Financial responsibilities in school

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1. How well prepared were you to assume the financial responsibilities in your school? Should more training be provided? If yes, what type?

2. How do the PTA (all levels) and Booster (high school only) organizations influence how your non-appropriated funds are spent? How do you prioritize the needs of the various student organizations/teams at our schools?

3. Who are the individuals you count on for advice and direction in implementing your appropriated budget from the County? What role does your finance officer/secretary play in decision-making with respect to this budget? How much time do you spend weekly working with your finance secretary?

4. How much discretion do you have in spending your appropriated funds? Non- appropriated funds? Can money be moved around to purchase what you need for your school? What financial reports do you use when making these types of decisions?

5. Does a principal’s ability to “find money” depend on their experience and/or connections? Where do you go to get money you do not have, if a need really exists?

6. What has been your most unpleasant financial experience since accepting the responsibility for school finances in your school?

7. Do you see any major changes in financing schools in the future, e.g. school-based budgeting or corporate sponsorships?

8. What input do you have in the overall budget process?

9. If you could give one piece of advice on school finance to a prospective principal, what would that advice be?

 

 

 

 

Sample Solution

% of pupils with any SEN achieved level 2 in both subjects whereas 69.2 % of those with no SEN, which is an attainment gap of 46.8 percentage points. In 2010/11, the equivalent statistics were 22.1% with SEN and 69.5% without SEN, a gap of 47.4 percentage points. Both statistics would suggest that inclusion of SEN students in mainstream schools is improving attainment, self-esteem and life chances. Therefore this would suggest that the implementation of the EA has had a positive impact on the inclusion of SEN and within that group, disabled students, improving their attainment

What next for SEN provision in schools?

The Lamb Inquiry was set up by the government in 2009 to investigate parental views of the SEN system and improvements that could be introduced. Parents and students were interviewed and were asked about their experiences of provision. According to Lamb (2009) the SEN system was in need of a radical overhaul, and the focus for SEN and disabled students had to have a greater emphasis on the outcomes and progression for these students after school. It also stated that there has to be a stronger voice for parents in order to build confidence in the system and that schools have to be more accountable through monitoring and reporting. Lamb (2009) states that a school cannot be a good school unless it caters properly for all children it is there to serve.
The latest SEN initiative to be introduced is the Children and Families Bill which according to The Secretary of State for Education (2013 p3) ‘the Bill has a dual focus on vulnerable children and to put ambitions for strong families at the heart of those ambitions. The government hopes that the measures will improve services for vulnerable children and transform the special educational needs system. The promotion of children’s rights is to be the main issue for the Bill’.

The Equality and Human Rights Commission (2012) was asked to analyse

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