STANDARDS FUND 2004-2005
This guidance is also available on the Standards Fund website
or by e-mail from
Section 1 Introduction ........................................................................................... 1
Section 2 General Arrangements and Action Required ......................................... 3
Section 3 Individual Grants
1. School Development Grant .................................................................... 8
2. School Standards Grant ....................................................................... 10
Targeted and Demand Led Grants
3. Ethnic Minority Achievement (EMAG)................................................... 12
4. Advanced Skills Teachers (ASTs) ........................................................ 13
5. Golden Hello Payments........................................................................ 14
6. Teachers Threshold Grant ................................................................... 14
7. Targeted Support for Primary Strategy ................................................. 15
8. Targeted Support for Key Stage 3 ........................................................ 15
9. Leadership Incentive Grant .................................................................. 16
10. Targeted Improvement Grant ............................................................... 17
11. Beacon Schools ................................................................................... 17
12. Leading Edge ....................................................................................... 18
13. Specialist Schools ................................................................................ 18
14. Training Schools .................................................................................. 18
15. Extended Schools ................................................................................ 19
16. Federations .......................................................................................... 19
17. Summer Schools for Gifted & Talented Children .................................. 20
18. Excellence in Cities (EiC) and Excellence Clusters .............................. 21
19. Targeted Behaviour and Improvement Programme (EiC) ..................... 22
20. Aimhigher (previously Excellence Challenge) ....................................... 23
21. Fresh Start and New Partnerships........................................................ 23
22. Primary Strategy: Central Co-ordination ............................................... 24
23. Key Stage 3 Strategy: Central Co-ordination ........................................ 24
24. Key Stage 3 Behaviour & Attendance: Central Co-ordination ............... 25
25. LEA Support for Workforce Remodelling .............................................. 25
26. Music Services ..................................................................................... 26
27. Education Health Partnerships ............................................................. 26
28. Vulnerable Children .............................................................................. 27
29. Investigation and Referral Support Co-ordinators ................................. 29
30. Playing for Success .............................................................................. 30
ICT in Schools Grants .......................................................................... 31
31a ICT Infrastructure and Services and Hands-on Support
31b Broadband Connectivity
31c e-Learning Credits (Curriculum On-Line)
Annex A Summary of Standards Fund Programme 2004-2005
Annex B LEA Allocations 2004-2005
Annex C Details of arrangements for the Teachers Threshold Grant
SECTION 1: INTRODUCTION
1. The Standards Fund is a vital part of the Government’s drive to raise
standards. In announcing the arrangements for 2004-2005, the Secretary of State
has three key objectives:
i. To maintain and inflation proof Standards Fund support for schools, as
part of the overall package aimed at ensuring stability in school funding.
This means that the previously planned reductions in Standards Fund support
for schools have been reversed.
ii. To contribute to the delivery of the primary and secondary strategies1 as
reflected in local Education Development Plans and individual school
iii. To give schools more freedom and flexibility in their use of grant
funding to enable them to meet targets in the context of their own needs
and priorities. To help schools focus on the Standards Fund as a single
amount we have brought together the general, formula led grants for schools
into a single School Development Grant. Schools will be free to spend this
grant on any purpose to support improvement in teaching and learning
leading to higher standards of attainment throughout the school.
2. Schools should see the Standards Fund as making a contribution to the
development and improvement agenda, including the staged implementation of
workforce reform in accordance with the National Agreement. In considering the
most effective way of using their Standards Fund grants to meet their targets,
schools can draw on the range of support available through the primary and
3. The Secretary of State expects LEAs to:
give each school a single total for its School Development Grant and to focus
schools’ attention on that single amount rather than the individual
ensure that each school receives a 4% cash increase in their allocation for the
School Development Grant;
ensure that schools receive their Standards Fund allocations alongside their
pay allocations to schools promptly on a regular schedule without requiring
submission of claims or invoices;
reduce financial administration and returns to the absolute minimum by using
DfES reports without any local elaboration. Schools should not be subject to
As set out in “Excellence and Enjoyment” and “New Specialist System” respectively.
any audit or accountancy requirements beyond what is appropriate for their
4. Although this Circular only covers 2004-2005, we will maintain and inflation
proof Standards Fund support for schools in 2005-2006. The Department will,
however, look at further rationalising funding streams within the programme to
SECTION 2: GENERAL ARRANGEMENTS AND ACTION
1. This Circular covers recurrent Standards Fund grants and ICT in Schools
Grant. Please note that the School Standards Grant and Teachers Threshold Grant
are also included as these are now paid through the Standards Fund. Details of the
main capital programme will be notified separately.
2. A summary of the activities supported through the Standards Fund is at
Annex A, including a timetable for announcing allocations. For most activities
individual LEA allocations are included at Annex B.
3. LEAs will be asked to indicate their provisional take-up of Standards Fund
allocations by 31 December 2003 alongside the notification of their indicative
Schools Budget. Final confirmation of take up should be notified by
27 February 2004.
Changes to original plans for 2004-2005
4. The value of the following grants, originally planned to end or reduced in
2004-2005, will be maintained: (202) Special Educational Needs; (206a) Study
Support (National); (301) Literacy and Numeracy Strategy; (302) Key Stage 3
Strategy; (502) Golden Hellos; and (504) Advanced Skills Teachers.
Grants ceasing in 2004-2005
Drugs, Alcohol and Tobacco (Grant 204)
5. This grant will end as notified to LEAs in December 2002. Local education
authorities should continue to work with their schools in delivering improvements in
drug education as part of the overall curriculum.
Beacon Schools (Grant 404)
6. As already notified to schools in February, Beacon School contracts that end
in 2003-2004 will not be renewed. Beacon School contracts that run beyond
2003-2004 will continue to be funded. Many Beacon Schools will be in a position to
submit proposals to work as part of a Leading Edge partnership building on their
Teacher Sabbaticals (Grant 512)
7. The three-year teacher sabbatical programme ends in 2003-2004 as planned.
This supported the one off cost to schools of supporting a 12-month teacher
sabbatical. We would not expect there to be any continuing cost pressures on
schools once the sabbatical has ended.
School Achievement Awards (Grant 315)
8. The closure of the School Achievement Awards scheme was announced on
29 August, following the conclusions of the national evaluation.
9. The grants within the School Development Grant have been increased by 4%
in cash terms (the same rate as the main per pupil guarantee). Targeted and
demand led grants have also been up rated, with the exception of those grants
where increased costs will be negotiated between the Department and individual
schools: Beacon Schools, Training Schools, Leading Edge and Fresh Start. The
Specialist Schools grant has recently been up rated from £123 per pupil to £126 per
pupil, and will remain at that rate in 2004-2005. Golden Hello payments remain at
the same rate as 2003-2004.
School Development Grant
10. We have brought together a number of previously separate grants, into a
School Development Grant, as follows:
202 Special Educational Needs Grant
206a Study Support (National)
206b Study Support (Excellence in Cities)
508a School Support Staff
508b School Support Staff: Training
301c Literacy and Numeracy Strategies (Devolved)
302b&c Key Stage 3 Strategy (Devolved)
302e Key Stage 3 Strategy Behaviour (Devolved)
11. Each LEA’s total allocation for this grant is calculated on the same basis as
the 2003-2004 allocation for each individual grant, increased by 4%. All schools
should receive at least a 4% cash increase on their total 2003-2004 allocation for
12. Details on the conditions for this grant are given in Section 3.
Targeted and Demand Led Grants
13. This section includes grants that are allocated to schools on a targeted or
demand led basis and as such cannot be included in the School Development Grant.
