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.
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.
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.
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.
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.