is its purpose.

    • The benefits of utilising ICFP and its impact in ensuring efficient resource use in schools and trusts.

    • How to accurately calculate and analyse key metrics.

    • The importance of benchmarking and utilising threshold data.

    • How to identify efficiencies and potential issues in the school’s resource use.

    • The importance of context to ICFP interpretation and how this influences choices and decisions.

    • How to use ICFP data to make recommendations to assist strategic decision-making.

    • How to ensure senior leaders, governors and trustees can effectively interpret and utilise ICFP data to ensure the efficient use of school resources.

  • Learning outcomes

    This training will reference and help to meet the following knowledge descriptors from the ISBL Professional Standards across the Lead Practitioner Level:

    [1.14] Is aware of wider professional learning and CPD opportunities available to support self and other staff across the profession

    [4.42] Can analyse and propose relevant CPD opportunities to meet identified needs.


    Session focus

    • Understanding the changes for schools under the new Procurement Act 2023.

    • The principles of transforming public procurement and key challenges.

    • How to develop compliant and effective procurement strategies.

    • Carrying out needs analysis to develop robust specifications and procure effectively.

    • Understanding necessary and best practice procurement and contract management processes, and who to involve and consult in the procurement process.

    • Evaluating when and how to use approved DFE frameworks and collaborative purchasing opportunities, as well as where to get help with procurement.

    • Key factors to achieving best value and benchmarking considerations, including sustainability aims.

  • Learning outcomes

    This training will reference and help to meet the following knowledge descriptors from the ISBL Professional Standards across the Lead Practitioner Level of the Operational Leadership Discipline:

    [1.3] Understands qualitative and quantitative data analysis to aid the monitoring of operational performance.

    [1.23] Can draw on relevant school or trust management information data to contribute to school or trust improvement, monitor performance and manage risk.

    [1.27] Understands the purpose of risk assessment and risk management techniques, including appropriate mitigations.

    [1.67] Understands and can apply a wide range of strategic planning theories and tools used to formulate short-, medium- and long-term plans for the school or trust.

    Session focus

    • Distinguishing between strategic planning and operational leadership and how they interrelate

    • Fundamentals of strategic planning – vision and mission statements, environment scanning (SWOT and PESTLE analysis), strategic objectives.

    • Strategic implementation - Monitoring and evaluating strategic plans through KPI’s, performance data and evaluation plans

    • Fundamentals of Operational leadership – roles and responsibilities of operational leaders, building high performing teams and operational excellence principles.

    • Evidence-based decision making and leading strategic discussions

    • Effective resource management – Finance, people and operational efficiency.

    • Risk management and contingency planning

  • Learning Outcomes

    This training will reference and help to meet the following knowledge descriptors from the ISBL Professional Standards across the Lead Practitioner Level of the Finance Discipline:

    [2.31] Understands how to develop and maintain budget planning processes that are able to withstand scrutiny as part of the overall governance and approval process.

    [2.35] Understands how to develop robust evidence-based income and expenditure assumptions.

    [2.39] Understands national and local formulae and how these affect the school’s or trust’s allocation.


    Session focus

    • Why does effective budgeting and financial planning matter?

    • What does your financial planning cycle look like?

    • Where can you source information to support my budget assumptions?

    • What do you do about Known Unknowns and Unknown Unknowns?

    • How do you involve the Board in medium- and long-term financial planning?

Soft Skills

Benefits of Undertaking the Training

  • All training is aligned to the ISBL Professional Standards and will help delegates to meet specific Standards.

  • In-depth training delivered over a 2.5 hour period with opportunities for interactive learning, peer networking and sharing best practice.

  • All training is developed and delivered by ISBL subject matter experts including SBPs, educational leaders and accredited training providers to ensure training is fully contextualised.

  • Training is delivered to MATs or regional network groups at a time and location convenient to their requirements.

  • Training is fully accredited and certified by ISBL.

  • Excellent feedback and satisfaction scores as demonstrated below:

  • "It was great to networking with other similar professionals and the expert speakers"

  • "Excellent session with some helpful takeaways for everyone. Thank you!"

  • "The session was informative and provided practical opportunities as well as opportunities for group discussion and feedback"

  • "Thought provoking and informative. Collaborative learning was really helpful. Always great to work in a group like this. Very beneficial thank you"

If you are interested in finding out more information please email: training@isbl.org.uk