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.

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      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 ..."
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      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. 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Leadership

Fundraising: A Feasibility Report

30 Oct 2017

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Leadership

School Funding Pressures In England

22 Mar 2018

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      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)."
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Leadership

Qualified Status: Two and a Half Cheers For The DFE

2 Jul 2018

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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. 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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"
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Leadership

16 To 19 Funding For Students With Additional Needs

21 Jan 2016

Cookie	Duration	Description
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