LEAs should note the following, in particular:
Ethnic Minority Achievement Grant (EMAG)
14. For 2004-2005, the national total for EMAG will be increased by 4%. As a
result of consultation, we intend to move towards a new, needs based, formula for
allocating EMAG. For some LEAs this would result in a reduction in grant. Instead
of increasing every LEAs allocation by 4%, we have frozen at the 2003-2004 level
the allocation for those LEAs who would otherwise lose under the new formula.
Other LEAs will move towards their new formula amount. All LEAs, except the Isles
of Scilly, will receive an allocation of at least £35,000. EMAG will remain ring-fenced
and should be spent on raising the attainment of pupils from minority ethnic groups.
Advanced Skills Teachers
15. The grant for Advanced Skills Teachers (ASTs) has been allocated to allow
support for the current number of ASTs in post. An additional allocation will be made
in January based on an estimate of additional appointments to be made up to March
16. LEA grants can be fully retained by LEAs for supporting central programmes.
These grants are ring-fenced, unless the authority has negotiated a freedom to vire
through a Local Public Service Agreement, or is an Excellent/3* Education Authority.
ICT in Schools
17. The following grants have been brought together in a single description; see
paragraphs 138-139 of Section 3:
ICT in Schools Infrastructure and Hands-On Support
Laptops for Teachers
Electronic Learning Credits (eLC)
Devolution and Virement
18. Authorities should consult their Schools Forum on the arrangements for the
allocation of grant to schools.
19. Schools will be able to spend their devolved funding on any purpose,
providing that they deliver the outcomes and outputs of the grants for which they
have an allocation. The aim is to ensure schools have the flexibility to use the
money to meet their own priorities. The only exception to this are: Ethnic Minority
Achievement Grant, and ICT in Schools Grants.
20. Where schools have a contract or agreement with the Department, for
example for Beacon School or Training School status, they should continue to meet
their obligation under those agreements.
Timing of expenditure
21. Schools can spend their 2004-2005 allocations over 17 months (to 31 August
2005). As part of their normal dialogue with their LEA, schools should be able to
demonstrate that they have worked towards the objectives of each grant for which
they have an allocation. We would not expect schools to have unspent amounts at
the end of that period. We would expect LEAs to have spent all their allocations by
31 August 2005.
22. Any underspends identified on an LEA’s outturn monitoring form, in particular
for non-virable grants, will impact on the level of the following year’s allocations.
23. LEAs will continue to be required to contribute to the Standards Fund. The
amount each LEA is asked to contribute is set out in Annex B. The overall
contribution, including for ICT in Schools, will be around £30m (4%) higher nationally
than in 2003-2004. The increase is a result of inflation proofing and an increase in
the total allocation for the ICT in Schools programme.
24. The Department’s expectation is that LEAs will take up their Standards Fund
in full. Where LEAs are not providing their full contribution, any consequent grant
reductions should fall on the LEA Grants in the first instance.
25. LEA matched funding contributing to the School Development Grant and
Targeted Grants will fall within the Schools Budget as defined in the “LEA Budget,
Schools Budget and Individual Schools Budget (England) Regulations 2002”. Match
funding that contributes to the LEA Grants will fall within the LEA Budget or the
Schools Budget depending on the type of expenditure supported.
26. LEAs should make Schools Forums aware that contributions to the Standards
Fund from the Schools Budget are for the benefit of schools, because they attract
additional Government funding.
27. An authority’s contribution to the Standards Fund should not come from other
specific Government grants (including the European Social Fund).
Payment of grant to LEAs
28. Standards Fund Grants will continue to be paid in regular scheduled streams
in May 2004, September 2004, December 2004 and March 2005. School Standards
Grant will be paid in a single instalment in May 2004, subject to a completed
Section 52 Budget Statement being submitted to the DfES. Threshold Grant will be
paid on the schedule set out in Annex C.
29. There will only be a single aggregate return from LEAs at the end of each
spending year (August), reporting for each grant how much the LEA had spent
centrally, how much it had devolved to schools, and how much it had allocated to
schools for specific purposes. This will provide an assurance that authorities have:
provided the required match funding; spent centrally retained Standards Fund grant
on the allocated purposes; and devolved the required amounts of each grant to their
schools. Schools will not be required to submit expenditure details and should not
be asked to do so. Please note that there remain separate reporting and auditing
requirements for School Standards Grant and Teachers Threshold Grant.
30. We do not envisage any separate monitoring of performance specifically
related to the Standards Fund. The objective is that LEAs should monitor progress
relative to key targets set out in their Education Development Plan and any other
plan agreed with the Department; that schools should similarly measure progress
relative to targets and priorities in their School Development Plan, and any
agreement with the Department (such as a specialist school agreement); and that
both schools and LEAs should take account of the priorities set out in any current
OFSTED post-inspection Action Plan.
31. Standards Fund grants, with the exception of those mentioned in paragraphs
33-34 below, will be paid under Sections 14-18 of the Education Act 2002.
32. Any requirements of grant set out in this Circular are pursuant to section 16
(1) of the Education Act 2002. Copies of these sections can be found at
Specific Formula Grant
Excellence in Cities (EiC)
33. As in 2003-2004 we will continue to pay Excellence in Cities and Excellence
Clusters Grant as “specific formula grant”. Grant will be paid to local authorities
through a specified formula, different and separate from the formula used for
Education Formula Spending Shares. There will be no restrictions on the use of
this grant. Authorities will continue to receive enough funding to enable them to
support the work of their Excellence in Cities’ and Excellence Clusters’ Partnerships.
34. Those local authorities rated as excellent overall and 3* for education, in the
Audit Commission’s 2002 Comprehensive Performance Assessment, will receive
their LEA retained Standard Funds grant as specific formula grant. There will be no
restrictions on the use of this grant.
35. The Department will continue to notify LEAs of significant developments via
e-mail to each LEA’s named Standards Fund contact and through the Department’s
Standards Fund website.
36. General enquiries about the Standards Fund should be addressed by e-mail
to the enquiry helpline firstname.lastname@example.org, or to: Graeme
Roberts on 020-7925-6086. Enquiries about individual allocations should be
addressed to the contact officer named in the table at Annex A.
SECTION 3: INDIVIDUAL GRANTS
1. School Development Grant
1. Schools will be free to spend this grant on any purpose to support
improvement in teaching and learning, leading to higher standards of attainment for
every learner. In considering the most effective way of using this grant to meet their
targets, schools can draw on the support available through the primary and
Basis of allocation
2. Each LEA’s total allocation will be the sum of their allocations for the following
2003-2004 2003- 2004-
Grant 2004 2005
Number 2003-2004 Grant £m £m
202 Special Educational Needs 81 84
206a Study Support 55 57
206b Study Support (Excellence in Cities) 19 21
508a School Support Staff 268 279
508b School Support Staff: Training 38 51
Literacy and Numeracy Strategies (Now the Primary Strategy)
301a 84 96
302b and c Key Stage 3 Strategy (devolved) 50 52
302e Key Stage 3 Behaviour Strategy (devolved) 6 7
Total 601 647
3. The basis for allocation of each element is the same as for the equivalent
grant in 2003-2004, based on the new national totals for 2004-2005. Increases
greater than 4% are to reflect the need for greater support for workforce remodelling,
a shift away from LEA directed funding under the Strategies and to account for new
Conditions of grant
4. The following conditions apply to this grant:
i. LEAs must allocate to each school at least the sum total of the cash amount
they received for the equivalent grants in 2003-2004, increased by 4%.
ii. New schools should receive at least the amount that they would have
received under the predecessor grants in 2003-2004, increased by 4%.
iii. LEAs may retain funds from this grant, but only after conditions (i) and (ii)
above have been met, and after consultation with their Schools Forums.
