How to plan school IT costs for the next three years

Begin with the school work

Ask teachers and office staff which equipment or services help them do their jobs and where problems occur. Gather a few clear examples.

“The laptop trolley cannot support this class activity” is a useful starting point. Ask how that was checked and what the users need, rather than choosing a replacement from age alone.

Use the existing equipment list and ask IT to fill in technical details.

Look at the costs already agreed

List major subscriptions and support contracts. Include the price, payment period, renewal date and any deadline for giving notice.

A contract may carry into the next budget year even when the current year's bill is paid. Check terms with the supplier or finance colleague.

Ask the staff contact whether each service still meets its purpose. Include any information or other systems that would be affected by ending it.

Put proposed work in a sensible order

Separate jobs needing prompt attention from improvements that could happen later. Ask IT what options are suitable and explain the effect of waiting.

For example, a missing charger may make a usable laptop unavailable. That needs a different conversation from a device that cannot run the required supported software.

A staged purchase should provide a usable improvement at each stage. Check whether the proposed number suits the teaching or office task.

Show what each figure includes

Get quotes for equipment, preparation, accessories and ongoing costs. Ask about delivery, tax treatment and any extra charges under the school's usual finance arrangements.

Mark each figure as a current quote, contract cost or estimate, with its date. Prices for later years may need updating before approval.

Avoid making estimated figures appear more certain by adding unnecessary decimal places.

Give the reader a clear choice

For each important proposal, describe the problem, options, cost and decision date. Name the person who can approve it and who will arrange the work.

A governor should be able to understand why the school recommends an option without reading technical component lists.

Keep unresolved questions visible. Ask for supplier clarification where a cost or support term is unclear.

Review the plan as work changes

After a repair or purchase, ask a user to try the task it was meant to improve. Record the result and update the equipment list.

Review the budget when needs, prices or contracts change. Three years gives the school a useful view ahead; it does not remove the need for current information before spending.