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Schools' Responses to Financial Pressures 2023. Research Report

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Bibliographic Details
Title: Schools' Responses to Financial Pressures 2023. Research Report
Language: English
Authors: Department for Education (DfE) (United Kingdom), BMG Research, CooperGibson Research (CGR) (United Kingdom)
Source: UK Department for Education. 2024.
Availability: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Peer Reviewed: N
Page Count: 74
Publication Date: 2024
Document Type: Reports - Research
Descriptors: Foreign Countries, Educational Finance, Financial Problems, Financial Exigency, School Districts, School Administration, Decision Making, Stress Variables
Geographic Terms: United Kingdom
ISBN: 978-1-83870-512-1
Abstract: In November 2021, The National Audit Office published a report on financial sustainability of schools noting that schools had experienced considerable financial pressures in recent years. The NAO report found that while most schools were financially sustainable, local authority (LA) maintained schools were more likely to be experiencing cost pressures and the proportion of schools in deficit had increased. In December 2021, the Public Accounts Committee recommended that the Department for Education (DfE) collect reliable information about the impacts of financial pressures on schools. The department commissioned BMG Research and CooperGibson Research to conduct a mixed-method study, comprising an online survey of headteachers or equivalent school/academy leaders in LA maintained schools, academies in Multi Academy Trusts (MATs) and Single Academy Trusts (SATs), a separate survey of MATs (targeting MAT CEOs), and in-depth interviews with senior leaders of LA maintained schools, academies and MATs. In addressing financial pressures, the research in this report set out to further the department's understanding of school and trust decision-making processes, challenges faced, actions commonly taken, and points of possible support where existing or new DfE products and guidance could be used to further help. The majority of schools and academies reported that they were experiencing some degree of financial pressure which required 'quite a few changes' or 'substantial changes' to their provision. Despite these reported pressures, curriculum provision did not appear to have been negatively impacted in most schools.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED672246
Database: ERIC
Description
Abstract:In November 2021, The National Audit Office published a report on financial sustainability of schools noting that schools had experienced considerable financial pressures in recent years. The NAO report found that while most schools were financially sustainable, local authority (LA) maintained schools were more likely to be experiencing cost pressures and the proportion of schools in deficit had increased. In December 2021, the Public Accounts Committee recommended that the Department for Education (DfE) collect reliable information about the impacts of financial pressures on schools. The department commissioned BMG Research and CooperGibson Research to conduct a mixed-method study, comprising an online survey of headteachers or equivalent school/academy leaders in LA maintained schools, academies in Multi Academy Trusts (MATs) and Single Academy Trusts (SATs), a separate survey of MATs (targeting MAT CEOs), and in-depth interviews with senior leaders of LA maintained schools, academies and MATs. In addressing financial pressures, the research in this report set out to further the department's understanding of school and trust decision-making processes, challenges faced, actions commonly taken, and points of possible support where existing or new DfE products and guidance could be used to further help. The majority of schools and academies reported that they were experiencing some degree of financial pressure which required 'quite a few changes' or 'substantial changes' to their provision. Despite these reported pressures, curriculum provision did not appear to have been negatively impacted in most schools.
ISBN:978-1-83870-512-1