ICT in UK Maintained Schoolsschools and between years; however, on average ICT budgets in the...

ICT in SchoolsReview

© besa 2019

ICT in UK Maintained SchoolsMaintained schools in EnglandPublished September 2019

besa.org.uk

http://www.researching.education/


© besa 20192

Intro Introduction 4 8

Pages / Slides

Exec. Sum

Executive Summary 9 24

ICT investment patterns 26 33Ch.1

Aim, scope, methodology and sampling

Review of findings

Q1A, Q1B & Q1C

Ch.2 Views on ICT provision 34 39Q2A, Q2B, Q3A & Q4A

Ch.3 ICT training requirements 40 43Q4C, Q4D & Q4E

Ch.4 Cloud storage 44 47Q5A & Q5B

Ch.5 Key ICT challenges 48 50Q6A

VOL I


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Ch.6 Computer provision 52 57

Pages / Slides

Ch.7 Allocated ICT budgets 58 64

Computer spend 65 70Ch.8

Q7A, Q7B, Q7C & Q7D

Q8A

Q8B

Ch.9 Peripheral and networking spend 71 76Q8C

Ch.10 System software spend 77 82Q8D

Ch.12 All spending on ICT 89 94Q8G

Ch.11 Technical support spend 83 88Q8E

VOL II


© besa 2019

Aim, scope, methodology and sampling

Introduction


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Intro

The requirement for independent research into UK schools and their Information and Communication Technology (ICT) implementations has been a BESA priority for over twenty years, and this report forms the latest data collection and analysis.

The sample is representative of the UK maintained primary and secondary school population. Special schools are excluded from the sample. All responses are from subscribers to the National Education Research Panel (NERP) operated by C3 Education.

The online questionnaire was used to collect quantitative evidence. From June onwards invitations were sent to named contacts in the National Education Research Panel (NERP) responsible for ICT in authority schools and academies.

Intro

There are a series of Excel tables accompanying this report that present full details of the responses from each question in this review. The analysis includes the division in findings between authority schools and academies. In addition, trend data from 2010 is presented, where available. Please download the two Excel files (VOLI&II) from the BESA website in the research report section where this report is located.


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Intro

This report is compiled from data collected from opted-in members of the National Education Research Panel (NERP), operated by C3 Education.

The following members were contacted, with an average of 57% of invited panellists responding to the questions presented. In total, 796 primary and 504 secondary schools responded.

Panel Audience Invited Responded % response

Maintained schools in England, Wales, Scotland & N. Ireland

Primary (LA) 708 473 67%

Primary (academy) 572 323 56%

Secondary (LA) 317 172 54%

Secondary (academy) 681 332 49%

Total All groups 2,278 1,300 57%

Maintained schools(excludes the independent sector)

The sample is generated from a normally distributed panel of schools. There is a 97% confidence level (certainty) that

the margin of error is within ±3%


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Intro

To ensure a representative view of the marketplace a number of prerequisites were put in place, which included ensuring a broad spread of responses from across the UK, school size profiling and split by sector and school type.

Panel(s) Sector Pupil numbers Responded

Technology lead; Network managers

Primary

Small (<200 pupils) 265

Medium (200 to 320) 314

Large (>320 pupils) 217

Secondary

Small (<840 pupils) 166

Medium (840 to 1080) 188

Large (>1080 pupils) 150


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IntroThe national and regional breakdown ensures there is no strong bias towards a disproportionate number of schools in any particular region.

English Region Schools % of sample

South West 121 9%

South East 146 11%

London 153 12%

East of England 145 11%

East Midlands 102 8%

West Midlands 79 6%

Yorkshire / Humber 83 6%

North East 96 7%

North West 74 6%

ENGLAND 999 77%

WALES 72 6%

SCOTLAND 184 14%

N. IRELAND 45 3%


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Review of findings

Executive summary


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Exec. Sum

Exec

All sector (UK spend)

+/- Represents percentage change on previous year

2018/19

ICT budget

£576m

2019/20 (projection)

ICT budget

£595m

2020/21 (forecast)

ICT budget

£609m+5% +3% +2%

0.73mDesktops 0.55m-16% -25%

1.71mLaptops 1.92m+6% +12%

0.91mTablets 0.97m-6% +7%

3.35mTotal* 3.44m+1% +3%

Provision by end 2019 (projection) Provision by end 2020 (forecast)

* Computers (all types purchased by your school) that are available for teacher and pupil use


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Exec. Sum

Exec

Primary sector (average per school)


2018/19

ICT budget

£14,360


ICT budget

£14,820

2020/21 (forecast)

ICT budget

£15,530+5% +3% +5%

£6010Computers £6280+10% +4%

£2600Peripherals & networking £2730+7% +5%

£3230System software £3110+2% -4%

£2050Technical support £2140+5% +4%

£600Other items £510-6% -15%

Spending in 2018/19 Spending in 2019/20 (projection)


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Exec. Sum

Exec

Secondary sector (average per school)


2018/19

ICT budget

£60,290


ICT budget

£62,290

2020/21 (forecast)

ICT budget

£62,010+4% +3% -1%

£23250Computers £21610-5% -7%

£9110Peripherals & networking £9450+6% +4%

£13820System software £14020+10% +1%

£8240Technical support £8150+6% -1%

£4810Other items £4680+10% -3%

Spending in 2018/19 Spending in 2019/20 (projection)


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Exec. Sum

Exec

Chapter One: ICT investment patterns

Are schools downgrading ICT investments?

Fewer schools are now reporting significant downgrades. Although this is a welcome improvement, it may in part be due to reductions already made in previous years, which has led to current ICT investment plans already being curtailed.

If investment is reduced, which areas are impacted?

This and last year there has been a particular focus on reducing classroom ICT (e.g. displays) and digital content spending, if investment has to be curtailed. In contrast, connectivity and systems software are unlikely to see a reduction in investment.

