Two and a half cheers for the new funding formula

Peter Downes assesses the new funding formula and finds some progress and some major concerns.

Stage 2 of the government’s process of moving to a ‘Schools national funding formula’ was published just before Christmas. Unlike Stage 1, which was about the principles of a new formula, this consultation gave some figures for people to scrutinise. Not surprisingly, it has provoked much reaction. The winners and losers have rushed into print. MPs in areas which will have more money have claimed credit for the success of their campaigns; Heads and Governors in areas likely to be worse off have howled in anguish.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43785"
  ["title"]=>
  string(33) "Fundraising: A Feasibility Report"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(61) "https://www.teachingtimes.com/slt82-feasibilityoffundraising/"
  ["post_date_timestamp"]=>
  int(1509380150)
  ["objectID"]=>
  string(12) "post-43785-4"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(347) "Over 90%of schools are experiencing between 7-12% cuts to their revenue budgets before the implementation of the new funding formula. In this context fundraising has to become a major priority for school leaderships to cover core spending. David Poppitt, the top fundraising schools specialist and writer, presents a ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(323) "... is offered to include the very little ones. To give what is maybe an extreme example, Bolton’s Governors decided to invest in a completely new purpose-built building to house 80 children between two months and three years. It was calculated, assuming full occupancy, that, within four years, all ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(33) "Fundraising: A Feasibility Report"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(431) "Over 90%of schools are experiencing between 7-12% cuts to their revenue budgets before the implementation of the new funding formula. In this context fundraising has to become a major priority for school leaderships to cover core spending. David Poppitt, the top fundraising schools specialist and writer, presents a typical feasibility report, based on his work with a secondary school in the Northwest."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(3) "new"
        [1]=>
        string(7) "funding"
        [2]=>
        string(7) "formula"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5628) "languages, drama, arts and crafts, music and science, but this does depend very much on individual staff and their willingness and keenness to be involved. To the young member of staff with a young family, it does provide an ideal opportunity for a little extra cash. Another alternative is to bring in outside staff, but be aware of potential conflict regarding usage of equipment, as mentioned above. A whole range of revision courses can also be considered. Adult CoursesA logical extrapolation of courses for the children involves adults, taking into consideration the points already mentioned.  I have to conclude that there is a market.  These can concentrate on the language courses, technology and IT and run during holidays, weekends or late afternoons, provided they do not conflict with normal staff requirements for lesson preparation or school activity. To this end, it may be wise to come to an agreement with staff on their total involvement in terms of hours and then any normal duties would not be seen to suffer. Discussions with staff at some schools have realised the importance of such considerations and seen a favourable, if guarded, response. Crèche FacilitiesThe ultimate extrapolation, in this context, is to consider, space and facilities permitting, a crèche. With an increasing role in society for both parents working, many search for facilities during the working day. It would seem a logical extrapolation to expand what is offered to include the very little ones. To give what is maybe an extreme example, Bolton’s Governors decided to invest in a completely new purpose-built building to house 80 children between two months and three years. It was calculated, assuming full occupancy, that, within four years, all building costs will have been covered and the crèche would contribute £100,000 per annum to the school. This is now the case and, in fact, they are over-subscribed. There is also a considerable advantage to parents looking where to send their children if they see an institution that would also look after the younger members of the family. I can almost imagine the expression on certain faces as they read this section, but I want to offer all the possible aspects that I have found successful in other schools.  