LEAs can retain no more than the cash amount retained from the equivalent
grants in 2003-2004. Grant retained by LEAs should only be used to support
the type of activities that were funded via the predecessor grants. Please
note that for the Primary Strategy and the Key Stage 3 Strategy, LEA retained
elements have been separately allocated; so funding should not be retained
from this grant for those purposes.
iv. Any grant that remains after meeting the above conditions should be devolved
to schools on a fair and transparent basis, after consultation with the Schools
Forum. For example, LEAs will want to take into account schools with rising
pupil numbers, or the impact on some schools of local decisions to refocus
the targeted elements of Literacy and Numeracy and Key Stage 3 Strategies.
2. School Standards Grant
5. Every maintained school (and PRU) will receive an allocation of School
Standards Grant funding, determined according to the criteria set out below.
Conditions on the use of School Standards Grant
6. LEAs must pass on the School Standards Grant they receive to their schools
in accordance with the distribution methodology determined by the DfES, set out
below. LEAs may not place any conditions on schools relating to their receipt of
School Standards Grant.
7. No conditions are placed on individual schools’ use of their income from
School Standards Grant, over and above those generally applying to a school’s
How School Standards Grant is Calculated
8. From the total grant paid to it, the Authority shall allocate sums to each school
it maintains, according to whichever is larger of:
(A) the following scale:
Primary Secondary Special
No. of Pupils No. of Pupils No. of Pupils
0-100 £10,000 0-600 £80,000 0-100 £27,000
100.5-200 £20,000 600.5-1200 £96,000 100.5+ £37,000
200.5-400 £30,000 1200.5-1800 £112,000
400.5-600 £45,000 1800.5-2400 £128,000
600.5-800 £60,000 2400.5+ £144,000
or (B) the following formula:
( X ÷ Y ) * Z * 1.04
X = total of SSG received by the school in 2003-04
Y = the number of pupils used to calculate the school’s SSG in 2003-04
Z = the number of pupils used to calculate the school’s SSG in 2004-05
An Excel spreadsheet allowing calculation of 2004-05 SSG payments to schools is
available at www.teachernet.gov.uk/fundingcalculator.
9. Nursery schools and PRUs are to be treated as primary schools; middle
schools deemed secondary schools, and all middle schools deemed primary schools
which have a Year 8 or 9, are to be treated as secondary schools. Schools with two
departments under one governing body are to be allocated only one tranche of
10. References to a number of pupils are references to:
i. the number of full-time equivalent pupils registered at the school on
16 January 2003 in respect of 2003-04, and 15 January 2004 in respect of
ii. in the case of a school which is to open during the financial year or a school
proposals for the establishment of which have not been fully implemented, the
number of full-time pupils indicated, when proposals for the establishment of
the school were published, as the number of such pupils to be admitted to the
school when the proposals were fully implemented;
iii. in the case of a school which is to undergo a prescribed alteration during the
financial year and is to have pupils transferred from a closing school in that
financial year, the number of full-time pupils indicated when proposals for the
prescribed alteration were published, as the number of such pupils to be
admitted to the school when the proposals were fully implemented.
11. Each LEA will receive, from the DfES, SSG totalling the sum of SSG
payments due to its schools. Full details of how SSG is to be calculated and paid
will be available on the School Funding website at
TARGETED AND DEMAND LED GRANTS
3. Ethnic Minority Achievement Grant
12. This grant is intended to narrow achievement gaps for those minority ethnic
groups who are underachieving and to meet particular needs of pupils for whom
English is an additional language (EAL). EMAG is a ring-fenced grant which must
be spent on this purpose.
13. The purpose of the grant is two-fold:
i. To enable strategic managers in schools & LEAs to lead whole school change
to narrow achievement gaps and ensure equality of outcomes.
ii. To meet the costs of some of the additional support to meet the specific
needs of bilingual learners and under-achieving pupils.
Basis of allocation
14. Following the Aiming High consultation EMAG will be allocated using a needs
based formula. The formula uses numbers of pupils for whom English is an
additional language and numbers of pupils from minority ethnic groups who are
underachieving at national level (pupils of Black Caribbean, Black African, Black
Other, Pakistani, Bangladeshi and the following mixed heritage groups; White and
Black Caribbean and White and Black African) weighted by free school meals.
Pupils who are both bilingual and from an underachieving group are only counted
15. To minimise funding disruption to LEAs and schools, this formula will be
phased in over a period of years. In 2004/2005 this will be achieved through
freezing the allocations of LEAs, which would lose under the new formula and
sharing the inflationary uplift between LEAs which gain under the new formula.
16. Every LEA will receive a minimum allocation of £35,000 (with the exception of
the Isles of Scilly).
17. LEAs may retain 15% of their allocation, up to a maximum of £150,000, to
deliver central services and direct pupil support, which may be retained or devolved.
18. The allocation should be devolved to schools using a locally determined,
needs-based, fair and transparent distribution mechanism. The local formula should
reflect bilingual learners and groups of minority ethnic pupils who are underachieving
in the LEA. LEAs should make schools aware of the proportion devolved to them to
support bilingual pupils and the proportion to support under-achieving pupils.
Schools should take account of this in deciding how they choose to spend their
allocation. Schools should receive at least as much funding as they did in
19. Research highlights that the following elements form the basis of an effective
approach to raising achievement. LEAs and schools may wish to consider these
when determining their priorities:
Effective data collection systems.
Analysing data on a regular basis, identifying patterns and trends, putting in
place action to address the issues raised by the data and monitoring the
impact of any action taken.
Mechanisms to provide effective support and advice to schools that enable
them to take action to raise minority ethnic achievement/ support bilingual
Strategies that build the capacity of school management teams and the
school workforce to support underachieving minority ethnic pupils/bilingual
pupils more effectively.
Mutually supportive links between mainstream, supplementary and
20. Central LEA costs are likely to include staffing for management of the
programme to raise attainment of minority ethnic pupils, EAL and combating racism
and advisory staff with expertise in EAL or raising achievement of underachieving
21. School costs are likely to include management of EAL and raising
achievement of underachieving groups, funding for specialist teachers, teaching
assistants and non-teaching posts; supply cover costs to release mainstream and
specialist staff for relevant training; cost of training courses; teaching materials and
22. Further guidance on EMAG will be sent to all CEOs and available at
4. Advanced Skills Teachers (ASTs)
23. The grant is payable to support the employment of ASTs in order to raise
standards of teaching and learning. The initial funding allocation is based on the
number of ASTs in post as at the end of July 2003. An additional allocation will be
made in January to take account of ASTs likely to be appointed by 31 March 2004
based on assessment and applications information.
24. The overall allocation will be based on an average annual cost of £15,000 per
post, made up of £6,000 (per FTE) towards the cost of outreach activities and an
average of £9,000 salary related costs.
25. Salary costs will vary between ASTs. The LEA will pay the school an
allocation to each individual post, calculated in accordance with DfES guidance
available on the AST website (http://www.teachernet.gov.uk/ast).
26. The grant also includes £300 for each AST post with a minimum of £5,000
which is for the LEA to use in order to carry out its role in supporting the
development of ASTs and co-ordinating their outreach activities.
