Before working with Schools Finance Services, many schools are trying to manage complex financial systems themselves. Data is there, but it is hard to interpret. Reports are produced, but not always understood. Governors are given figures, but not the story behind them. As Gareth Evans, Assistant Director, Children’s Finance put it, the real challenge is not the system – it is “translating what the system is telling you into something that actually helps you run the school.”
Without that translation, financial decision-making becomes uncertain. Leaders second-guess themselves. Spending is delayed. Or worse, decisions are made without a clear understanding of the school’s true financial position. The biggest risk Gareth sees is simple but serious – “schools not really knowing where they stand financially, and therefore not being able to make informed decisions.”
Schools Finance Services does not take responsibility away from schools, but it does remove the burden of carrying it alone. Gareth is clear that responsibility is a fine line. The role of the service is to provide tools, expertise and challenge so schools can manage their finances with confidence, not fear. Schools no longer need to constantly check, chase or worry whether they have missed something critical. They gain assurance that decisions, as far as possible, are grounded in reality, not assumption.
From ‘we think we’re OK’ to ‘we know where we stand’
Gareth described working with schools that were edging towards financial insecurity without fully realising it. “There’s a huge relief when we can help schools see the picture early,” he explained. “It stops that sense of kicking the can down the road.”
Early intervention changes everything. Instead of reacting to problems when options are limited, schools can make informed decisions sooner – adjusting plans, prioritising spend, or seeking support before pressure builds. That clarity creates headspace. “It’s the difference between thinking things are probably fine, and knowing where you stand,” Gareth said.
This is especially important when the unexpected happens. A sudden staffing issue. Additional SEND needs. Costs that were not planned for, combined with funding streams that are far from straightforward. “Headteachers ring us when something’s happened and they don’t have the contingency to deal with it,” Gareth noted. “What they need in that moment is reassurance, clarity, and a sense that someone is working through it with them.”
The service is deliberately collaborative, tailored to what each school needs – from day-to-day finance systems to strategic conversations with governors. The outcome is not just compliance, but confidence. Schools move from carrying financial pressure quietly to making decisions openly, early and with far greater control.