Will schools be able to maintain ICT investments through 2020/21?

It is always the case that few schools can be definite about future investments; however, there is an indication of an improvement in sentiment for investment in 2020/21 from both sectors.


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Exec. Sum

Exec

Chapter Two: ICT provision

Are schools currently well-resourced with ICT?

Since last year, fewer schools are indicating being well-resourced with WiFi and broadband capacity. This is not due to a reduction in investment, which has improved in recent years, but continuing demand for improvements in accessibility for devices.

Is device and Internet access improving for teachers and pupils?

Primary schools continue to record pressure on provision of computer access for pupils, while this year there are also fewer primary schools noting good access to digital content. In contrast, secondary schools note an improvement in access to digital content, but do note concerns over computer access for teachers and pupils.

Is the amount of time pupils spend exposed to ICT in the classroom improving?

While it may be the case that pupils are spending more time with 1:1 access in class, the overall level of ICT use, once time spent with whole-class display technologies is included, has been relatively static in recent years. There is evidence of a reduction in exposure across the primary sector.


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Exec. Sum

Exec

Chapter Three: ICT training

Do teachers continue to need training in using their assessment solution?

Significantly fewer primary teachers need training than in the recent past; however, needs remain higher than identified in the secondary sector, where only a quarter of teachers now need training.

What level of training in using digital content remains unfulfilled?

Over a third of primary teachers require additional training in using digital content; however, this is an improvement on last year, suggesting increases in training have taken place. The situation in secondary schools is less positive; with half of teachers still requiring training, with no improvement over the last five years.

Have there been improvements in e-safety training?

Secondary schools are clearly indicating that more teachers require training than identified last year. The trend is also for more training in the primary sector, although the change in requirement is less discernible.


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Exec. Sum

Exec

Chapter Four: Cloud storage

Are schools implementing school-wide cloud storage?

In the case of secondary schools – significantly so, with nearly three-quarters having done so, or are planning to implement in the next 12 months. Primary schools are implementing at a much slower rate, with almost no change since last year.

What are the reasons cited for non-adoption of cloud storage?

An increasing number of primary schools are mentioning a lack of access to suitable support to make the transition, although the focus remains on concerns over security of data. A fifth of primary schools also mention insufficient broadband capacity or speed.


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Exec. Sum

Exec

Chapter Five: Key ICT challenges

What are primary schools’ key ICT challenges?

There has been a significant reduction since last year in the proportion of schools mentioning the securing of funds to spend on ICT. In addition, sourcing digital content and ensuring teachers have adequate training have also reduced – even as concern over training persists. In contrast, more primary schools identify a key challenge being improving WiFi and broadband connectivity.

Are secondary schools’ challenges the same as primary schools?

No. Secondary schools are more likely and increasingly likely to mention a key challenge being the securing of funds to spend on ICT. Few secondary schools note WiFi and broadband capability concerns. There is also evidence of fewer secondary schools needing to improve the availability and effective use of a learning platform.


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Exec. Sum

Exec

Chapter Six: Computer provision

Are primary schools buying more computers for teachers and pupils?

There has been limited expansion in computer purchases since the gains made in 2015, when computer provision increased significantly. However, there is an indication that 2019 will experience another rise (this time a 10% increase) in computer provision.

Is BYOD having an impact on how many computers secondary schools purchase for pupils?

There is evidence that the number of computers being purchased by secondary schools is declining. Between 2015 and 2017, there was growth in computer numbers averaging +6%. However, in 2018, provision actually declined by -1%, with an expectation that the stock of computers purchased by secondary schools will fall by -6% in 2019 and by a similar percentage in 2020. This is due to less purchasing, while schools continue to make older computers redundant.


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Exec. Sum

Exec

Chapter Seven: Allocated ICT budgets

What is happening to ICT across primary schools?

There is always much variation in budgets between schools and between years; however, on average ICT budgets in the primary sector expanded by +5% in 2018. It is projected that budgets will rise by +3% in 2019 and +5% in 2020. However, expectations of expansion comes after contraction in ICT budgets of -10% between 2016 and 2017.

Are secondary school ICT budgets likely to expand like those in the primary sector?

Yes, but to a lesser degree. ICT budgets rose by +4% in 2018, but are only likely to grow by +3% in 2019. Once we look at forecasts for 2020, there is an indication that budgets will not grow and may even shrink a little. It should also be remembered that contraction of budgets in 2016 and 2017 was deeper than that experienced across the primary sector.


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Exec. Sum

Exec

Chapter Eight: Spending on computers

As ICT budgets in primary schools are expanding, is there now more spending on computers?

There is projected to be more spending on computers across the primary sector in 2019 after strong expansion in spending in 2018. However, the previous three years recorded significant contraction in spending on computers as a component of all spending. In the three years to 2017 average spending on computers declined by a fifth.

Is spending on computers in secondary schools also likely to recover?

No. Since expansion in spending on computers by secondary schools ended in 2014, spending on computers has been negative every year, which is expected to continue through 2019/20. Therefore, spending on computers in 2019 is likely to be a third lower than at its peak in 2014. The result is that spending on computers for teachers and pupils is likely to be lower in the secondary sector, than in the primary sector.


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Exec. Sum

Exec

Chapter Nine: Spending on peripherals

Is spending on peripherals and networking in the primary sector likely to expand with increased computer provision?

This is likely to be the case. Spending on peripherals and networking equipment expanded significantly in 2014 and has continued to do so. Compared to 2011, primary schools will likely be spending half again more in 2019. On average the increase is £1000 more per primary school.

As BYOD expands across the secondary sector is there more spending on other ICT equipment to support this change?

Unfortunately, there appears to be limited sign of greater spending on peripherals and networking in the secondary sector since spending peaked in 2015. Spending contracted in 2016 and 2017. However, our latest data indicates expansion in 2018 of +6%, with similar increases anticipated in 2019. Even so, spending remains largely the same as it was in 2012.