ReprographicsMost schools have developed an expertise in this area for their own purposes. I understand many schools are no exception and it requires little imagination to see how such a service could be marketed to potential local business customers with the necessary added resources necessary. MerchandisingI have managed quite successfully to avoid the usage of that awful word – ‘branding’– so prevalent in marketing terminology. Sorry, but it has to be a consideration.  One of the many great ideas coming from my discussions was car-stickers. Some may be reluctant, but one has to accept that display of all that the school stands for can only be beneficial. Suitably designed sweat shirts, baseball hats, sports gear, lapel badges, pens and pencils and everything else that you see on any visit to a stately home can, as I’m sure you are aware, yield income and enhance the profile.    50:50 ClubA number of schools with which I have worked have successfully instigated a 50: 50 Club in terms of a lottery scheme that has tremendous benefit for the school, providing an extra income stream. You may already have a licence, as required under the Lotteries and Amusements Act 1976 and the Gambling Act 2007, to enable you to run limited raffles. You are, therefore, entitled to set up your own lottery. I know many Friends’ groups run a small scheme, but I see potential for expansion of this. This scheme works very simply. Standing orders are set up requiring a contribution of, for example, £5per month. These are then distributed to all members of the school family. Allocations of more than this are, of course, encouraged, increasing the chances of winning. Each month, half the income is given away in prizes and half retained by the school: hence 50: 50. It does not take a mathematical genius to recognise the potential. Even with a very low number of 100 people involved, each month £250 is given in prizes and an income of £3000 per annum generated. It is interesting to note that research has shown that this is different ‘money’ from a charitable donation. The chances of winning are much greater than the National Lottery and it is remarkable how the idea catches on, especially within a small organisation where the winners are known to most of the potential participants. I understand that there are several organisations within the area (e.g. rugby and cricket clubs) who may be interested in circulating full details to prospective members of such a club. Once the initial standing order has been set up, there is little for you to do except make the monthly draw, either from a random number computer programme or by putting a lot of numbered corks in a bucket!I know from my own experience how keen rugby clubs are to raise money. My own club, Broughton Park, recently became involved in joint fundraising activities with Christie Hospital, to their mutual advantage. It is possible, rather than asking for direct support, that there may be potential fund-raising opportunities for other organisations that can be taken on a shared basis. Many schools are beginning to recognise the potential of such shared ventures, particularly with local charitable organisations, with the added advantage of positive publicity for the school’s"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(3) "two"
        [1]=>
        string(4) "half"
        [2]=>
        string(3) "new"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Fundraising: A Feasibility Report

30 Oct 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#44003"
  ["title"]=>
  string(35) "School Funding Pressures In England"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(52) "https://www.teachingtimes.com/school-funding_260318/"
  ["post_date_timestamp"]=>
  int(1521713800)
  ["objectID"]=>
  string(12) "post-44003-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(315) "This new report by the Education Policy Institute examines the latest trends in local authority maintained school balances, and assesses whether all schools will be able to meet cost pressures over the next two years, following recent government funding reforms.
Leadership Briefing (139)"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(363) "... schools – in 2016-17, over 60 percent were spending more than their income. A quarter of local authority maintained primarieshave had a falling balance for two years or more. ■ Funding allocated by the government through its new National Funding Formula for schools(NFF), fails to meet pressures on schools ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(44) "School Funding Pressures In England"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(7) "funding"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(315) "This new report by the Education Policy Institute examines the latest trends in local authority maintained school balances, and assesses whether all schools will be able to meet cost pressures over the next two years, following recent government funding reforms.
