Technology & Innovation - Issue 12

with fewer providers in the mix, there will be less pressure on rival providers to compete on pricing and innovation. A framework that only accepts a narrow set of suppliers can’t deliver genuine fairness in procurement, and besides – just because a framework is ‘approved’, that doesn’t necessarily mean it’s the best route, or even the most cost-effective option. In some instances, schools may think they’re saving time by using a framework, when in fact they’re cutting themselves off from potential partners who could well deliver more value and better outcomes. Alternatives and better practices None of this is to say that frameworks should be written off altogether – far from it. When they’re structured fairly, frameworks can indeed be a useful tool. Alongside G-Cloud, other frameworks like YPO and ECS seek to give schools a fairer balance of terms and have been widely adopted. These frameworks encourage more suppliers to participate, whichmeans schools still get the benefits of choice, competition and innovation. Sometimes, though, the best option can be to step outside of frameworks and run your own procurement process instead. Writing a tender may take more effort upfront, but it gives you full control over what you’re asking for, how you evaluate suppliers and what outcomes you prioritise. It also helps you avoid hidden pitfalls that might be baked into framework terms (see panel). The bigger picture Public sector frameworks exist for good reasons. They’re meant to make procurement easier, reduce risk and deliver value for money, but the reality is more complicated. Some frameworks deliver on that promise. Others, because of restrictive terms, end up doing the opposite. For schools, the key is awareness. Don’t assume that a framework is automatically the ‘best’ or ‘only’ route. Take the time to understand how it works, the terms that suppliers are being asked to sign up for, and whether those terms are discouraging good providers from taking part. Frameworks can be part of the solution, but they’re not a silver bullet. By weighing up the benefits and challenges of each, and by being thoughtful about when to use a framework and when to run your own process, schools canmake procurement decisions that will truly serve their long-term goals. Conclusion Frameworks can save time and offer reassurance, but can also restrict choice and fairness if not designed well. The peril lies in relying on them blindly. Schools, academies and trusts deserve procurement processes that will give them genuine choice, real value and solutions that meet their needs – not processes that unintentionally close doors. So, before you commit to a framework, ask the hard questions, explore the alternatives and always remember – the best procurement decisions are made when schools go in with eyes wide open. ABOUT THE AUTHOR Rich Newsome is Content Manager at Access Education; with a professional background in teaching, he brings firsthand experience of the challenges and opportunities within schools. His work focuses on addressing key issues in education by providing clear, accessible content that supports educators and school leaders TENDERINGTIPS If you opt to go down the tender route, there are a few golden rules worth remembering: 1 Set clear goals Don’t just list features – explain the outcomes you want to achieve, whether that’s improving teacher retention, saving money for reinvestment or boosting visibility at trust level. 2 Engage suppliers early ‘Cold tenders’, where there’s been no prior conversation, often result in weaker responses. Talking to suppliers ahead of time helps both sides understand if the partnership will work. 3 Be open about budget Sharing a realistic figure will help suppliers shape solutions that maximise value within your financial scope. 4 Provide context, not just checkboxes Avoid spreadsheets of ‘yes/no’ questions. Instead, share narrative detail about your needs and challenges. By following these steps, you will give suppliers a better chance to respond in a way that aligns with your goals, and you will get better results in return. 47 A D M I N I S T R AT I O N teachwire.net