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Exec. Sum

Exec

Chapter Ten: Spending on system software

Have primary schools been purchasing more system software in recent years?

Yes. Expansion in spending began in 2015 and continued to grow significantly through 2017. The result has been a spending increase of a quarter. However, growth now looks to be curtailed. Growth in 2018 has been minimal, with the outlook for 2019 indicating some contraction in spending.

Is spending on system software across secondary schools suffering as ICT budgets come under pressure?

Spending on systems software continues to expand even as overall ICT budgets stagnate. Expansion began in 2015 just as ICT budget growth moved into negative territory. The result is that compared to 2014, spending on system software in 2018 was +57% higher. Even though the projection for spending in 2019 is unlikely to be much higher than in 2018, all the previous gains in spending are being maintained.


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Exec. Sum

Exec

Chapter Eleven: Spending on technical support

Do primary schools spend much on technical support?

The average primary school is unlikely to spend more than £2000 on technical support each year. On a per-pupil basis, this is less than spent across the secondary sector. However, there has been a sharp rise in spending since 2015, which coincides with more spending on system software and networking.

With expansion in spending on system software by secondary schools continuing, are schools now spending more on technical support?

Technical support (excluding staffing and managed service provision) has changed little in recent years. Although 2018 recorded growth in spending of +6%, 2017 recorded contraction in spending, while the projection for 2019 also suggests contraction.


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Exec. Sum

Exec

Chapter Twelve: All ICT spending

Are primary schools spending all of their allocated budgets on ICT?

Once spending on other items not included in the four main categories is included, primary schools are spending more than their allocated budgets. However, in 2018, this was by an average of only £100. In previous years it has tended to be a greater amount, which suggests that primary schools continue to work towards matching budgets to spending.

Are secondary schools also matching spending to ICT budgets?

Secondary schools usually closely match spending to budgets than identified in the primary sector. In 2017 spending was only £120 less than budgets at the beginning of the year. However, in 2018 the amount rose to £1000 of underspend. The projection for 2019 is for underspend to rise by over £4000. This may suggest that the ability to spend all originally available budgets is not always being made possible.


© besa 2019

OPINIONS AND TRENDS

VOLUME INOTEOn each slide you will see a blue text on the bottom left of each screen [ ]. This notation refers to the question number and table reference in the accompanying spreadsheet to this report. The tabulations provide a complete view of the question, response options and the responses (including between authority schools and academies).

Q1A - TABLE 1.1.1


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ICT investment patterns

Chapter One


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Q1A

Q1A - TABLE 1.1.1

Are schools significantly downgrading planned ICT investments over time?

In 2015, only a fifth of primary and 12% of secondary schools expected to significantly downgrade their ICT investments for the following year. The 2016 results suggested additional pressure on schools to downgrade. Secondary schools, in particular, saw greater levels of expectation to downgrade investments. However, it is primary schools that have seen the pressure remain through 2017 and 2018.

ALL

Q. Compared to expectations in September each year, have you now had to downgrade your planned ICT investments?

+/- Represents change in percentage points since 2018

2019

2018

2017

2016

2015

2014

6%12%

14%24%

12%5%

Secondary10%

25%27%

31%19%

15%

Primary

-15 -6

Significant downgrade


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Q1A

Q1A - TABLE 1.1.1

Are schools significantly downgrading planned ICT investments over time?

More primary schools than last year are indicating that ICT investments are going ahead as originally planned in September 2018. The move is lead by fewer primary ICT leaders indicate significant downgrading. Movement in the secondary sector has all been positive, but only marginally so, with some schools switching from significant downgrading to a little reduction in investment.

ALL



Yes, significantly

Yes, but only a little

No, same as expected

No, more than expected

Prefer not to say / unsure

6%31%

53%10%

0%

Secondary

10%33%

48%8%

1%

Primary

-15 -6

+12

+2

+1

+7

-3

+2

2019


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45%

29

Q1B

Q1B - TABLE 1.1.2.1

What could be negatively impacted from changes in ICT investments?

Q. If you do have to change your ICT investments in 2019/20, what areas are most likely to be negatively impacted? SELECT ALL THAT APPLY

Negative pressure continues to impact the potential for investment in classroom ICT (such as IWBs, displays, printers) and digital content. Only a fifth of primary schools indicate no resources being negatively impacted.

PRI


31%

25%

PRIMARY

4%

3%

Wi-Fi

Broadband

40%

8%

Systems software

34%5%

Assessment solutions

Teacher devices

Learning platforms

Digital contentPupil

devices

Classroom ICT

+3

+0

+9

None 22%

+0 -1

+1

+1

+0

+0


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Q1B

Q1B - TABLE 1.1.2.1

What could be positively impacted from changes in ICT investments?

Q. If you do have to change your ICT investments in 2019/20, what areas are most likely to be positively impacted? SELECT ALL THAT APPLY

Primary schools are more positive about investments than identified in 2018. The gains are most likely to come in systems software, with significant expansion in focus since last year. However, teacher devices remain the most positive category.

PRI


PRIMARYBroadband16%

Wi-Fi

Systems software


Teacher devices

Learning platforms


devices

Classroom ICT

None 35%

23%

9%

8%

4%12%26%

26%

31%

+2

+0

+2

+10+2 +1

+0

+4

+3


© besa 2019

36%

31

Q1B

Q1B - TABLE 1.1.2.1

What could be negatively impacted from changes in ICT investments?

Q. If you do have to change your ICT investments in 2019/20, what areas are most likely to be negatively impacted? SELECT ALL THAT APPLY

While more than a third of secondary schools do not envisage any negative changes to their ICT investments in 2019/20, those that do continue to focus on classroom ICT. In contrast, broadband and wireless networking investments are very unlikely to be impacted. Systems software and assessment solutions also looks secure.