Leadership Briefing (139)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(3) "two"
        [1]=>
        string(3) "new"
        [2]=>
        string(7) "funding"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5801) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.SCHOOL FUNDING PRESSURES IN ENGLANDKeywordsSchool funding,pressures,local authority,maintainedschools,balances, cashflow, deficit,financialstrugglesSummaryThis new report by the Education Policy Institute examines the latest trends in local authoritymaintained school balances, and assesses whether all schools will be able to meet costpressures over the next two years, following recent government funding reforms.It shows that the number of state secondary schools falling into deficit in England has almost trebledin the last four years to more than a quarter.The EPI report focuses on local authority schools because the data is publicly available. It excludesacademies, which account for about 60% of secondaries and 20% of primaries in England.The research adds to growing evidence of the financial struggles faced by a significant minority ofschools. The report also found two-thirds of council schools spent more than their income in 2016-17,while 40% have had balances in decline for at least two years in a row.Key Findings: ■ The number of local authority maintained secondary schools in deficit reduced from 14.3 per centin 2010-11 to 8.8 per cent in 2013-14. Strikingly, however, over the period of four years up until2016-17, the proportion of local authority secondary schools in deficit nearly trebled, expandingto over a quarter of all such schools – or 26.1 per cent. The average local authority maintainedsecondary school deficit rose over this 7 year period, from £292,822 in 2010-11 to £374,990 in2016-17. ■ The number of local authority maintained primary schools in deficit has also risen. In 2010-11, 5.2per cent of local authority primary schools were in deficit – this reduced in the following year to3.7 per cent, before staying at a level of around 4 per cent until 2015-16. However, in 2016-17,the proportion of primary schools in deficit increased significantly, to 7.1 per cent. The averageprimary school deficit also noticeably increased, from £72,042 in 2010-11, to £107,962 in 2016-17. ■ At a regional level, the South West had the highest percentage of local authority maintainedsecondaries in deficit over this period – with 22.1 per cent of schools in deficit in 2010-11, risingconsiderably to over a third of schools (34.9 per cent) in 2016-17. The East had the lowest – with7.5 per cent of local authority maintained secondary schools in deficit in 2010-11, rising to 17.5per cent in 2016-17. ■ The North East had the highest number of local authority maintained primary schools in deficit inWeek Commencing 26th March 2018https://epi.org.uk/wp-content/uploads/2018/03/Schools-funding-pressures_EPI.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.2016-17 at 10.1 per cent. The East of England consistently had the lowest, with 2.6 per cent indeficit in 2010-11, rising to 3.4 per cent in 2016-17. ■ A large proportion of local authority maintained schools are now spending more than their income.Over two-thirds of local authority maintained secondary schools spent more than their income in2016-17. Significantly, such events are not just occurring for one year – we find that 40 per centof local authority maintained secondaries have had balances in decline for at least two years in arow. ■ Similar figures are found for local authority maintained primary schools – in 2016-17, over 60 percent were spending more than their income. A quarter of local authority maintained primarieshave had a falling balance for two years or more. ■ Funding allocated by the government through its new National Funding Formula for schools(NFF), fails to meet pressures on schools budgets produced by this cost alone. This is despitethe announcement of an extra £1.3 billion in funding for schools by the government in July 2017. ■ As many as 40 per cent (around 7,500 schools) are unlikely to receive enough additionalgovernment funding in 2018-19 to meet these pay pressures alone. For 2019-20, this proportionrises to nearly half of state-funded mainstream schools in England (around 9,000 schools). ■ Schools are facing a variety of cost pressures, yet this analysis shows how many schools arestruggling just from this staffing cost alone. In addition, our assumption of 1 per cent staff payincrease over the next two years is cautious – with the government having signalled that futurerises in teachers’ pay may be higher than the current 1 per cent cap over the next few years. ■ For a significant proportion of schools in England, being able to meet the cost of annual staff payincreases from a combination of government funding and their own reserves looks highly unlikely,even in the short term. ■ In response to pressures, schools have undertaken various efficiency measures to deliver costsavings, such as switching suppliers, reducing energy usage and reducing the size of leadershipteams. ■ However, education staff account for the majority of spending by schools – around two-thirds. It islikely that schools will find it difficult to achieve the scale of savings necessary without also cuttingback on staff. Many schools will face the challenge of containing budget pressures and"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(3) "two"
        [1]=>
        string(4) "half"
        [2]=>
        string(3) "new"
        [3]=>
        string(7) "funding"
        [4]=>
        string(7) "formula"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

