The Department for Children, Schools and Families has made progress in improving its financial management, with strong commitment at senior management and board level. The Department's ability to reach a high standard of financial management depends partly on successful working with local authorities, other partner organisations, and the schools themselves. It does, however, face specific challenges, including the need for better strategic management of its large capital programme, and to encourage better financial management in schools. The Department has built up a large capital underspend, which increased from £1.9 billion at 31 March 2008 to around £2.4 billion at the end of March 2009. Its capital expenditure programme will need to be carefully managed given the history of underspending and the challenge of bringing forward £924 million of expenditure from 2010-11 to 2009-10 as part of the Government's fiscal stimulus. At March 2008, schools in England had a net cumulative surplus of £1.9 billion. Only 1 in 5 local authorities reduced their total net school surplus in 2007-08. Local authorities are accountable for school spending and the Department should encourage them to redistribute excessive uncommitted surpluses in line with local needs. The Department was, in 2007, one of three departments which had not implemented in-year accruals accounting systems, which would help to improve the accuracy of financial forecasting and reporting. The planned introduction of a shared services arrangement for finance with procurement and personnel support should also help improve financial management and lead to efficiencies.

Following the Machinery of Government changes in June 2007 three new departments were set up in place of the Department for Education and Skills and the Department of Trade and Industry. This 2007 Autumn Performance Report identifies the targets applicable to the Department of Children, Schools and Families (DCFS) and charts its progress against the Spending Review 2004 (SR04), Public Service Agreement (PSA) targets and introduces a new suite of Comprehensive Spending Review Public Service Agreements (CSR07). There is also a chapter on targets from the Spending Review 2002 PSA targets that are still outstanding.

Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

This report underlines the importance of effective financial management in schools. It is essential that the financial management framework for schools is capable of alerting the Department for Education to any systemic issues that may require action or intervention. Weak financial management and weak academic performance often go hand in hand. The Department sets standards but responsibility for financial management and cost reductions lies with schools themselves, with local authorities responsible for exercising effective oversight. Schools' financial management capability has improved - for example, as more schools have employed or have access to a school business manager. In the current financial environment, however, more schools are having to manage with reduced funding, and strong financial management is more important than ever. Many schools consider that they need to reduce staff costs and that they need guidance on how to do so while maintaining high-quality education. Local authorities do not publish systematic data to demonstrate how they are monitoring schools' financial management and that they are intervening where necessary. Indeed, many local authorities are set to devote fewer resources to monitoring and supporting schools' financial management. Forty per cent of authorities responding to an NAO survey do not believe they have sufficient resources to provide effective support to schools and almost half of those authorities are planning to reduce the amount of staff time spent on support. The report recommends that the Department should make clear how it is going to review the working of the financial management arrangements.

High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families needâ€"a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation.

This essential guide for curriculum developers, administrators, teachers, and education and economics professors, the standards were developed to provide a framework and benchmarks for the teaching of economics to our nation's children.

This book introduces the concept of financial capability and assembles the latest evidence from ground-breaking innovations with financially vulnerable families, and links it to education, policy, and practice. It is a key resource for those interested in improving financial education and financial products and services for low-income families.

Despite good progress in improving the professional capability and capacity of government finance departments since the National Audit Office last reported in 2008, good financial management is still not embedded in the civil service culture, and financial matters do not have sufficient influence over departments' strategic decision making. The NAO concludes that departments have achieved a core level of competence in financial management, but further improvement in financial management capacity and capability throughout their organisations is required to enable them to meet the challenge of delivering the savings set out in the Spending Review 2010. There has been important progress - all departments now have a professionally qualified Finance Director, supported by an increased number of qualified finance staff. The Treasury is also implementing accounting changes to bring greater transparency to government financial reporting. Whitehall's central finance functions competently capture and report the transactions and financial position of the departments. Annual accounts are delivered before the July Parliamentary recess. The number of overall overspends against the amounts approved by Parliament is low. However, departments are generally weak at monitoring their balance sheets and at forecasting cash flow in the medium term. Departments do not fully understand the costs of their activities, and it is rare for them to have good information on the unit costs of outputs, levels of productivity or the value of outcomes. Departments generally focus on monitoring against the agreed one-year budget, with a few looking as far ahead as the current spending review period of four years.

`The book provides an excellent wide and stimulating set of readings and would be useful to anyone taking forward Unit 3 or the Accelerated Route of SQH′ - SQH Newsletter `This is a useful addition to the literature on finance and resource management in education.... Those whose work involves managing resources and finance in schools and colleges will find this a useful or even indispensable addition to their bookshelves, whether they are heads, principals or middle managers′ - Mentoring and Tutoring This book will provide readers with knowledge and understanding of the theory and practice of managing finance, resources and stakeholders in schools and colleges. Written specifically for those studying for an academic qualification at Masters level in educational management, it provides self-study material and links to other key texts in the field. The authors deal with the links between finance, resources and stakeholders in the context of school and college self-management. Examples are drawn from international settings as well as from the United Kingdom. Building on an examination of theoretical perspectives, practical considerations and applications are examined in a format which encourages the reader to explore the context of their own educational institution. This book is a core text for the University of Leicester MBA in Educational Management.