5. Golden Hello Payments for Teachers in Shortage
27. For 2004-2005 LEAs will be funded for Golden Hello payments on the same
demand-led system as in 2003-2004. LEAs and schools must continue to pay
Golden Hellos to all those teachers who meet the eligibility criteria in line with DfES
guidance. The full costs incurred by LEAs or their schools will be reimbursed by
termly claims in arrears to: Paul Betteridge, Teacher Recruitment Team, DfES,
Sanctuary Buildings, Great Smith Street, London, SW1P 3BT. Each claim made by
the authority should include the following details:
i. the total number of Golden Hello payments made during the term and the
associated total expenditure for which reimbursement is claimed; and
ii. a disclosure statement signed by a recognised responsible officer in the LEA
that the payments have been made in accordance with the Department’s
28. Grant will be paid to LEAs in accordance with the scheduled stream dates
given in paragraph 28 of Section 2 of this Circular.
29. Further guidance on how Golden Hello payments should be made is at
6. Teachers Threshold Grant
30. Teachers Threshold Grant will continue to be paid to schools in the same way
as for 2003-2004. See Annex C for details. Discussion will continue with partners
on the payment of the Performance Pay Progression Grant. This grant remains
ring-fenced and should not be vired.
7. Targeted support for Primary Strategy (previously
Literacy and Numeracy strategies)
31. This grant is equivalent to the ring-fenced funding paid to LEAs in previous
years to support the literacy and numeracy strategies. It should be allocated in full to
primary schools to be spent on specific activities during the year. The grant includes
supply cover for training priorities - the mathematics five-day course, training in
phonics and speaking and listening - which the LEA should allocate to those schools
which need most support in order to meet their KS2 targets. Supply cover for
training in whiteboards is also included.
32. The grant also provides funding to extend the Leadership Programme begun
in 2003 to a further 25% of schools and provides some support for schools that have
participated in year 1 of the programme. There is continued support for leading
33. In addition to the 13 LEAs who received funding to take part in the Intensifying
Support pilot in 2003-2004, grant is provided to a further 66 LEAs to enable them to
become part of this programme. Grant is also included for the 25 LEAs taking part in
the behaviour and attendance pilot. More details of all the targeted support will be
provided through the Primary Strategy.
8. Targeted Support for Key Stage 3 Strategy
34. The 2004-2005 Standards Fund will follow the principles set-out in the current
grant allocations, of targeting the most challenged secondary schools for additional
support at Key Stage 3. The key priorities are lower attaining schools, where
targeted grant will support training designed to improve teaching and learning across
the whole school. In addition, the grant will support those pupils who will benefit
from catch-up and booster programmes.
35. Targeting Priorities:
i. A continuing commitment to support schools with significant numbers of lower
attaining pupils. This element is to be targeted at those schools whose pupils
face the greatest challenge in achieving the standard of learning expected at
their age. The grant is allocated by a formula based upon the number of
pupils not achieving level 5 in 2003 Key Stage 3 National Curriculum tests.
We propose that this grant element should be mediated by the LEA who
should be mindful of the intervention programmes available through the
Strategy and the underachievement action plans of the selected schools.
This element of grant is match funded at 50% by LEAs, and must be devolved
fully to schools.
ii. A grant allocation to schools identified for more intensive support and training.
Selected schools, will receive funding and consultancy support designed to
support a whole school development programme. They will be able to select
from a menu of programmes including: lessons in learning; writing across the
curriculum; improving teaching and learning; and ICT across the curriculum.
In the case of the latter, LEAs will wish to ensure coherence with the ICT in
Schools grant, specifically Hands-On Support.
This grant element will be calculated on the number of Key Stage 3
consultants originally allocated to LEAs to support teaching and learning in
the core and foundation subjects. The allocation will broadly offer support to
between 10-15 schools per consultant, selected according to local
circumstances. Also, there is a continuing commitment to the recruitment and
training of leading professionals, though there will be more flexibility in the
application of this grant by LEAs to relevant schools and an emphasis on the
use of senior managers and head teachers.
This element will be match funded at 50% by LEAs and must be devolved
fully to schools.
iii. A number of small pilot programmes, including but not exclusively, a
continuation of the two-year Key Stage 3 pilot; teaching and learning
commitments of the London Challenge; Design and Technology. Part of this
element may be retained by LEAs, as required; part is to be devolved to
This element is offered at 100%.
36. Further details and guidance will be offered to Key Stage 3 Strategy
37. This guidance can be viewed on the Standards Site and the Standards Fund
websites: respectively www.standards.dfes.gov.uk/keystage3 and
9. Leadership Incentive Grant
38. In 2004-2005, LEAs will receive an allocation of £130,000 for each eligible
school as set out below:
i. Category One: All mainstream secondary schools (including Academies) in
Excellence in Cities Areas, Education Action Zones or Excellence Clusters
(and which will have Year 11 pupils by 2006) including those that began in
September 2003 or will commence in January 2004. NB City Technology
Colleges participating in Excellence In Cities Areas, Education Action Zones
or Excellence Clusters are also eligible for the Leadership Incentive Grant,
this will be paid direct by DfES and not through the Standards fund.
ii. Category two: All mainstream secondary schools outside these areas with
more than 35% of pupils eligible for free school meals (in January 2001) or
less than 30% of pupils attaining five GCSEs at grades A*-C in recent years.
39. Schools in the category two which do not benefit from participating in
Excellence in Cities/ Education Action Zones or Excellence Clusters will receive an
additional £52,000 to develop and maintain partnership links with other schools.
40. This funding will be targeted on named schools and should be fully devolved
to those schools. As a condition of funding, schools must agree a collaborative plan
with either their LEA or the DfES. LEAs may withhold funding pending the approval
of a collaborative plan. In addition, and where necessary, the LEA can withhold the
grant for a period from schools causing concern, to use it to lever radical change in
those schools such as federation, replacing weak leadership teams, collaborative
re-start or closure. Further information is available on the DFES Standards site at
Contact: LIG Hotline: 020 7925 5885
10. Targeted Improvement Grant
41. The grant will be allocated to LEAs to fund a range of initiatives (including
those in named schools) to raise levels of attainment and build LEA and school
capacity. This will include:
i. building the capacity of LEAs to support low attaining maintained mainstream
secondary schools (and other schools causing concern) improve, or to take
appropriate decisions about closure or federation with better schools;
ii. bespoke targeted support for LEAs, the lowest attaining schools and other
schools causing concern;
iii. support for Leadership Incentive Grant Consultants;
42. continuing good practice, networking, training materials and dissemination,
and the development programme for Trainee Heads or Deputy Heads and their
43. Allocations for this grant are provisional. Further information on school
improvement is available on the DFES Standards site at
11. Beacon Schools
44. The Beacon Schools programme is being phased out. There will be no
further renewal of contracts after the September 2003 renewals, and no new schools
will be admitted to the programme.
45. This grant will be paid to Beacon Schools with continuing contracts, to support
their programme of additional activities to support the dissemination of good practice
that has been identified within the school.
46. Each Beacon school is asked to provide an annual report on their activities to
disseminate their successful practice. LEAs will be required to demonstrate how the
activities of Beacon schools within their authority contribute to their Education
12. Leading Edge
47. The Leading Edge programme has two main areas of focus: innovation and
collaboration. Its purpose is to identify, extend and disseminate innovation and
excellence in order to contribute to system-wide improvement.