School Funding Pressures In England

22 Mar 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#44281"
  ["title"]=>
  string(51) "Qualified Status: Two and a Half Cheers For The DFE"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(46) "https://www.teachingtimes.com/qualifiedstatus/"
  ["post_date_timestamp"]=>
  int(1530532746)
  ["objectID"]=>
  string(12) "post-44281-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(90) "Emma Hollis, looks at the broader implications of the DfE’s proposals to strengthen QTS."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(321) "... bare minimum, sometimes leaving NQTs to flounder with very little support and guidance. Where this does happen, it is almost always down to lack of funding and time to create opportunities and is rarely a wilful act. The focus on early career development will encourage schools to think differently about ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(78) "Qualified Status: Two and a Half Cheers For The DFE"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(3) "two"
        [1]=>
        string(4) "half"
        [2]=>
        string(6) "cheers"
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(90) "Emma Hollis, looks at the broader implications of the DfE’s proposals to strengthen QTS."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(2728) "practice, the ECF is going to require a shift in thinking for some schools. To date, the NQT year has been something of a lottery, with some schools and appropriate bodies providing excellent opportunities for development whilst others might do the bare minimum, sometimes leaving NQTs to flounder with very little support and guidance. Where this does happen, it is almost always down to lack of funding and time to create opportunities and is rarely a wilful act. The focus on early career development will encourage schools to think differently about how their NQTs are supported, with a focus on high-quality mentoring sitting at the heart of the proposals.There is support included within the proposals which will help schools to re-evaluate the function and position of mentors in schools, including plans for supplementary work once the Early Career Framework has been finalised which will review mentor training and the organisations who are best placed to develop and deliver it. Additionally, a new role of mentor as well as the induction co-ordinator/tutor will be included in the induction guidance, and the role and function of the appropriate body is to be strengthened to provide additional support for schools.In practical terms, mentors will sit at the heart of successful induction programmes and schools should be encouraged to evaluate the status and time that is given to their in-school mentors. A focus on high-quality training and support for mentors will pay dividends later, in terms of retention of staff, quality of outcomes and attractiveness of the career as one which nurtures talent and grows excellent practice in schools.The big elephant sitting none-too-quietly at the back of this room is, of course, this issue of funding. As yet, a firm commitment to the funds that will be allocated to schools to implement these changes has not been made. It is our understanding that this is dependent on the upcoming spending review and we watch with interest to see how the proposals are to be funded. What is obvious is that schools are not in a position to provide the additional support that is required within existing budgets. We are on the brink of a seismic change in early career development for teachers. It would be devastating to see it fail at the final hurdle for a lack of appropriate funding. Now, more than ever, is the time to put teachers and schools are back at the top of the pile again when it comes to allocating central funds, and giving the recruitment, retention, workload and professional development focus the backing it deserves.Emma Hollis is Executive Director of the National Association of School-Based Teacher Trainers (NASBTT)."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(3) "new"
        [1]=>
        string(7) "funding"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Qualified Status: Two and a Half Cheers For The DFE

2 Jul 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#42858"
  ["title"]=>
  string(51) "16 To 19 Funding For Students With Additional Needs"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(49) "https://www.teachingtimes.com/funding-sen_250116/"
  ["post_date_timestamp"]=>
  int(1453396152)
  ["objectID"]=>
  string(12) "post-42858-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(175) "This DfE research looks at how 16 to 19 institutions plan, spend and evaluate their funding to support students with additional needs.
Leadership Briefings 10.06(114)"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(463) "... s new and relevantto education, linked to originalsource documents.16 TO 19 FUNDING FOR STUDENTS WITHADDITIONAL NEEDSKeywords16 To 19,funding,students,additionalneeds, SEN,institutions,plan, funding,supportingstudents,formula funding,discretionarybursary fundSummaryThis DfE research looks at how 16 to 19 institutions plan, spend and evaluate their funding tosupport students with additional ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(60) "16 To 19 Funding For Students With Additional Needs"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(7) "funding"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(175) "This DfE research looks at how 16 to 19 institutions plan, spend and evaluate their funding to support students with additional needs.