SEC


25%

16%

SECONDARY

2%

1%

Wi-Fi

Broadband

26%

5%

Systems software

20%3%


Teacher devices

Learning platforms


devices

Classroom ICT

+1

+8

None 38%

+0

+2

+2

+0

+0

+2+0


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23%

35%

32

Q1B

Q1B - TABLE 1.1.2.1

What could be positively impacted from changes in ICT investments?

Q. If you do have to change your ICT investments in 2019/20, what areas are most likely to be positively impacted? SELECT ALL THAT APPLY

A quarter of secondary schools indicate no category of ICT investments being positively impacted. Since last year there has been no change in the outlook, with the exception on systems software and learning platforms, which is now the most likely to benefit from changes in ICT investments.

SEC


SECONDARYBroadband

Wi-Fi

Systems software


Teacher devices

Learning platforms


devices

Classroom ICT

None 24%

23%

10%

19%

15%11%

20%

28%

+1

+0

+1

+7+1

+0

-1

+0

+7


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Q1C

Q1C - TABLE 1.1.3

Will schools be able to maintain ICT investments into 2020/21?

There is a signal from schools of more positivity for ICT investments as we move into 2020/21, which suggests another year in which spending is anticipated to expand. However, the market shifts for both 2019/20 and 2020/21 are unlikely to be substantial based on the small percentage improvements in sentiment.

ALL

Q. Do you think that you will be able to maintain your planned ICT investments for 2020/21?


Definitely

Probably

Unlikely

Definitely not

Prefer not to say / unsure

16%39%

35%5%

5%

Secondary

15%46%

31%4%

4%

Primary

+1 +3

-2

+6

-3

+2

-5

-6

2019


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Views on ICT provision

Chapter Two


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Q2A/B

Q2A/B - TABLE 1.2.1/2

How well-resourced are schools with key ICT investments?

Q. In your opinion, is your school currently well-resourced with the following technologies? SELECT ALL THAT APPLY

Primary schools suggest that by 2020 there is likely to be a situation where fewer schools than in 2019 are well-resourceds with WiFi, as well as broadband connectivity. It is more likely to be authority schools that are less likely to be well resourced.

PRI

Well-resourced 2017 2018 2019 By 2020

Desktop computers (inc. All-in-Ones) 82% 84% 90% 89%

Laptop computers (inc. convertibles) 38% 41% 40% 38%

Tablets 28% 30% 41% 43%

WiFi 77% 78% 73% 64%

Broadband 61% 72% 75% 67%

Q. By 2020, is your school likely to be well-resourced with the following technologies? SELECT ALL THAT APPLY

PRIMARY

-1

-2

-9

-8

+2


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Q2A/B

Q2A/B - TABLE 1.2.1/2

How well-resourced are schools with key ICT investments?

Q. In your opinion, is your school currently well-resourced with the following technologies? SELECT ALL THAT APPLY

Secondary schools, along with the primary sector indicate being less likely to be well-resourced with broadband connectivity and to a lesser extent WiFi, by 2020. In contrast, nearly all schools by this time will be well-resourced with desktop computers. In many cases, this is not due to new provision, but a switch in preference for laptops and tablets and away from desktop computers.

SEC


Well-resourced 2017 2018 2019 By 2020

Desktop computers (inc. All-in-Ones) 84% 85% 89% 94%

Laptop computers (inc. convertibles) 37% 37% 36% 34%

Tablets 51% 51% 55% 59%

WiFi 80% 81% 77% 73%

Broadband 95% 98% 97% 89%

Q. By 2020, is your school likely to be well-resourced with the following technologies? SELECT ALL THAT APPLY

SECONDARY

+5

-2

-4

-8

+4


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Q3A

Q3A - TABLE 1.3.1

Do teachers and pupils have good access to devices and the internet?

Primary schools are showing signs of pressure on the provision of computer access for pupils, with only half saying they are well resourced. More strikingly is the shift in fewer primary schools indicating being well-resourced with access to digital content. Authority schools are more likely to report a negative response than academies.

PRI

Well-resourced 2016 2017 2018 2019

Computer access for teachers 80% 78% 79% 77%

Internet access for teachers 76% 78% 84% 85%

Computer access for pupils 54% 52% 55% 50%

Internet access for pupils 52% 51% 53% 58%

Access to digital content 63% 60% 63% 54%

Q. In your opinion, does your school provide good access to the following services? SELECT ALL THAT APPLY

PRIMARY

-2

+1

+5

-5

-9



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Q3A

Q3A - TABLE 1.3.1

Do teachers and pupils have good access to devices and the internet?

In contrast to the primary sector, secondary schools are recording improvements in access to digital content. Along with high level of internet access for pupils, the secondary sector is reportedly in a better position than primary schools. However, when it comes to computer access for teachers and pupils, there has been a significant negative shift in the last year.

SEC

Well-resourced 2016 2017 2018 2019

Computer access for teachers 79% 71% 73% 56%

Internet access for teachers 98% 97% 99% 99%

Computer access for pupils 81% 79% 79% 66%

Internet access for pupils 86% 87% 87% 87%

Access to digital content 74% 70% 74% 84%

Q. In your opinion, does your school provide good access to the following services? SELECT ALL THAT APPLY

SECONDARY

-17

+0

+0

-13


+10


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Q4A

Q4A - TABLE 1.4.1-2

How much time do pupils spend exposed to ICT*?

Primary schools are indicating a further small decline in the amount of time ICT is used in the classroom. And while secondary schools suggest a marginal improvement, it is only back to the trend average seen in previous years. Therefore, in both sectors there is no indication that pupils are being exposed to more ICT than in the recent past.

ALL

Q. In a typical week, what proportion of time do pupils spend exposed to ICT?


2019

2018

2017

2016

2015

55%53%

57%55%54%

Secondary

46%50%

49%54%53%

Primary-4 +2

*This time includes display-based lessons, 1:1 pupil time on computers and other ICT exposure.


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ICT training requirements

Chapter Three


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Q4B

Q4C - TABLE 1.4.4

How many teachers need training in using their assessment solution?

