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involving several schools, often move onto a framework, where pre-approved suppliers meet legal and compliance standards. This helps schools avoid running a full tender from scratch and reduces risk. Understanding these differences helps leaders choose the right route early. When and how to use frameworks The Procurement Act 2023, which came into force this year, prompted many schools to revisit their processes. The change that matters most in practice is the move towards identifying the most advantageous tender rather than simply the cheapest. That shift encourages schools to consider quality as well as price, and is something that we, as a trust, have long worked on the basis of. Frameworks remain a valuable tool. They provide compliant, pre-checked suppliers and reduce the administrative burden on schools. Crown Commercial Service and Department for Education recommended frameworks feature heavily in BDAT’s major procurements. However, the trust avoids single supplier frameworks where possible as they make it harder to demonstrate value. Competition is still essential, even within a framework. A recent trust-wide IT procurement reflects this. By using a recommended framework, setting a detailed scope and shortlisting carefully, BDAT secured a managed service that has delivered savings of around £250,000 for our primary schools over the life of the contract. Those savings can be redirected into teaching, support and resources that directly benefit pupils and staff, and the process remained transparent with schools having a strong say in what the final service needed to deliver. Bring schools into the process We have seen that procurement works best when it is collaborative. Schools know their communities, and should not feel that decisions are imposed on them. For that reason, we ensure headteachers and school business managers sit on tender panels, with trustees involved for transparency and oversight. This approach has helped us make better decisions for our primaries and has strengthened buy-in. Staff also learn the process through being involved. The same approach supported a major centralisation project last year that brought together all statutory maintenance contracts across our 21 schools. Fourteen mandatory checks per school once meant 21 different sets of suppliers and deadlines. Centralising this has delivered significant savings, reduced duplication and released staff What is the Public Procurement Act, and what does it mean for primary schools? Nearly three quarters (70.6 per cent) of school procurement leaders said there are gaps in the training and resources needed to support implementation of the new Public Procurement Act 2023, which came into force this year. A new survey of over 500 senior executives and procurement leaders, commissioned by Commercial Services Group, a provider of public sector procurement and education services, reveals a mix of cautious optimism and concern. More than one in 10 (12.4 per cent) of school procurement leaders believe the Act will fail to strengthen workforce capacity or capability, despite this being a central objective of the reforms. Nearly a third (27.9 per cent) also reveal that they do not believe that the ambitions of the National Procurement Policy Statement (NPPS) are a priority at board or senior leadership level, with 25.8 per cent viewing the Act primarily as a compliance exercise. While education respondents broadly welcome the Act, with nearly half (49.3 per cent) believing it will deliver social and economic value to local communities, more than two in five (42.2 per cent) working in schools are unfamiliar with how it will help achieve the objectives of the NPPS, which will impact new contracts. The education sector faces increasingly squeezed budgets and limited resources. Although the new Procurement Act represents an opportunity to unlock improved resource capacity and efficiencies, support is clearly needed to harness these for the benefit of the next generation. Organisations need practical tools like easy-to-use frameworks, such as those provided by procurement services, that enable compliant procurement and unlock the full benefits the Act has been introduced to deliver. This will be key to ensure meaningful change across the sector, rather than engaging with it purely as a compliance exercise. More broadly across the public sector, confidence in the direction of the new Act remains high. Although the education sector is more sceptical, 84 per cent of total survey respondents stated they are confident in their ability to deliver on the NPPS priorities, and over three-quarters (76 per cent) view the Act as a genuine opportunity for change. For primary schools to fully harness the benefits of the Procurement Act, leaders must act swiftly. Research shows that school staff continue to feel unprepared and unfamiliar with its requirements, underscoring the need for change. Prioritising the ambitions of the NPPS at a senior leadership level is key to driving progress. Tailored training sessions as well as thorough audits of existing processes can empower teams with the confidence to capitalise on the Act’s strategic opportunities. By adopting clear frameworks, such as those offered by Procurement Services, schools can ensure compliance while enhancing resource efficiency and positioning themselves for long-term success. Matt Selwyn-Smith is managing director at The Education People. commercialservices.org.uk 34 | www.teachwire.net