Leadership Briefings 10.06(114)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(7) "funding"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5808) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.16 TO 19 FUNDING FOR STUDENTS WITHADDITIONAL NEEDSKeywords16 To 19,funding,students,additionalneeds, SEN,institutions,plan, funding,supportingstudents,formula funding,discretionarybursary fundSummaryThis DfE research looks at how 16 to 19 institutions plan, spend and evaluate their funding tosupport students with additional needs.This research attempts to understand how institutions plan, evaluate and spend their funding onsupporting students with additional needs. It explores  what institutions were spending in terms ofdirect support for current students with additional needs, other facilities from which students withadditional needs would benefit, and support for prospective students.The research focused on two aspects of additional needs funding – first, institutions’ use of their16-19 formula funding, including the disadvantage element within it, and second, their use of thediscretionary bursary fund. In 2014 to 2015, the overall national 16-19 education budget was £6billion. Approximately £600 million was distributed to institutions through the disadvantage elementwithin the 16-19 funding formula. The budget for the discretionary bursary scheme was £180 million.Main Findings: ■ Institutions treated their 16-19 formula allocation as a single pot of income from which to fundprovision to meet the needs of all of their students. They all treated their discretionary bursaryfunding as a separate “balance sheet” exercise. ■ Very few institutions reported that they routinely broke down the costs of their additional supportat an individual student level. Institutions also suggested that identifying the support costs forindividual students with additional needs was complicated by the fact that both the studentsand their needs could change over the course of an academic year, and that it was difficult todifferentiate the support given to students with additional needs from provision that was offered toall students. ■ Institutions’ spending on direct support for current students with additional needs fell into fivecommon categories: ■ All institutions offered pastoral support, including tutors / mentors and provision of careersadvice, but many found it hard to quantify what was spent on students with additional needs.Pastoral support was often less formalised in school sixth forms, and delivered as one aspectof a staff member’s role. ■ All institutions offered support to students who did not yet have a C in English and/ormathematics. The support offered depended on the proportion of an institution’s cohort thatneeded this support: FE colleges reported that 30%-41% of their students required thisWeek Commencing 25th January 2016https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484544/DFE-RR492_16_to_19_funding_for_students_with_additional_needs.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484544/DFE-RR492_16_to_19_funding_for_students_with_additional_needs.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.support; in school sixth forms the figure was 2%-5%. ■ All institutions offered learning support linked to students’ study programmes. In colleges, thisincluded a range of one-to-one support, small group support and assessment, and accountedfor the largest proportion of their additional needs spending (45%). Learning support,including differentiated teaching and catch-up classes, accounted for 19% of school sixthforms’ additional needs spending. ■ All institutions offered financial assistance, including through the discretionary bursary. Sixinstitutions, either colleges in deprived areas or institutions in rural areas, reported usingformula funding for additional transport support (between 7% and 16% of their additionalneeds expenditure), in addition to what was being spent on transport through the discretionarybursary. ■ Almost all institutions offered welfare, emotional and mental health support, such ascounselling and pro-active monitoring. FE colleges reported spending between 2% and 13%of their additional needs expenditure on this. Expenditure was harder to quantify for schoolsixth forms – one reported spending 4% ■ FE colleges and other providers reported taking a greater number and wider range of studentswith additional needs than school sixth forms. ■ Institutions took similar approaches to determining eligibility for and receipt of the discretionarybursary, but applied these criteria differently. ■ Just over half of the institutions visited paid the discretionary bursary via regular payments intostudents’ bank accounts. ■ The majority of institutions considered that the current formula approach was the most effectiveand fair mechanism for distributing additional needs funding. ■ Institutions identified four concerns relating to 16-19 additional needs funding: ■ “Element 2” of high-needs funding – institutions reported that confusion about this was havinga knock-on effect on the resources institutions had to spend on"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(3) "two"
        [1]=>
        string(4) "half"
        [2]=>
        string(3) "new"
        [3]=>
        string(7) "funding"
        [4]=>
        string(7) "formula"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

16 To 19 Funding For Students With Additional Needs

21 Jan 2016