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Theme 5 - Attention to funding opportunities and other practicalities


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 18 April 2011 by ncetm_administrator
Updated on 13 May 2011 by ncetm_administrator

Theme 5 - Attention to funding opportunities and other practicalities

 

Besides the support provided by senior management teams to enable mathematics teams to engage in developments outside their institutions, seed funding (sometimes relatively small amounts) often impacts on whether the influence is perpetuated and extended. Whilst initial developments within the institution’s mathematics department may thrive under their own momentum and enthusiasm, sustaining the developments and extending those outwards is often maintained by ‘earmarked’ funding (coming from a variety of different sources). Funding facilitates the release of mathematics staff to attend meetings and events.

Internal Funding - provided by the school leadership team may release teachers to develop the activities.

External funding - may take the form of substantial funding conferred on the organisation by virtue of its status such as a mathematics specialist school or a training school.

Other forms of external funding come from modest grants for external projects such as NCETM project funding or Local Authority (LA) project funding. In some cases LAs have provided more substantial funding for larger projects

Funding for development projects from external sources can confer value on a school’s professional development programme and raise its status, not least because of the rigorous selection criteria for externally funded projects.

  • Sources of funding accessed by case study institutions
reportSelected case study links
report
Comberton Village College

Funding has come from a number of sources.  The Local Authority has funded the AST’s partial release from timetable to lead development activities; the NCETM has funded the Mathematics Knowledge Network (MKN); partner primary schools use their in-service training budgets to allow teachers to take advantage of the demonstration and observed lessons.

Full Report

report
Falmouth School

The school recognises that the external funding (through NCETM) for school based research and sponsoring meetings has been vital to enable the developments to take place.

Full Report

report
Langley Park School for Boys

The school has used funding from its specialism budget to pay for a link teacher who works with the partner schools.  She provides support for each individual school as well as arranging twilight sessions and an annual conference where the partner schools come together. The link teacher reports to the head of specialism and head of mathematics at the lead school.

Full Report

 
 


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