Northern Ireland’s education system continues to face extreme challenges, devastated school budgets, no new allocations to cover pay uplifts and National Insurance rises and, of course, continually escalating demands upon what schools are expected and required to deliver.
At a time when finite financial resources are so stretched, it is prudent to identify where efficient use of money can be evidentially demonstrated and to learn lessons as to how best to allocate funding if delivering outcomes for children is our genuine objective.
The funding crisis in Northern Ireland schools
The financial landscape for education in Northern Ireland is bleak. Over half of schools are operating in a deficit (expected to rise to around 80%), with the total school funding shortfall exceeding £291 million at the last count. Cumulative year–on–year underfunding has left schools struggling with rising operational costs and increasing challenge, particularly in relation to special educational needs (SEN) provision.
This chronic financial pressure has forced schools into a form of pseudo–survival mode; essential maintenance is deferred, resulting in a £450 million backlog in repairs, and non–essential staff and programmes are cut to balance budgets. In far too many cases, schools rely on parental contributions and teacher–funded resources simply to maintain basic operations.
The structural funding gap is stark: per-pupil spending in Northern Ireland is significantly lower than in Scotland and, although barely on par with England and Wales, the result of many successive years of disparity has left Northern Irish schools significantly behind, despite Northern Ireland facing higher levels of socio–economic deprivation. This disparity underscores the need for not only increased funding but also more efficient resource utilisation to maximise the impact of every pound spent.
The Engage Programmes: a targeted approach
In response to the COVID–19 pandemic, the Department of Education introduced Engage (2020–21) and Engage II (2021–22). These programmes were designed to address learning loss, particularly among disadvantaged pupils, by providing additional funding for schools to employ teaching and non–teaching staff.
What set the Engage programmes apart was their focus on a needs–driven approach. School leaders were empowered to allocate resources based on the specific needs of their pupils and communities. This flexibility allowed schools to design bespoke interventions, including small–group teaching, one–on–one tutoring and mental health support, thereby ensuring that resources were directed where they would have the greatest impact.
Outcomes and value for money
The Engage programmes delivered measurable benefits across several key areas:
- Improved academic outcomes
Schools effectively targeted literacy and numeracy through small–group interventions, resulting in higher pupil engagement and attainment, particularly for those from disadvantaged backgrounds. According to the Education and Training Inspectorate (ETI), these targeted efforts were instrumental in mitigating learning loss.
- Enhanced pupil well–being
Engage funding was used to address social and emotional challenges, which were exacerbated by the pandemic. Schools hired counsellors, implemented well–being programmes and provided mental health support, leading to improved classroom behaviour and readiness to learn.
- Support for vulnerable groups
Pupils eligible for free school meals, those with SEN and minority ethnic pupils benefited from tailored interventions. By focusing on these vulnerable groups, schools helped narrow the attainment gap and promote equity.
- Fostering collaboration
The additional resources enabled teachers to collaborate more effectively, enhancing professional learning communities and ensuring cohesive delivery of interventions.
The importance of autonomy
The success of the Engage programmes highlights the critical role of school–level autonomy in delivering value for money. By entrusting school leaders with the flexibility to design and implement context–specific interventions, the initiatives ensured that resources were used efficiently and effectively.
For example, rural schools addressed digital poverty by providing devices and connectivity, while urban schools focused on language support for pupils with English as an additional language. This tailored approach not only addressed immediate needs but also built capacity for long–term improvement.
Furthermore, autonomy fostered accountability. School leaders, empowered to allocate resources, were deeply invested in achieving measurable outcomes, ensuring a focus on strategies that delivered tangible benefits for pupils.
Lessons for future funding
Northern Ireland’s education system is at a crossroads. The Engage programmes demonstrate that targeted funding, when paired with autonomy, can drive significant improvements in academic and well–being outcomes. As policymakers consider how to address the broader funding crisis, the following principles should guide future investments:
- Empower school leaders: School–level autonomy allows leaders to respond to their unique contexts, ensuring resources are allocated where they are needed most.
- Focus on outcomes: Funding should prioritise interventions that deliver measurable improvements in pupil attainment, well–being and equity.
- Address structural inequalities: Increased investment is essential to tackle the systemic underfunding of Northern Ireland’s schools and ensure a level playing field for all pupils.
By learning from the successes of the Engage programmes, policymakers can create a more sustainable, equitable and effective education system. Ultimately, providing value for money in frontline educational provision requires not just more funding, but smarter funding; funding that is focused on empowering schools to deliver outcomes for children.
Dr. Graham Gault is the Northern Ireland National Secretary for the National Association of Headteachers, the school leaders’ union.
A prominent educationalist and trade union official, Dr Gault has extensive experience in advocating for educators’ rights and enhancing educational practices. Having previously served as a teacher and school principal, Dr Gault has demonstrated a strong commitment to improving education across the region and has played a key role in shaping educational policy and supporting school leaders to deliver better outcomes for students. Dr Gault’s career exemplifies a dedication to advancing educational standards while ensuring fair treatment for those within the education sector. His work continues to have a significant impact on the evolution of education in Northern Ireland.
