VIEWS & OPINION Why financial forecasting is more


important than ever Comment by HOWARD JACKSON, head of Education and founder of HCSS Education, a leading education finance specialist


I’m sure that anyone who works in the education sector will agree that the last few years have been pretty unsettled. Many have been left with a feeling of unease about what the future may hold. This became particularly apparent when back in June the government announced its plans for enforced nationwide academisation, but even before the dust had settled, this decision was retracted. There is also concern when it comes to school


finances. Despite the government promising that the amount of funding each school or academy receives per student will not change until 2019- 2020, schools up and down the county are reporting rising costs and inflationary pressures. With so much uncertainty, it really is not


surprising that schools and academies have deep concerns about falling into deficit. A study by the Association of School and College Leaders, published in March 2015, discovered that almost 90 per cent of school leaders predict that over the next 12 months, financial pressures would have a negative knock-on-effect on students’ education, which could ultimately affect the entire school system.


We decided to conduct our own research to


try and identify the budgeting issues affecting schools and academies. As part of the research we surveyed 265 school leaders; 170 from maintained schools and 95 from academies, and asked them a series of questions about their financial planning, funding and the current strategies they had in place to try to prevent a deficit situation. One element of the research aimed to


determine how schools were coping with their finances. Worryingly, the results found that 93 per cent of both schools and academies felt funding was decreasing and more than a third reported suffering a budget deficit in the past three years. Understandably, with the difficult financial landscape that many schools are operating within, 51 per cent of schools and academies reported feeling ‘very concerned’ about their future. However, despite these fears, as many as 13 per cent of schools and academies do not have a 3 to 5 year budget plan in place. All is not lost, as there are definite steps that school leaders can take to ensure they are


planning properly and preventing the school from falling into deficit. But with so many variables affecting the budget, like teachers’ pay, cost of equipment and changing staffing numbers, it is very difficult to factor all these considerations into one spreadsheet. To eliminate human error and make accurate projections for the future, it would be wise for school leaders to invest in a robust financial management system tailored specifically for the education sector - the right one will help to simplify financial operations and allow schools to plan as effectively as possible for the uncertain future ahead. For many working in the education sector,


these are uncertain times. With increasingly tight margins and an ever-changing landscape, understandably some school leaders have major concerns over future finances. But they needn’t panic, as with the right software and strategy in place, schools and academies can prepare for any eventuality. This will allow them to concentrate on what they do best: providing high quality education for their pupils.


Examining and choosing effective CPD Comment by DAMIEN ROBERTS, business development manager at SchooliP


Keeping up with the evolving nature of the UK’s education policy and curriculum changes can often be a challenge, with teaching staff and senior leaders continuously researching and looking for opportunities to develop their skill set and expand their knowledge. While there is a vast range of training opportunities out there, it’s


important to make sure the continuing professional development (CPD) selected is relevant and of value to both the individual and the school. Researching a course beforehand and asking for recommendations from others, not only avoids wasting time and money, but also ensures that the content will benefit teachers, enabling them to effectively implement it into their teaching practices. Regardless of the subject, it’s vital to ensure teachers are truly benefiting


from and getting the most out of CPD. With effective training courses, teachers are able to focus on providing students with the best possible learning opportunities. So, the question is: how can schools ensure they’re providing their staff with the most effective CPD, and getting true value in relation to funds and staff time? One of the most important factors when considering CPD courses is the


desired outcome for the individual member of staff involved, and how this fits into the overall priorities for whole-school development. Recognising the needs of each individual can be achieved through


monitoring staff progress in relation to their performance management. Using a combination of evidence of their teaching practices and the regular communication between staff and senior leaders will help identify any areas that require improvement. Of course, each individual’s areas for development will vary; ranging from business management, communications with parents and other external stakeholders, to improving attainment across the school


July/August 2016


and implementing new technologies or practices in relation to changes to the curriculum and assessment. Once the area for development has been identified and agreed between


the teacher and their senior leader, appropriate training courses can then be researched and selected. These can then be recommended to others at the school, increasing efficiencies and sharing best practice. By looking at the bigger picture and incorporating staff goals, school


priorities and Ofsted requirements, training can be selected on a cost- efficiency basis, ensuring the school is gaining not only financial value, but also the value of the teacher’s time. When considering the most effective CPD, think about the following:


• Establish your outcome – what is it you want to achieve and how can you improve areas for development?


• Consider your budget - before committing to external CPD, think about whether you could use internal resources. Do you have a teacher excelling in a particular area that another struggles with? Can they provide training support instead?


• Research the CPD course thoroughly – does the training take place off-site or can it be held in the school? Is continuing support provided after the training? While all these considerations will help you find the best CPD for your


school, don’t forget that one of the most beneficial ways is to ask others about their recommendations and experiences. Having a way to compile, store and share feedback will save time, and improve efficiencies within the school. That way, teachers can quickly select relevant training to suit their needs, and be reassured that it will be of value to them, the school and, of course, the main priority: students.


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