Towards the end of last term, I finally had the time and head space required to sit down and look at how my school’s budget is allocated between direct standard-raising practices (teachers in classrooms), and indirect practices (wider support services).
It is a ratio I have been wanting to calculate for some time and one I have been concerned about. It turns out I needed to be.
Working in an area of significant social disadvantage (or lack of advantage), I knew I was spending thousands on the discreet practices in terms of wider support and resource, but even so I’m shocked now I’ve actually calculated it.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here