48. The grant is to be devolved at 100% to the lead Leading Edge Partnership
School. Expenditure must be for the benefit of the partnership and be agreed with all
the schools in the partnership. This grant cannot be used for any capital
49. Leading Edge Partnerships should be able to demonstrate that they are
promoting good practice. In conjunction with Leading Edge Partnerships we will be
developing a system, for the Partnerships to provide management information,
minimising any additional burdens.
13. Specialist Schools
50. A grant paid to all Specialist Schools to raise standards of pupils’ achievement
through their development of a specialism in one, or a combination of two, curriculum
areas and ensure good practice is spread across partner schools.
51. Specialist Schools should measure their progress relative to outcome targets
and priorities in their Specialist School development plan.
52. Allocations will be based on the number of pupils at the school as at January
2003, and paid at £126 per pupil.
53. Specialist Schools will provide information in progress reports to the
14. Training Schools
54. A grant paid to all designated Training Schools to achieve targets set out in
their approved project plans.
55. Training Schools should measure their progress relative to targets, success
criteria and priorities in their Training School plan as agreed with the Department.
56. Training Schools will provide information in progress reports to the
57. For more details see: www.standards.dfes.gov.uk/trainingschools.
15. Extended Schools
58. This grant is intended to support schools, by providing wider pupil, family and
community services and facilities on their premises, in raising standards of pupil
motivation, aspiration, achievement and behaviour, and contributing to a wide range
of other cross government targets including community cohesion, neighbourhood
renewal, childcare, children’s services, adult learning, health inequalities and the
reduction of crime.
59. LEAs should monitor which schools in their area provide extended services,
and assess the progress of these schools towards key targets through their normal
monitoring processes, eg the School Development Plans and the LEA’s Education
Development Plan or any plan specifically for raising attainment (eg following an
60. This funding will be used to support:
i. LEA co-ordinators and school level managers to plan, co-ordinate, develop
and maintain extended services in schools, and where appropriate those that
contribute to neighbourhood renewal and facilitate community cohesion.
LEAs may exceptionally use up to 10% of their allocation for general
premises adaptations needed for schools to provide extended services and
other incidental costs such as additional utilities costs or additional caretaking
costs where these are not funded from other sources.
ii. Full service extended schools providing a prescribed core range of services:
health and social care; childcare; study support; parenting support; lifelong
and family learning; ICT access and sports and arts facilities. We will write to
LEAs eligible for this funding with details of how they should take this work
61. Further guidance about extended schools can be found at:
62. LEAs will be expected to provide the DfES with the following additional
information: number of schools in their area who are providing extended services;
the types of extended services each of those schools is providing; and, where
appropriate, how the provision of extended services helps contribute to
neighbourhood renewal and facilitate community cohesion.
63. To enable groups of schools to raise standards through formal agreements to
work together and share expertise. The development of leadership skills at senior
and middle management levels across all schools and the achievement of faster
rates of improvement particularly in weaker schools, by allowing strong schools and
school leaders to extend their reach.
64. Federations should measure their contribution to the objective relative to the
outcome targets and priorities in the formal agreement.
65. The grant is to be fully devolved to schools in Federations and used in line
with the Federations' agreed financial plans.
66. DfES will ask for brief action plans and reviews of progress to enable
monitoring of progress.
17. Summer Schools for Gifted and Talented Children
67. This grant can be used to support:
i. the existing national summer schools programme for gifted and talented
children from Year 6 to Year 9; and
ii. attendance by members of the National Academy for Gifted and Talented
Youth at Academy summer schools.
68. Each LEA’s allocation is based on a formula based 50% on the number of
pupils in Year 6 and 50% on the number of pupils from Year 7 to Year 11. This
reflects the continuing priority the Department believes should be given to pupils
completing Year 6 within the national summer schools programme; it also reflects
the fact that Academy summer schools are available to those completing Years 10
and 11. Each LEA will continue to be awarded funding in multiples of £9,000 –
enough to run a single summer school under the national programme. It is for LEAs
and schools to decide how much they wish to set aside to support attendance at
Academy summer schools.
National Summer Schools for Gifted and Talented Children from Year 6
to Year 9
69. National Summer Schools aim to enrich and extend the educational provision
for gifted and talented pupils completing Years 6 to 11 inclusive, with a particular
focus on the transition from primary to secondary school.
70. LEAs must specify the desired outcomes, including the impact on pupils’
attainment, motivation and self-esteem, and have evaluation and monitoring
procedures in place to assess whether those outcomes have been achieved.
71. The DfES may ask for the following additional information: contact details of
the LEA’s summer school co-ordinator; copies of any local evaluation and monitoring
reports; and details of any additional funding arrangements.
National Academy for Gifted and Talented Youth: Summer Schools
72. The Academy is open to gifted and talented pupils aged 11-19 who are
amongst the most able 5% nationally. Only Academy members can attend Academy
Summer Schools. Details of how to apply for membership are on the Academy
website: http://www.warwick.ac.uk/gifted/. Details of the 2004 summer school
programme, including costs, will appear on the website by December 2003.
73. More information can be found on our website:
18. Excellence in Cities (EiC) and Excellence Clusters
74. The Excellence in Cities programme aims to raise performance, achieve
excellence and transform school education through a targeted programme of
support. The core programme, Excellence in Cities, is designed to remedy
successive failures to address the educational problems of the major cities and
through Excellence Clusters, smaller groups of schools in areas of deprivation.
75. To raise standards of pupils’ achievement through:
access to learning mentors and to Learning Support Units for every child who
a programme of enhanced opportunities for gifted and talented pupils in every
a network of new school-based City Learning Centres (CLCs) to provide
centres of ICT technology to enrich curricular opportunities and teaching in
EiC Action Zones catering for identified issues affecting particular groups of
the extension of the Gifted and Talented programme to include 10-19 year
76. The aim is the achievement of identified outcomes related to targets in LEAs’
Education Development Plans which take account of the additional resources the
programme offers. EiC schools are also expected to work to specified targets in
respect of EiC Gifted and Talented cohorts. Use of resources is also governed by
Education Action Zone agreements where relevant.
77. This grant will be paid as a specific formula grant (please see paragraphs
33-34 of Section 2). Authorities will continue to receive enough funding to enable
them to support the work of their Excellence in Cities’ and Excellence Clusters’
Partnerships. Payment of grant is conditional on LEAs and their schools continuing
to be full and active participants in EiC and Cluster partnerships. Please note that
capital funding for CLCs will not be paid as part of the specific formula grant but will
continued to be paid separately.
19. Targeted Behaviour and Improvement Programme
78. The Behaviour and Improvement Programme is part of the Excellence in
Cities programme and all Partnership areas currently receive allocations. There are
also a small number of areas outside EiC receiving the grant. From April 2004,
26 Excellence Clusters will also receive this grant.
79. The BIP’s central aims are to improve behaviour and school attendance levels
in target schools, where currently these form barriers to effective teaching and
learning. The intention is that each Partnership targets the additional resources on a
selection of schools where school attendance and behaviour issues are preventing
school improvement and resources will be best utilised. The BIP will be delivered via
EiC Partnerships and Excellence Clusters to a selection of secondary and primary
schools within each area agreed locally.
80. Funding should be conditional on schools putting in place measures that will
impact on the objectives of the programme:
High level objectives:
improving overall levels of behaviour using indicators agreed with all
participating schools eg numbers of serious incidents;
reducing truancy and improving overall levels of attendance;
providing key workers for every pupil identified as being at risk of exclusion,
truancy and criminal behaviour;
providing full time, supervised education from day one of a fixed or permanent
81. Each participating school is expected to agree individual targets for: reducing
permanent and fixed term exclusions; reducing unauthorised absence and improving
82. Funding can be devolved directly to schools or used for centrally funded
measures eg the development of school-based multi-agency teams that support
more than one school, which often necessitate central recruitment processes. The
only exception is that a proportion of the grant (£93k) must be devolved down to the
Full Service Extended School.