Schools are continuing the trend for fewer teachers needing training on assessment solutions. Primary schools have recorded the fastest rate of reduction, but it remains that teachers in this sector are still more likely to require training.

ALL

Q. What proportion of teachers currently require and could make effective use of training in the use of assessment solutions?


2019

2018

2017

2016

2015

26%30%

42%36%36%

Secondary

30%32%

43%51%

58%

Primary

-2 -4


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Q4C

Q4D - TABLE 1.4.5

How many teachers need training in the use of digital content?

Primary schools have recorded a clear reduction in the percentage of teachers that require training in the use of digital content, with the proportion now approaching a third of teachers. Across secondary schools, there is little evidence of any change compared to previous years, with ICT leaders suggesting that close to half of all teachers need more training.

ALL

Q. What proportion of teachers currently require and could make effective use of training in the use of digital content?


2019

2018

2017

2016

2015

47%

44%45%

44%47%

Secondary

36%42%

44%43%

39%

Primary

-6 +3


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Q4D

Q4D - TABLE 1.4.6

How many teachers need training in e-safety issues?

There was an indication in 2018 that fewer secondary school teachers were in need of e-safety training; however, the latest data suggests that the demand remains similar to what it was in 2017. And while there has been steady declines in training requirements across the primary sector since the first review in 2016, demand remains strong, with some reversal of the contractionary trend previously recorded.

ALL

Q. What proportion of your teaching staff currently require and could make effective use of training in e-safety issues?


2019

2018

2017

2016

44%34%

45%49%

Secondary

41%37%

47%51%

Primary

+4 +10


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Cloud storage

Chapter Four


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Q5A

Q5A - TABLE 1.4.7

How many schools have implemented school-wide cloud storage?

Last year there were few primary schools indicating the switch to school-wide cloud storage by 2019 and this year’s analysis does indeed identify little change in use, or anticipated use. The situation in the secondary sector is more positive and fluid. The expected number of schools have converted use in the last year, with a significant growth in numbers looking to do so in the next 12 months.

ALL

Q. Have you implemented or do you plan to implement a school-wide cloud storage service?


Implemented

Planning in next 12m

Planning in next few years

No plans / Prefer not to say /

unsure

58%14%

19%

11%

Secondary

36%2%

21%

41%

Primary

+1 +6

+3

-1 +9

-8

2019


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Q5B

Q5B - TABLE 1.4.8

What barriers are left in switching to cloud-based storage?

Primary schools continue to have concerns over data security and increasingly support in making the transition. In contrast, few schools are identifying the loss of control over infrastructure as a barrier to transitioning to cloud-based storage.

PRI

Reason(s) 2017 2018 2019Insufficient broadband capacity or speed 23% 18% 22%Loss of control over ICT infrastructure 18% 18% 15%Concerns over security of data 52% 50% 55%Resistance to subscription model for payments 23% 22% 18%Lack of access to suitable support to make the transition 14% 14% 20%No perceived need to move away from current arrangement 43% 39% 35%

Q. Are there any major barriers to new or further adoption of cloud-based storage? SELECT ALL THAT APPLY

PRIMARY

+4

-3

-4

+5

+6


-4


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Q5B

Q5B - TABLE 1.4.8

What barriers are left in switching to cloud-based storage?

Almost half of secondary schools do not find any barriers in transitioning to cloud-based storage. However, of those with concerns remaining there is clear evidence that concerns over the security of data are key to resistance.

SEC

Reason(s) 2017 2018 2019Insufficient broadband capacity or speed 7% 3% 2%Loss of control over ICT infrastructure 15% 15% 12%Concerns over security of data 47% 39% 37%Resistance to subscription model for payments 17% 7% 3%Lack of access to suitable support to make the transition 9% 11% 11%No perceived need to move away from current arrangement 11% 7% 5%

Q. Are there any major barriers to new or further adoption of cloud-based storage? SELECT ALL THAT APPLY

SECONDARY

-1

-3

-4

-2

+0


-2


© besa 2019

Key ICT challenges

Chapter Five


© besa 201949

Q6A

Q6A - TABLE 1.4.9

What are the key ICT challenges over the next 12 months?

Primary schools are less likely than last year to find a challenge in securing funds to spend on ICT, while also identifying less of a focus on ensuring teachers have adequate training in using ICT resources. More schools are looking into learning platforms, although this focus mostly comes from academies.

PRI

Reason(s) 2017 2018 2019Securing funds to spend on ICT 51% 47% 36%Improving broadband and/or WiFi capability 27% 17% 25%Sourcing relevant and effective digital curriculum content 34% 30% 22%Improve availability and effective use of a learning platform 17% 17% 24%Improve availability and effective use of assessment software 6% 8% 13%Ensuring teachers have adequate training in using your ICT resources 56% 54% 39%

Q. Which of the following is a key ICT challenge facing your school over the next 12 months? SELECT ONLY KEY CHALLENGES THAT APPLY

PRIMARY

-11

+8

+7

-8

+5


-15


© besa 201950

Q6A

Q6A - TABLE 1.4.9

What are the key ICT challenges over the next 12 months?

Secondary schools placed significant focus on training in 2017 and 2018, which has lessened this year. At the same time ICT leaders are more likely to be focusing on securing funds to spend on ICT, which suggests greater pressure than recorded in 2018. Secondary schools are unlikely to be looking at improving broadband and WiFi capability.

SEC

Reason(s) 2017 2018 2019Securing funds to spend on ICT 60% 56% 67%Improving broadband and/or WiFi capability 20% 5% 12%Sourcing relevant and effective digital curriculum content 34% 40% 46%Improve availability and effective use of a learning platform 24% 33% 25%Improve availability and effective use of assessment software 9% 15% 19%Ensuring teachers have adequate training in using your ICT resources 68% 66% 49%

Q. Which of the following is a key ICT challenge facing your school over the next 12 months? SELECT ONLY KEY CHALLENGES THAT APPLY

SECONDARY

+11

+7

-8

+6

+4


-17


© besa 2019

PROVISION AND SPENDING

VOLUME IINOTEOn each slide you will see a blue text on the bottom left of each screen [ ]. This notation refers to the question number and table reference in the accompanying spreadsheet to this report. The tabulations provide a complete view of the question, response options and the responses (including between authority schools and academies).

