Teach Secondary 13.7

not to do it, because you’re muchmore likely to end up in a situation that negatively impacts on your pupils. Is there any scope for novel funding models, of the sort we previously saw with the private finance initiative schemes of the early 2000s? If we’re talking capital costs, then it has to be acknowledged that the condition of the current school estate is dire. Regarding PFI schemes, there are a huge number of schools still in those contracts – we’re only now starting to see some schools beginning to exit from them. There’s an awful lot that government could learn about the way those contracts have beenmanaged. We wouldn’t want to see a repeat of PFI in terms of how it was implemented previously, but the current state of the school and college estate is such that there has to be some sort of innovative approach brought in to get those buildings fit for purpose. Are you aware of any improvements to the regional disparities in schools funding, or are things more stratified than ever? This continues to be a challenge, due to the way in which funding is distributed. There will always be some regional differences – it seems hard to conceive of a time when there won’t be – but what we can certainly do is look at how the money is being distributed. An equitable – as opposed to equal – system of distribution would place priority on everyone having access to what they need to succeed. The national distribution policy we have is alive to the challenges involved in that. It’s just taking a terribly long time to get there – largely because no one wants to lose any money fromwhat they’re currently receiving. What recent trends and developments give you cause for optimism–whether it be ways in which some leaderships have utilised their funding, forms of revenue raising or anything else? There are some excellent examples of schools working together, both formally and informally, to share expertise, resources and experience. This can be hugely beneficial, so we’d always want to see and encourage more of that. We’re a bit more cautious when it comes to revenue raising. It’s ultimately a good thing, of course, which we’d never want to stop in cases where it’s viable and helpful – but we mustn’t become too reliant on it. There are schools in some areas where revenue raising simply isn’t an option because of the communities that they’re in. Julia Harnden works with ASCL members in academies and maintained schools across mainstream and specialist provision, helping them develop sustainable strategic financial plans and build financial resilience through effective resource management and integrated curriculum and financial planning; for more information, visit ascl.org.uk FEELINGTHE SQUEEZE An ASCL survey of state school headteachers carried out in June this year found that almost three quarters of respondents predicted having to increase their class sizes over the coming year, due to lack of sufficient funding. 67.6%of those surveyed revealed that reductions in their budgets had already resulted in their class sizes growing within the past 12months. Statistics released by the DfE have indicated that over amillion children are currently taught in classes exceeding 30 pupils. Further findings from the survey include the following: • Nearly 60%of headteachers stated that theywould have to reduce their curriculumoffer • Over half were in the process of withdrawing subsidised school trips • Almost two thirds were in the position of having to cut back on their pastoral support provision • 62%were needing to run an in-year deficit budget • 70% reported having classrooms in need of refurbishment or replacement • 40%were using school buildings with asbestos in ceilings and walls • 8 in 10 respondents said theywere unable to access sufficient capital funding to pay for repairs and maintenance. Commenting on the findings,ASCL General Secretary, Pepe Di’Iasio, remarked“ [Schools] do everything they possibly can tominimise the impact on their pupils, but in the end there is nowhere left to go other than to reduce staffing numbers,with inevitable consequences for class sizes, the curriculumthey are able to offer, and pastoral support. ” “Reactivefinancialmanagement is always going tobemore expensive andnegatively impactful” 55 teachwire.net/secondary L E A D E R S H I P