Budgeting the curriculum
your pupils. All school leaders should aim to create a climate that values curriculum design and curriculum thinking so that their teachers are encouraged to break down knowledge and ensure it is carefully sequenced. Ofsted’s current focus on
curriculum encourages schools to think deeply about curriculum design – from the material that is introduced, to the frequency and context in which it is revisited, learned and eventually mastered, and how links are made across the entirety of the curriculum. When evaluating the impact of
the curriculum, schools can look at various indicators – for example, outcomes from starting points for different groups, how it is helping pupils grow in learning and understanding, personal development and welfare, attendance, behavioural indicators, destinations, staff recruitment and retention, parental engagement, financial viability,
choice and breadth of subjects, or experiences and pupil motivation.
Effective resource management Everything that we have mentioned so far can be summarised as effective resource management and the successful performance of your school or trust depends on it. High standards and sustainable growth rely on sound financial management so that more of the budget is invested in the classroom. Regular budget scrutiny is an
essential feature of resource management, with variances against planned receipts or expenditure investigated and appropriate action taken to resolve. At a strategic level the monitoring process should always include the following steps: n Review – can you demonstrate that the budget has been spent for the purposes it was intended? n Investigate – are you satisfied that appropriate standards of
CASE STUDY: POOLING RESOURCES
‘Budget cuts have meant streamlining bought-in services, reviewing all existing contracts and going out to tender wherever possible to ensure improved quality and value for money. We’re also carrying out only essential buildings and repair works. We are working with governors to build a five-year business plan to address future staffing needs and capital projects. At Amersham School each child has
a personalised curriculum depending on their academic capability, and all subjects are taught through a combination of communication, interpersonal skills, research skills, creativity, learning to learn skills and how to be an effective self manager. This better enables students to develop their self confidence, as well as preparing them for the world of work. With budget cuts, subjects that demand
high levels of resources, such as art, design technology and food technology, have had to be scaled back in the Key Stage 3 curriculum. Class sizes have increased in English in Key Stage 3 and also in Science. Departments have had to be more
creative with their budgets, identifying effective resources that offer value for money, pooling equipment and tools and reviewing reprographic needs, as well as requesting parental contributions.’ Bernie Shea, Business Manager, and Sharon Jarrett, Head, Amersham School, Amersham, Buckinghamshire (860 pupils)
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60