Q2A - TABLE 2.1.1


© besa 2019

Computer provision

Chapter Six


© besa 201953

Q7A

Q7A - TABLE 2.1.1

What is the trend in computer provision for teachers and pupils?

Computer provision for teachers and pupils has consistently risen, with a spike in purchases recorded in 2015 and expected again in 2019. The changes across the secondary sector have only been positive in 2015, 2016 and 2017, with a reduction in spending on computers for teachers and pupils expected in 2019.

ALL


+/- Represents change from the previous year

2019

2018

2017

2016

2015

2014

385411

417401

376350

Secondary77

706867

6455

PrimaryComputers per school

201354 +6%

+2%

+16%

+4%

+1%

+3%

+10%

348+0%

+0%

+8%

+6%

+4%

-1%

-6%


© besa 201954

Q7A

Q7A - TABLE 2.1.1

How many computers are there in schools for teacher and pupil use?

Until recently there were significantly more devices purchased by the secondary sector than recorded in the primary sector. However, with pressure on ICT spending and the introduction of BYOD scheme, secondary schools are recording lower levels of device purchases now and in the future.

ALL

Q. How many computers (all types purchased by your school) are available for teacher and pupil use? Includes desktop, laptop and tablet computers

+/- Represents percentage change since 2018 actual numbers

Primary 2019 (proj.) 2020 (f’cst.) Change

Average per school (mean) 76.7 85.2+11%

Across all UK schools (est. quantity) 1,688,100 1,875,100

Secondary 2019 (proj.) 2020 (f’cst.) Change

Average per school (mean) 384.6 363.9-5%

Across all UK schools (est. quantity) 1,658,800 1,569,500

+10%

-6%


© besa 201955

Q7B

Q7B - TABLE 2.1.2

How many desktops computers are there?

While the fall in the number of desktop computers was not as extensive as expected in 2018, the trend for the reduction in desktop computers is forecast to continue into 2020. Overall, the number of desktop computers used in classroom is likely to fall by over a fifth in 2020 after a projected fall of 16% in 2019.

ALL

Q. How many desktop computers (purchased by your school) are available for teacher and pupil use? Includes All-in-Ones (AiO)




Across all UK schools (est. quantity) 254,800 197,800




-16%

-16%


© besa 201956

Q7C

Q7C - TABLE 2.1.3

How many laptop computers are there?

While primary schools have recorded significant expansion in the provision of laptops (from a low base), secondary schools are recording significantly less expansion of school-purchased laptops this year and next. However, this does come after significant expansion between 2014 and 2018. One reason for the slow growth in provision is the increase in the redundancy of laptops.

ALL

Q. How many laptop computers (purchased by your school) are available for teacher and pupil use? Includes convertibles




Across all UK schools (est. quantity) 919,200 1,079,800




+24%

+2%


© besa 201957

Q7D

Q7D - TABLE 2.1.4

How many tablet computers are there?

The growth in tablets across primary schools expanded by a tenth in 2018 after two years of limited expansion. While the projection for growth is a little more limited for 2019, it is forecast that spending will expand again in 2020. The opposite is occurring in the secondary sector, where each year there are likely to be fewer devices in use as redundancy of units expands.

ALL

Q. How many tablet computers (purchased by your school) are available for teacher and pupil use? Includes iPads, Android and Windows tablets and slates








+7%

-9%


© besa 2019

Allocated ICT budgets

Chapter Seven


© besa 201959

Q8A

Q8A - TABLE 2.3.1

What are the recent trends in ICT budgets*?

ICT budgets across the primary sector have swung between contraction, expansion and then further contraction. The expansion seen in 2013 and 2014 has helped to keep spending positive over the period; however, average annual rises are less than £1 million and effectively have led to a static marketplace.

PRI

*Direct allocation: Allocated ICT hardware and software budget from school funding and available from the school bank account

+2%

-7%

2010£294m £302m2011 2012 2013 2014 2015 2016 2017

-5%

+7% +6%

+3%

-4%-5%

+£8 millionover 7 years

Primary


© besa 201960

Q8A

Q8A - TABLE 2.3.1

What is the outlook for ICT budgets*?

Although 2018 saw primary sector ICT budgets grow by +5%, this did come after contraction of a similar amount in 2017. Even so, the movement in budgets is projected to rise in 2019 and again in 2020. If concluded, budgets are set to rise by +£40 million in the three-year period.

PRI


+3%

-5%

2017£302m £342m2018 2019 2020

+5%


Primary

+5%


© besa 201961

Q8A

Q8A - TABLE 2.3.1

What are the recent trends in ICT budgets*?

Although secondary schools recorded significant expansion in ICT budget in 2014 the strongly contracting years of 2011 and most recently 2016 and 2017 led to budgets over the period shrinking by -£17 million – an average of over -£2 million a year.

SEC


+0%

-3%

2010£265m £248m2011 2012 2013 2014 2015 2016 2017

-7%

+2%

+8%

+4%

-7% -6%

-£17 millionover 7 years

Secondary


© besa 201962

Q8A

Q8A - TABLE 2.3.1

What is the outlook for ICT budgets*?

At £20 million, budget increases in the secondary sector are projected to be half that expected across the primary sector. This is mostly due to the forecast contraction in ICT budgets in 2020.

SEC


+3%

-6%

2017£248m £268m2018 2019 2020

+4%+£20 million

over 3 yearsSecondary

-1%


© besa 201963

Q8A

Q8A - TABLE 2.3

What did the average school allocate to ICT budgets in 2018/19?

