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capacity, with smaller primaries seeing the greatest benefit. Plan ahead Procurement mistakes often stem from pressure rather than poor judgement. Tight budgets can push leaders to focus on immediate cost. Limited time encourages reliance on familiar suppliers or automatic contract rollovers. Subsequently, forward planning offers better protection. Knowing when contracts end, reviewing whether they still meet the school’s needs in good time and checking whether the multi-year value triggers a different procurement route all help schools stay ahead of the process rather than react to it. One key piece of advice is to know your thresholds and ask for guidance early. If there is any uncertainty, it is better to seek advice before starting the process than to discover too late that a limit has been exceeded or a step missed. Build confidence Procurement can feel like a specialist field, especially for leaders whose expertise lies in teaching or pastoral care. We have therefore found that investing in communication and shared practice can upskill and support our headteachers. Our school business managers also meet regularly through professional learning communities, and headteachers and local governing boards are kept updated as policies evolve. The trust also directs schools to government training where relevant to best support colleagues. This emphasis on support helps schools feel less isolated and more confident in their role within the overall process. The full picture While the financial picture is central to procurement, for us, value is not only about savings. Procurement affects workload, school culture, consistency and the quality of services children receive. Good procurement delivers reliability and long-term benefits, making life easier for staff. It strengthens compliance and helps scarce resources stretch further without compromising standards. For primary schools facing intense financial pressures, that wider definition of value is more important now than ever. Procurement may not be glamorous, but when done well, it becomes one of the most powerful tools leaders have to protect the quality of education they offer. Mark Dowson is head of corporate projects at Bradford Diocesan Academies Trust. bdat-academies.org Max value In December 2025, the DfE announced their ‘Maximising Value for Pupils’ (MVP) programme, which aims to ‘maximise value from the investment in the school system, so every pound delivers for children’. Below is a summary of the key points from the four pillars of the programme; commercial, assets, workforce, and developing capability (including digital and technology). 1 COMMERCIAL We are harnessing the collective buying power of around 22,000 state-funded schools, taking on key areas of spending and helping secure better deals and maximise value from budgets. Schools and trusts, on average, spend 20 per cent of their budgets on non-staff costs. We believe more can be done to help schools and trusts achieve better value in this area. This means schools and trusts can invest more in frontline provision that makes the greatest difference for children. 2 ASSETS Investing in new technology, for example, can help tackle staff workload and increase productivity. Where it is legitimate for schools and trusts to hold cash to manage financial risks, these funds should be invested in accounts that offer a strong return on investment – and our new banking tool can help to do this. 3 WORKFORCE We know schools and trusts undertake spending in some costly areas that are not optimal for pupils’ outcomes – for example, national expenditure on agency supply teachers reached £1.4bn in 2023/24. We will crack down on unacceptable practices and excessive supplier margins within the teacher supply market, to help reduce school spend on agency supply teachers. 4 DEVELOPING CAPABILITY We are committed to building capability by, for example, supporting schools and trusts to improve their commercial expertise, meet digital standards and share what works across the sector. We encourage schools and trusts to make use of the opportunities available, including: • virtual and in-person training • qualification bursaries • mentoring • advisers who can provide peer-to-peer advice on using revenue and capital resources effectively Find more information at tinyurl.com/tp-MVP25 L E ADERSH I P www.teachwire.net | 35 “When done well, procurement is one of the most powerful tools leaders have to protect quality of education”