83. The DfES has recommended in guidance a set of measures it considers to
have the most impact on behaviour and attendance, but it is important that there is
also sufficient flexibility for local measures to meet local needs.
20. Aimhigher (Previously Excellence Challenge)
84. The White Paper “The future of higher education” announced that the existing
Aimhigher programme would be brought together with Partnerships for Progression,
an initiative run through universities and colleges in partnerships with schools by the
Higher Education Funding Council (HEFCE) and the Learning and Skills Council
(LSC). Although it will operate most intensively in disadvantaged areas, the new
Aimhigher will be a national programme.
85. Funds for schools and for local co-ordination of school activity by LEAs will
continue to be routed through the Standards Fund. Funds for universities and FE
colleges will be routed via HEFCE.
86. Existing guarantees to Aimhigher partnerships and Partnerships for
Progression partnerships will be met.
87. An Area Steering Group will be the key body for planning at local level. It will
consist of representatives from further education, universities and, on behalf of
schools, LEAs. The Area Steering Group will produce a new integrated plan by
March 2004. The Group will then inform the Department, via HEFCE, how much of
its allocation should be paid via the Standards Fund to schools and LEAs.
88. Further information on progress in implementing the new Aimhigher can be
found on the website of Action on Access (www.actiononaccess.org).
21. Fresh Start & New Partnerships
89. This grant is intended to tackle failure in schools. There are three strands to
i. to help Fresh Start schools to establish themselves in their local communities
and to embed good practice during their early years;
ii. to develop models of partnership working between schools and with external
partners to tackle some current schools causing concern where existing
support is not securing sufficiently rapid progress; and
iii. for project management or hypothecated support for controlled interventions
(collaborative restart) in the worst cases of secondary school failure.
90. Funding will be allocated to support projects in achieving the outcomes set out
in their agreement with the DfES.
22. Primary Strategy: Central Co-ordination
91. A grant to support LEAs’ central costs: the employment of primary strategy
(formerly literacy and numeracy) consultants, and a contribution towards the
administrative costs of supporting the Primary Strategy, including the Primary
Strategy Manager post, and venue costs for the priority training activities. Grant to
pay for the costs of providing consultant leader posts and training in connection with
the primary Leadership programme has been included for 2004-2005 within the
primary strategy’s grant for targeted support with schools. This accounts for the
difference between funding for LEA central costs in 2004-2005 compared to
92. Grant is allocated to LEAs on the basis of £42,500 per primary strategy
consultant, and taking account of the number of schools and pupils in the LEA.
LEAs have been allocated £66,000 each for central costs, on the same basis as in
2003-2004. There is a small increase to the funding provided for Wave 3
intervention to cover both literacy and mathematics.
93. LEAs selected for the expanded Intensified Support programme have been
allocated 1 or 2 additional consultant posts at £42,500 each and funding for
associated costs. The Primary Strategy intends to organise LEAs into ‘hubs’ with a
lead LEA receiving administrative costs of £20,000 each to support this. This
element of the grant will be allocated once the ‘hub’ LEAs have been identified and
94. LEAs will also receive funding within their ICT in Schools grant as a
contribution to their costs in providing hands-on ICT support to schools. It is
envisaged that this funding will be used to enable the Primary Strategy Manager to
co-ordinate this activity within the LEA.
23. Key Stage 3 Strategy: Central Co-ordination
95. Grant to support LEAs’ central costs, including a contribution towards:
support for management time allocated for the strategic delivery of the Key Stage 3
Strategy, centrally provided funding for training for schools, including venue costs as
appropriate; consultants’ salaries and on costs.
96. LEAs will have greater flexibility in 2004 -2005 in both the overall number and
allocation of consultancy support. This will allow LEAs to deploy around a quarter of
their consultancy time on whole school matters, but they must maintain a
commitment to the core subjects and ICT and, continue to offer additional support to
97. Grant is allocated to LEAs on the same basis as 2003-2004 taking account of
any changes in school numbers.
98. LEAs will also receive funding through their ICT in Schools grant as a
contribution to their costs in providing hands-on support to schools. It is envisaged
that this funding will be used to enable the Key Stage 3 to co-ordinate ICT across the
curriculum activity within their LEA.
24. Key Stage 3 Behaviour and Attendance: Central
99. LEAs will receive funding for the employment of specialist Behaviour and
Attendance consultants to integrate behaviour and attendance into the Key Stage 3
teaching and learning programme. This funding is intended to ensure that all
secondary schools receive additional consultancy support in managing their whole
school behaviour and attendance policies and practices. The grant is allocated to
LEAs on the same basis as 2003-2004. This grant is paid at 100%.
100. Further details and guidance on the LEAs grant for the Key Stage 3 Strategy
and the universal Strategy element for Behaviour and Attendance will be offered to
Key Stage 3 Strategy managers. This guidance can be viewed on the Standards
Site and the Standards Fund websites: www.standards.dfes.gov.uk/keystage3 and
25. LEA Support for Workforce Remodelling
101. A grant to enable LEAs to support and challenge schools in remodelling their
workforce and implementing the reforms set out in the National Agreement. The
grant has been increased to £29 million in 2004-2005 to give LEAs additional
capacity for support staff training – in particular to support those undertaking higher
level teaching assistant (HLTA) training. In 2004-2005 each LEA will be eligible to
receive £70,0002. The balance will be distributed to LEAs on the basis of 30%
based on school numbers of maintained schools and 70% on pupil numbers.
102. Allocations assume that LEAs have made satisfactory progress in 2003-2004
in meeting the success measures set out in Stephen Kershaw’s letter of 9 April 2003.
103. Success measures for effective LEA use of the grant in 2004-2005 are:
i. LEA staff working on school improvement, human resources, governor
support and capital issues are up-to-speed with the remodelling agenda,
thinking corporately about how they can best promote and support it and are
so perceived by schools. LEAs should also work closely with other local
stakeholders such as teacher and support staff unions and governor
ii. schools get practical guidance and support, including in managing change.
This might include the use of pump-priming funding to promote collaboration,
An allocation of £10,000 in 2004-2005 will be given to City of London and Isles of Scilly LEAs to reflect the very
small number of maintained schools in those areas.
networking events and specific cross-school projects. More intensive support
and challenge should be provided for schools that the LEA judges will find it
more difficult to respond to the reforms;
iii. examples of progress and good practice by schools are identified,
disseminated and celebrated, including by the schools themselves.
104. LEAs may use their allocation on the co-ordination and delivery of activities to
improve support staff training (for example, for cover supervisors) linked to the
remodelling agenda. LEAs should note that funding for support staff training and
development remains available through the School Development Grant (see
paragraph 4 above).
105. HLTA training will be funded by the Government via the Teacher Training
Agency but LEAs will be able to use this grant for:
i. provide support for the candidates attending the HLTA training. This may
include: supply cover costs, travel and subsistence costs when candidates
attend centre based learning, child care costs if training occurs when
candidates would not normally be employed, the costs for the loan of lap-tops
during the training; and
ii. cover the cost of additional HLTA training places – over and above those fully
funded by the Teacher Training Agency.
106. The National Remodelling Team will continue to work with and support LEA
remodelling champions. The team will also bring LEA staff together on a regular
basis, nationally and regionally, for training events, exchanges of ideas and
experiences and to develop effective cross-LEA projects.