In 2016/17 both sectors recorded a reduction in allocated budgets, which was reversed in 2017/18. Primary academies in England recorded growth a little higher than authority schools across the rest of the UK; while the reverse was the case for the secondary sector.

ALL

Q. What was your ICT budget for 2017/18 and what did you budget for £2018/19?

+/- Represents percentage change from 2016/17

Primary 2017/18 2018/19 Change

Average per school (mean) £13,650 £14,360+5%

Across all UK schools (est. quantity) £301m £316m

Secondary 2017/18 2018/19 Change



-5%

-6%


© besa 201964

Q8A

Q8A - TABLE 2.3

What are ICT budgets projected to be in 2019/20 and forecast for 2020/21?

Both sectors project growth of +3% in 2019/20 – the third year budgets have been broadly the same in each sector. However, the picture looks different for 2020/21 forecasts. While primary schools expect some further expansion, secondary schools are reporting a slight drop in allocations for 2020/21.

ALL

Q. What is your ICT budget projected to be in 2019/20 and what are your forecasting for 2020/21?






Average per school (mean) £62,340 £62,010-1%


+3%

+3%


© besa 2019

Spending on computers

Chapter Eight


© besa 201966

Q8B

Q8B - TABLE 2.3.2

What are the recent trends in spending on computers*?

Spending on computers has been erratic across the primary sector, with years of high spending promptly followed by reductions in spending. The heavy contraction experienced in 2016 and 2017 has resulted in spending having reduced since 2010.

PRI

*All computer devices for administrative staff, teachers and pupils

+3%

-3%

2010£126m £120m2011 2012 2013 2014 2015 2016 2017

-6%

+13%+7%

+1%

-7%

-13%


Primary


© besa 201967

Q8B

Q8B - TABLE 2.3.2

What is the outlook for spending on computers*?

Spending on computers increased significantly in 2018, with spending up by a tenth. Along with the projection for spending to rise by a further +4% in 2019, the amount spent on computers is likely to expand by +£18 million over two years.

PRI


+4%

2017£120m £138m2018 2019

-13%


Primary

+10%


© besa 201968

Q8B

Q8B - TABLE 2.3.2

What are the recent trends in spending on computers*?

Only three of the last eight years have seen positive movement in computer spending.SEC


-10%

2010£127m £105m2011 2012 2013 2014 2015 2016 2017

-11%

+7% +17%

-4%

-17%


Secondary+2%

-10%


© besa 201969

Q8B

Q8B - TABLE 2.3.2

What is the outlook for spending on computers*?

The secondary sector is continuing to show restraint in purchasing new computers. In part this is due to an increase in BYOD policies, but is also recognition that budgets have been constrained. More emphasis being placed on system software, which is likely to continue to place pressure on new device purchasing through 2019/20.

SEC


-7%

2017£105m £93m2018 2019

-17%


Secondary

-5%


© besa 201970

Q8B

Q8B - TABLE 2.3.2

What is the average school likely to spend on computers in 2019/20?

While the primary sector is likely to see spending on computers rise again in 2019/20 – after a strong showing in 2018/19, the secondary sector is continuing to identify contraction in spending on computers (especially pupil devices).

ALL

Q. How much will you or did you spend on computers (desktop, laptop and tablets) in 2018/19 and what are you anticipating spending in 2019/20?








+10%

-5%


© besa 201972

Q8C

Q8C - TABLE 2.3.3

What are the recent trends in spending on peripherals and networking*?

A significant upswing in spending on peripheral items was extended further in 2016 and 2017, which has lead to spending increasing by +£10 million since 2010.PRI

*Inc. IWBs, flat panels, printers, WiFi access points etc.

+2%

-22%

2010£44m £54m2011 2012 2013 2014 2015 2016 2017

-13%

+28%


Primary

-3%-2%

+7%+6%


© besa 201973

Q8C

Q8C - TABLE 2.3.3

What is the outlook for spending on peripherals and networking*?

Primary schools ware likely to continue recording rises in spending into 2019/20. It is estimated that spending on this category of products will rise to £60 million in 2019/20, which is a third higher than identified in 2010.

PRI


+5%

2017£54m £60m2018 2019


Primary+6%

+7%


© besa 201974

Q8C

Q8C - TABLE 2.3.3

What are the recent trends in spending on peripherals and networking*?

Compared to the primary sector there is more likely to be pressure on spending on peripherals, with estimated spending falling by -£6 million since 2010. Some of the reductions came from lower provision in 2016 and 2017.

SEC


+3%

-9%

2010£43m £37m2011 2012 2013 2014 2015 2016 2017

-8%

+5% -£6 millionover 7 years

Secondary

-9%

+11%

-8% -7%


© besa 201975

Q8C

Q8C - TABLE 2.3.3

What is the outlook for spending on peripherals and networking*?

It is estimated that spending on peripherals rose in 2018 and is likely to do so again in 2019. The change will equate to an extra £4 million.SEC


+4%

2017£37m £41m2018 2019


Secondary

-7%

+6%


© besa 201976

Q8C

Q8C - TABLE 2.3.4

What is the average school likely to spend on peripherals in 2019/20?

On a per pupil basis primary schools are spending more on peripheral items than secondary schools (approx. £10.50 as opposed to £9.60). This is likely to lead to primary sector spend expanding to £60 million in 2019.

ALL

Q. How much will you or did you spend on peripherals and networking (inc. IWBs, flat panels, printers, Wi-Fi access points) in 2018/19 and what are you anticipating spending in 2019/20?








+7%

+6%


© besa 201978

Q8D

Q8D - TABLE 2.3.4

What are the recent trends in spending on system software*?

