Justin Smith
Schools rarely lack ideas for making better use of their resources. A hall could support more community activity, a local relationship might develop into a partnership, or a funding opportunity could help deliver a priority project. The difficult question is often who will have the time to make it happen.
In my MA research into school income generation, staff capacity, competing priorities and expertise emerged as leading barriers. Supportive leadership mattered, but encouragement alone could not remove the practical constraints on delivery. My recommendation for senior leadership teams and MAT central teams was to make capacity building part of their approach to income generation.
For me, the practical question is what this means for the next idea on your school's list. These questions draw on my interpretation of the research; they are discussion prompts, not a method tested by the study. I'd use them to decide what is realistic and what needs to be in place before you begin.
Start with the resources and commitments you already have
I'd start with what your school already has, alongside the commitments staff are managing. Facilities, equipment, professional skills and community relationships may all offer possibilities. The question is whether you have the time and support to make useful progress with them.
A space available outside the school day, for example, may be worth exploring for community use. That assessment also needs to cover the work involved in enquiries, bookings, access and ongoing management. An available room does not automatically mean there is capacity to run a lettings activity.
Keep cost savings distinct from additional income. Sharing resources or reviewing purchasing arrangements may reduce expenditure; a letting or sponsorship agreement may bring in revenue. Both can support the school, but they require different decisions and should not be counted as the same result.
My starting question would be: which resource or relationship could help with a school priority, without placing unrealistic demands on colleagues?
Give one manageable initiative an owner
I'd choose one opportunity that you can assess properly before committing to a wider programme. Be clear about the benefit, why it matters to your school and who can take responsibility for the next step.
That person needs more than their name against an action. Agree what they can decide, which decisions need leadership approval and who will help when the work reaches beyond their expertise. Ownership should provide clarity without leaving one colleague responsible for every part of the activity.
I wouldn't assume this should fall to the school business leader because income is involved. Look at the skills and relationships needed, alongside current workloads. One colleague may be well placed to develop a community relationship while another helps assess the costs.
Set a review date for the first stage. The initial task might be to establish demand, understand costs or speak with a potential partner. It need not be a commitment to launch the whole project.
Make time and support explicit
One issue I explored in my research was the gap between wanting to develop income-generating activity and having the capacity to do it. Participants described how a lack of time and competing priorities could prevent ideas progressing. Support from leaders matters, but staff also need practical arrangements that allow the work to happen.
Before work begins, I'd ask what time the person leading it will have, and where it will come from. If the answer is more work in an already full role, the proposal needs another look. That may mean simplifying another activity, adjusting responsibilities or postponing a lower-priority project.
Identify the support needed for the next stage, rather than assuming everyone already has the necessary knowledge. That might involve help assessing costs, preparing a funding application or managing an external relationship. Training or specialist support can help develop capability while ownership stays within the school.
The wider leadership team has a role here too. Agree who can help resolve questions and when you will review progress together. A colleague needs to know where to turn when a decision is holding things up.
Review effort as well as income
When you review the activity, I'd look at what it has taken as well as what it has brought in. Money received is only part of the picture. Costs, staff time and the work needed to keep it going all affect whether it is worthwhile.
A short planning record can make the discussion more concrete. Note the intended benefit, the time required, the support needed and the next decision. Update it as the school learns more, rather than treating the original assumptions as fixed. The planning templates among my practical resources for schools can provide a starting point.
I'd also keep non-financial benefits visible. A stronger community relationship, donated expertise or a new opportunity may be valuable without bringing in cash. Record those benefits separately so everyone is clear about what has been achieved.
You may decide to continue, change the approach or stop. If an opportunity is taking more than it offers, it does not have to become a permanent commitment. Protecting time for your school's priorities is part of making resources go further.
Use the research to start a team discussion
My dissertation uses survey responses and interviews to explore people's experiences of school income generation. It is not a nationally representative study or evidence that a particular approach will increase income. I see its value here as a starting point for a practical conversation about capacity.
For your next leadership discussion, I'd suggest taking one idea and asking who will lead it, what time they have and what support they need. If those answers aren't clear, working through them may be more useful than adding another proposal.
Request the full dissertation to explore the findings and recommendations in context. The short form asks for your name and email address and sends you a link to the report; it does not add you to a marketing list.