26. Music Services
107. A grant aimed at raising standards of pupil achievement in music by
maintaining and extending the broadest possible access to music services.
108. Each LEA will receive the same amount of grant as in 2003-2004.
109. Allocations should not normally be devolved to schools. Even if it is devolved,
the authority retains overall responsibility for monitoring the quality and value for
money of the provision purchased by schools.
110. LEAs may spend their allocations in any way that enhances the opportunities
for pupils to access musical education of high quality.
27. Education Health Partnerships
111. A grant to support the maintenance and development of local healthy schools
programmes in meeting the requirements of the National Healthy School Scheme
(NHSS). Priority should be given to meeting the phase two target of all schools with
20% Free Schools Meal Eligibility to achieve NHSS level three status by 2006; whilst
maintaining the opportunity for all schools to access the services of a nationally
accredited healthy schools programme.
112. Allocation will be based on a flat rate of £19,000 per LEA, with the balance
distributed by the number of maintained schools in the Authority. Expenditure is
likely to include:
project co-ordinators/consultants costs;
resourcing – materials, websites, training packs, guidance;
continuing professional development – training, network meetings, cluster
groups, learning sets, tailored school support;
devolvement to schools to support activities such as parent workshops, pupil
health panels, staff training, policy development, schemes of work
28. Vulnerable Children
113. To secure improved access to education for vulnerable children, in particular,
to provide high quality education for those unable to attend school or whose
circumstances make it difficult for them to do so; to support attendance, integration
or reintegration into school; and to provide additional educational support to enable
vulnerable children to achieve their full potential.
114. The main focus of the grant is on school-age children but this does not limit
local education authorities from taking a wider view and supporting children aged
0-19 years, in support of the targets. Key groups are: looked after children; children
who are unable to attend school because of medical needs; Gypsy/Traveller
children; asylum seekers; young carers; school refusers; teenage parents; and the
reintegration of young offenders. All of these groups will include children who may
have been missing from education for a substantial period of time.
115. The allocation will be based on a formula; 55% of the grant allocated between
LEAs on the basis of pupil numbers including pupils out of school, 25% on the basis
of free school meals, and 20% on the basis of the number of Gypsy/Traveller
children residing in the LEA area between September 1999 and July 2002. The
latter although allocated to individual LEAs allows consortia of LEAs to continue to
work together to meet the needs of Gypsy/Traveller children. This grant is not to be
devolved to schools but could be used to provide bursaries for individual children.
116. Allocations in this category are intended to enable LEAs to:
Meet the PSA target for looked after children so that by 2006 the gap between
educational attainment and participation of children in care and their peers is
substantially narrowed, so that by 2006:
i. outcomes for 11 year olds in English and maths are at least 60% as
good as those of their peers;
ii. the proportion who become disengaged from education is reduced, so
that no more than 10% reach school leaving age without having sat a
GCSE or equivalent exam; and
iii. the proportion of those aged 16 who get qualifications equivalent to five
GCSEs graded A*-C has risen on average by four percentage points
each year since 2002; and in all authorities at least 15% of young
people in care achieve this level of qualifications.
Meet agreed targets for children who are identified as missing school or at risk
of doing so, and to contribute to the PSA target to reduce unauthorised
Provide high quality education for children who are unable to attend school
because of medical needs, and increase the minimum hours home teaching
to 10 hours per week.
Secure access to education, integration into school, regular school
attendance, in school support and higher attainment for looked after children;
sick children, Gypsy/Traveller children; asylum seekers, young carers, school
refusers, teenage parents and the reintegration of young offenders.
117. Performance measures LEAs may wish to use are:
educational outcomes and value added measures through key stages and
GCSEs and equivalent for vulnerable groups;
quality of educational provision for children and young people who are unable
to, or do not attend school;
reduction in the number of children who are not attending a mainstream or
local education authorities have set targets for vulnerable children in their
EDPs and have mechanisms in place for monitoring and reviewing these
118. The funding incorporated in this grant for asylum seekers is intended to help
schools and LEAs meet the immediate educational needs of asylum seeker pupils.
119. The Vulnerable Children Grant is designed to give local education authorities
the flexibility to use the money to help meet the needs of vulnerable children as
dictated by local circumstances and priorities.
120. When assessing the needs of individual children, we expect LEAs to look at
funding sources in the round, with the focus being on identifying and responding to
the needs of the individual child, rather than the category to which the child belongs.
All funding decisions should be made on the basis of clear evidence of those needs.
121. It is vital that LEAs take action in partnership with health and social services
Identify vulnerable children who are at risk of failing to achieve their potential.
This includes children who may be missing from education who are arguably
among those most at risk.
Work closely with schools and other agencies to develop clear policies and
procedures that meet the individual needs of vulnerable children.
Regularly review the progress that is being made in meeting the needs of
vulnerable children, and identify and address any gaps in provision.
122. Expenditure by LEAs must be on activities directly related to the objectives
and targets set out above. Examples of relevant expenditure include:
Support for schools, to enable them to meet the particular educational needs
of vulnerable pupils; to enable such pupils to feel safe and to catch up with
their studies and, where necessary, receive one-to-one or small group
support, including induction and English language support for asylum seekers.
Employment of teachers and provision of ICT and distance learning to support
the education of vulnerable children who are unable to attend, or do not
Services to identify vulnerable children who are not attending a mainstream or
special school; to support admission, induction or reintegration into the
mainstream or special school and to maintain attendance.
Provision of full-time access to education through PRUs or alternative
provision for those vulnerable children whose circumstances prevent them
from attending a mainstream or special school, including meeting the needs of
children in Years 10 and 11 in further education.
Work with parents and carers to help them support the needs of vulnerable
29. Investigation and Referral Support Co-ordinators
123. A grant allocated to the lead education authorities who employ the
Investigation and Referral Support Co-ordinator on behalf of a geographically
adjacent group of authorities.
124. The Co-ordinator’s role is to ensure that allegations against teachers and
other staff are dealt with fairly and quickly, and where staff are suspended that it is
for the minimum period necessary. To support and strengthen the role of schools in
identifying children at risk, ensuring, where necessary, appropriate intervention by
social services and police.
125. LEAs will be expected to provide the DfES with information on allegations
against staff and child protection procedures.
30. Playing for Success
126. This grant is to establish and provide operational support to Playing for
Success (PfS) Study Support Centres, in partnership with the relevant football or
other sports’ clubs.
127. This PfS programme is designed to contribute to the achievement of
Government targets for raising literacy, numeracy and ICT skills at Key Stages 2 and
3 amongst those pupils who are underachieving. PfS Centres are aimed at boosting
these pupils’ motivation and self esteem to become better learners and to realise
their full potential. Further information about PfS can be found at
128. Allocations will be on the basis of LEA eligibility for inclusion, ie those LEAs
having relevant football clubs in the Premier and League Division One, and those
successful in the 2000-2001, 2002-2003 and 2003-2004 extensions to other sports
and football clubs.
129. All allocations should be ring fenced for PfS study centres, the LEA retains
overall responsibility for monitoring the quality and value for money of the provision.
All eligible LEAs have been allocated the maximum £50,000 for running costs, but
there are important points to note in respect of allocations for capital costs:
i. A nil allocation has been made to those LEAs successful in the 2002-2003,
2003-2004 extensions as they do not have automatic eligibility for capital
costs as this has already been claimed through DfES Head Office in previous
financial years. A nil allocation has been made to those LEAs/clubs
automatically eligible for capital but who have now spent their full allocation.
ii. LEAs with a capital allocation should note that this is for spend within
2004-2005 on any capital expenditure in respect of their Playing for Success
study centre. LEAs who will not have spent their full allocation within financial
year 2004-2005, should notify DfES of the amount they anticipate will be
unspent, before February 2005, by email: email@example.com.
