Despite the record levels of tax receipts, the present economic situation does suggest that genuine economies should be looked for in the public sector. So, here are a few from the school sector that might be worth investigating.

First, sort out the cost of the failed middle tier experiment. Overall, the national leadership costs from academy chains are way too high. This has been recognised in the dreadful Bill working its way through parliament. Maybe there is a need for more than 150 Directors of Children’s Services, but do we need all these additional Chief Officers with their associated costs? Much of the inflated costs stretch back to failure to get grip on Executive Headships by the Labour government under Tony Blair. Sort out the shape of the school system and save money.

Recruiting teachers: axe the DfE jobsite in its present form and put the cost out to tender. As this blog has consistently pointed out, the present DfE site fails on several fronts, and probably isn’t even as cost effective as local authority jobsites.

Encourage central procurement. Delegated budget to schools is a great idea, but so is central purchasing. Do more to facilitate such outcomes across Trusts and local authorities.

Axe the Apprenticeship Levy for small primary schools, or at least reform it so that there can be a benefit. At present it is just a tax on schools.

Dump the tax on Insurance. This would help more than schools, and, at present, taxes the virtuous while encouraging others to avoid protecting themselves and their possessions.

Introduce a fund for investment in renewable energy that schools can use to spread the cost of introducing new energy sources over several years. Target the fund first at small schools in rural areas where the school can act as a community energy hub if the grid fails in a storm or for other reasons.

Regular readers will know my feelings about making use of playgrounds in supporting energy procurement. Where is the research programme

Longer-term, evaluate how teacher preparation programmes can meet the needs of the school sector in the most cost-effective manner, especially as school rolls start to reduce and fewer new teachers may be needed.

Review the National Funding Formula, and whether it meets its aims? In its present form, will it lead to wholesale closure of small schools as unviable financially, and what will be the costs of such closures and who will bear them?

The National Funding formula doesn’t take any account of whether schools can top-up income by lettings; from wealthy parents or by selling resources. As such, it is a crude instrument for school funding and needs a rethink.  Schools in pockets of disadvantage in otherwise wealthy areas are especially vulnerable unless in a MAT that is prepared to switch funds between schools. Much depends upon what the school system is trying to achieve and how the financing can be used to help. Equality based on superficial equal shares of the funds available has its consequences.

So, Prime minister, we need a world-beating school system for all. Over to you.