Engaging SLT in the School Budgeting Process

As we approach budget setting time, it is a good time to think about how we can engage our Senior Leadership Team in the process.  Sharon Marsh explains how this helps explain the reasoning behind decisions

I find that engaging the SLT helps me explain the reasoning behind any decisions I have made within the proposed budget and, also helps the other members of the SLT understand the budget, the challenges it brings and the role we all have in setting an achievable budget that has the students in our school at its very heart.

As we all know, setting a balanced budget can bring many challenges and so we need to allow ourselves the time and resources we need to achieve this, and like many things we can achieve this better if we approach it as a team.

Effective school budgeting is crucial for ensuring that resources are allocated strategically to support student learning and school improvement. However, the process can be complex and time-consuming. Engaging the Senior Leadership Team (SLT) throughout the budgeting process is essential for ensuring their buy-in, shared accountability, and successful implementation.

In my experience, engaging senior managers in my School/Trust helps in the following ways:

Vision and Priorities:

Collaborative Goal Setting: I find that at the beginning of the process, by involving SLT in defining the school’s overall vision and key priorities for the upcoming year is a very useful exercise. These goals should align with the school’s strategic plan and reflect the needs of students.

Data-Driven Decision Making: By utilising our data on student performance, school demographics and resource utilisation we can inform our priority setting and make it align with our school development plan.

Budget Development:

Transparent Process: In my experience, by ensuring transparency throughout the budget development process gives the best results. Sharing budget templates, data sources and any relevant financial guidelines with SLT members helps everyone understand what is available and what we wish to achieve.

Role Allocation: I find that by clearly define the roles and responsibilities of individual SLT members in the budgeting process, it is easier for them to take ownership of their part within the budget. This may include leading specific budget lines or analysing data.

Regular Meetings: I find that by scheduling regular meetings to discuss budget progress, address concerns and make necessary adjustments helps make the process run smoothly.

Resource Allocation:

Prioritise Student Needs: I often find that by emphasising the importance of allocating resources directly to support student learning and well-being helps to bring clarity and understanding. This may include funding for instructional materials, professional development, technology, and support services.

Cost-Benefit Analysis: I like to encourage SLT members to work with me to look at cost-benefit analyses for proposed expenditures to ensure that resources are allocated effectively.

Monitoring and Evaluation:

Regular Reviews: As part of my monthly checks, it is good practice to have a system for regular budget monitoring and evaluation, this adds structure to the process and can help to track actual expenditures against budgeted amounts and identify any potential variances.  This can then be feedback to SLT and Governors so that any large changes can be explained, and changes can be made if needed at budget revision time.

Data Analysis: Analysing data on the impact of budget allocations on student outcomes, I find helps to inform future budget decisions and demonstrate the return on investment for allocated resources.

Communication and Accountability:

Regular Updates: This process helps provide me and other senior leaders with regular updates on budget progress and any necessary adjustments that may be required, to the governing body and the wider school community.

Shared Accountability: I find it helpful to be able to emphasise that all SLT members share accountability for the budget and its successful implementation. At meetings I encourage them to ask supportive questions.

After taking all the above into consideration, I believe that the time we spend talking to and working with other members of our SLT often brings the following:

Increased Buy-in: SLT members are more likely to support and implement the budget when they are actively involved in its development.

Improved Decision-Making: Collective input from SLT members can lead to more informed and effective budget decisions.

Enhanced Accountability: Shared accountability among SLT members can improve budget oversight and ensure that resources are used effectively.

Stronger Leadership: The budgeting process can provide valuable leadership development opportunities for SLT members, which in turn benefits the school, its students, families, staff and the wider community.

By actively engaging SLT members in the school budgeting process, school leaders can foster a culture of shared ownership, improve resource allocation, and ultimately enhance student learning outcomes, not just for the upcoming year, but for at least the next three years and with trends showing that will shape our decisions far beyond this.