This underspend will then be allocated in the following financial year until the
full allocation has been spent.
130. The Department will assess progress against PfS centre Business Plans and
targets, reported through Annual Reports ,including formal and self evaluation data,
parent, pupil and teacher feedback, and Critical Friend visit reports.
31: ICT in Schools
131. ICT can significantly enhance teaching and learning and modernise the way in
which schools are run and organised. Many schools are now beginning to realise
the potential of ICT and every school has the opportunity to build on the foundations
132. All schools should now be connected to the Internet and the average number
of computers in schools for teaching and learning has nearly doubled since 1998.
In May 2002 we published Fulfilling the Potential (available at
www.dfes.gov.uk/ictinschools/). This paper signals the directions schools should
now be moving to advance the development of e-learning and the use of ICT and in
July this year we published a consultation on our proposed e-learning strategy
(available at www.dfes.gov.uk/consultations/). These documents are relevant to
everyone concerned with primary and secondary education.
133. The progression from the National Grid for Learning Programme to the ICT in
Schools Programme signals an accompanying change from a focus on ICT
infrastructure, connectivity and professional development to a focus on how ICT is
used in the classroom and to support school administration and workforce reform.
The overall funding for ICT in Schools has increased with a shift in emphasis to
broadband, interactive whiteboards and hands-on support (peer support for teachers
to help them use ICT more effectively), reflecting, for example that most schools are
approaching or, in many cases have already achieved, the 2004 computer:pupil ratio
targets, and that central procurement arrangements will achieve a faster roll out of
more effective connectivity and associated content and support.
134. To give schools and LEAs a clearer picture of the total funding available we
have included all funding for ICT in Schools under the Grant 31: ICT in Schools
heading in three specific grants - A, B and C.
Priorities and formulae for allocation:
135. The overall priority for the ICT in Schools grants is to deliver the “e-confident
school” as defined in Fulfilling the Potential.
Grant A: Infrastructure and Hands-on Support
136. This grant covers funding for school infrastructure, interactive whiteboards,
Laptops for Teachers (formerly Grant 616) and hands-on support for teachers.
The national priorities for which this new combined grant is allocated are:
Achieving and maintaining the 2004 targets for computer pupil ratios of 1:8 in
primary and 1:5 in secondary.
Delivery of whole school networks including caching servers where
practicable to host digital learning resources.
Enhancing the way teachers use ICT to support teaching and learning across
the curriculum in support of the primary and KS3 strategies, through
establishing a programme of peer support for teachers in their own
classrooms, co-ordinated by the LEA primary and KS3 strategy managers, in
close co-operation with the Authority.
Progressively equipping more teaching areas with interactive whiteboards or
digital projection facilities.
Providing more teachers with access to personal laptops to allow flexible
working inside and outside the school environment. Our target nationally is for
two thirds of teachers to have access to personal laptops by 2006.
137. The distribution of Grant A between LEAs is based on the following formulae:
a. the ICT infrastructure element of Grant A grant is formula based using school
and pupil numbers and is match funded at 50% by LEAs;
b. the Laptops for Teachers element is based on a headcount of teachers and is
100% centrally funded;
c. the hands-on support element is formula based using teacher numbers with a
minimum level of funding for the smallest LEAs and a sparcity factor for LEAs
with rural communities and is match funded at 50% by LEAs.
138. The overall funding for this combined grant has been increased compared
with the total of the relevant elements within the 2003-2004 Standards Fund
programme. The increase of £60 million (including LEA match funding) allows
flexibility both for the development of hands on support and for purchase of
whiteboards, alongside continued investment in laptops for teachers and
maintenance of the target computer ratios. It is however for individual LEAs, in close
consultation with their schools to decide on the pattern of spending that makes most
sense in their area taking account of the national priorities as set out above but also
of their schools’ baseline position.
Note: All new equipment purchased by schools should comply with the minimum
specification for delivering the onscreen test of ICT attainment at Key Stage 3
currently being developed by the Department. The minimum specification is
available on the Networks section of the Becta ICT advice site www.ictadvice.org.uk
or contact name: firstname.lastname@example.org (020 7273 5120).
Note: Becta is currently undertaking an extensive procurement exercise for
interactive whiteboards in line with current European Union procurement regulations
to establish framework contracts with a number of suppliers to enable LEAs to order
directly from accredited suppliers without the need for any additional tendering
exercises. More information will be made available in due course.
Note: Becta has undertaken an extensive procurement exercise for laptops for
teachers in line with current European Union procurement regulations and has
entered into framework contracts with a number of suppliers. This means that LEAs
can order directly from accredited suppliers without the need for any additional
tendering exercises. More information is available at www.lft.ngfl.gov.uk.
Note: Further guidance on the new priority of hands on support will be issued
shortly. Contact name: email@example.com (020 7273 4836)
Grant B: Broadband Connectivity
139. The grant is formula based using school numbers adjusted by a measure of
relative population density, to take account of differing costs of connectivity. Grant B
is match funded at 50% by LEAs
140. Funding is aimed at achieving broadband connectivity for all schools by 2006
to support greater simultaneous access to the Internet, access to media-rich
resources and to support collaborative activities between schools and the use of
video streaming services. Target connection speeds are at least 2Mbs for primary
schools and 8Mbs for secondary schools.
141. LEAs may retain up to 100% of this money for participation in regional
broadband consortia (RBC). If an LEA has not joined an RBC, or wishes to
discontinue its membership of an RBC, equivalent funding must be devolved to
schools in full. In such cases it will be for the LEA to make the case to the
Department – on both educational and economic grounds – for adopting such an
approach. They will also be required to agree with the Department criteria for
allocating this funding to schools.
Note: DfES has recently embarked on a project to aggregate the procurement of
broadband across the public sector. Regional Aggregation Bodies (RABs) will be set
up in each of the English regions to get best value for money and to increase
broadband availability and sustainability. RBCs and LEAs should purchase their
broadband connectivity through the RABs where these provide best value for money.
Contact name: firstname.lastname@example.org (020 7273 5085).
Grant C (formerly 618): Electronic Learning Credits (eLC)
142. The grant is calculated using a fixed sum for each school (dependant on
sector of education) with a weighting for each pupil. 100% grant from DfES. Further
information on Curriculum Online and eLCS can be found at
Contact name: email@example.com (020 7273 6154).
Devolution Requirements and LEA Retention
143. In addition to any devolution requirements listed above, LEAs may retain
funds up a maximum of 2.5% of grants A and B for management and support
purposes of the delivery of ICT in Schools.
144. LEAs may retain a higher proportion of funds from Grant A and Grant C if they
have the prior agreement of all schools concerned, for example for collective
procurement on behalf of schools or the provision of technical support and training.
Schools and LEAs may not switch (vire) money between Grants 31 A, B or C.
Guidance on Expenditure
145. Full and detailed guidance will follow the DfES ICT in Schools and Standards
Fund Websites. These can be found at www.dfes.gov.uk/ictinschools/ and
146. LEAs are expected to make available to the Department details of any
evaluation funded through funds retained from the grants.
147. For enquiries about individual grants please see contacts above. For all other
enquires please contact firstname.lastname@example.org (020 7273 5791).
Department for Education and Skills