Growth in spending on system software has been significant recently, with spending rising by a quarter in the three years leading to 2017.PRI

*Spending on system software including MIS, learning platform and payment systems

+2%

-3%

2010£52m £70m2011 2012 2013 2014 2015 2016 2017


Primary

-5%

+12%

+3%

+7%+15%

-1%


© besa 201979

Q8D

Q8D - TABLE 2.3.4

What is the outlook for spending on system software*?

Earlier growth in spending by primary schools on system software has stabilised, with an indication that spending in 2019/20 will decline a little. Even so, the estimated loss of -£2 million of spending comes after +£18 million in the previous seven-year period.

PRI


2017£70m £68m2018 2019


Primary

-4%

+12%

+2%


© besa 201980

Q8D

Q8D - TABLE 2.3.4

What are the recent trends in spending on system software*?

Spending on technical support was largely stable until 2015 when spending increased significantly, with further significant expansion registered in 2017 leading to spending increasing by two-thirds over seven years.

SEC

+1%

2010£32m £54m2011 2012 2013 2014 2015 2016 2017


Secondary


+1%

+14%

-1%

+6%

+0%

+7% +17%


© besa 201981

Q8D

Q8D - TABLE 2.3.4

What is the outlook for spending on system software*?

The significant gains in spending realised by 2017 have continued into 2018, with spending up by a tenth. It is expected that this recent period of expansion will stabilise into 2019/20 – leading to spending estimates of £60 million.

SEC


2017£54m £60m2018 2019


Secondary

+17%

+10%

+1%


© besa 201982

Q8D

Q8D - TABLE 2.3.4

What is the average school likely to spend on system software in 2019/20?

Spending on system software fluctuates significantly between schools, but on average primary schools are looking to spend less in 2019/20 than in the previous year. For the secondary sector, spending is likely to stabilise after significant growth in 2017 and 2018.

ALL

Q. How much will you or did you spend on system software (inc. learning platform, productivity suites, MIS) in 2018/19 and what are you anticipating spending in 2019/20?








+2%

+10%


© besa 201984

Q8E

Q8E - TABLE 2.3.5

What are the recent trends in spending on technical support*?

While secondary schools are unlikely to identify much change in spending on technical support between 2010-17, the primary sector identified a gain of more than half – represented by an estimated increase in spend of +£15 million.

PRI

*Excludes spending on own staff and managed services

+2%

2010£28m £43m2011 2012 2013 2014 2015 2016 2017


Primary

-8%

+1%+2%

+8%

+25%+4%

+16%


© besa 201985

Q8E

Q8E - TABLE 2.3.5

What is the outlook for spending on technical support*?

While.PRI


+4%

2017£43m £47m2018 2019


Primary+5%

+1%


© besa 201986

Q8E

Q8E - TABLE 2.3.5

What are the recent trends in spending on technical support*?

Spending on technical support was largely stable until 2015 when spending declined, but only to be extended significantly upwards in 2016.SEC

+1%

2010£32m £34m2011 2012 2013 2014 2015 2016 2017


Secondary

-1%-2%


+2%+1%

-2%

-4%

+12%


© besa 201987

Q8E

Q8E - TABLE 2.3.5

What is the outlook for spending on technical support*?

While expansion in spending was likely to have occurred in 2018/19, both the previous year and 2019/20 are likely to record small contraction. The result is that spending is unlikely to increase significantly across the secondary sector.

SEC


-1%

2017£34m £35m2018 2019


Secondary

+6%

-2%


© besa 201988

Q8E

Q8E - TABLE 2.3.5

What is the average school likely to spend on technical support in 2019/20?

Growth in spending on technical support is set to continue into 2019/20 for the primary sector, while stagnating in the secondary sector. On average secondary schools spend four times as much on support (excluding staffing and managed services) than primary schools, although per-pupil spend is similar at around £8 per pupil.

ALL

Q. How much will you or did you spend on technical support (excl. staffing and managed services) in 2018/19 and what are you anticipating spending in 2019/20?








+5%

+6%


© besa 201990

Q8G

Q8G - TABLE 2.3.7

What are the recent trends in spending on all ICT*?

While ICT budgets have expanded by +£8 million between 2010-17, spending on ICT has grown a little more at +£13 million indicating that primary schools are now balancing their budgets to spending more accurately than in the past.

PRI

*Total is made up of spending categories in Q3B/C/D/E above and in Q3F (table 2.3.6) covering unallocated amounts.

+2%

2010£287m £300m2011 2012 2013 2014 2015 2016 2017


Primary

+8%

+2%

-5%-4%

+5%

-5%

-2%


© besa 201991

Q8G

Q8G - TABLE 2.3.7

What is the outlook for spending on all ICT*?

Over the seven-year period to 2017, spending on ICT across the primary sector only grew by +£17 million. The estimate for the following two-year period to 2019/20 indicates spending growing by twice the previous value to +£25 million.

PRI


+2%

2017£300m £325m2018 2019


Primary

+6%

-5%


© besa 201992

Q8G

Q8G - TABLE 2.3.7

What are the recent trends in spending on all ICT*?

While the primary sector saw spending on ICT expand by +£13 million over the seven-year period, the secondary sector has seen spending fall by a similar amount. Much of the fall came in 2017/18.

SEC


+2%

2010£261m £248m2011 2012 2013 2014 2015 2016 2017


Secondary +3%+2%

-6% -7%

+9%

-9%

-3%


© besa 201993

Q8G

Q8G - TABLE 2.3.7

What is the outlook for spending on all ICT*?

It is likely that 2018/19 has seen some of the losses in spending identified in 2017 overturned. However, much of this improvement is likely to be removed in 2019/20, with an estimate for spending to fall across the secondary sector by -2%.

SEC


2017£248m £250m2018 2019


Secondary +3%

-9%

-2%


© besa 201994

Q8G

Q8E - TABLE 2.3.7

What is the average school likely to spend on all ICT in 2019/20?

Overall, spending across the primary sector is forecast to increase by +2% in 2019/20, while falling by a similar percentage across the secondary sector. Combining both sectors suggests spending of £575 million on ICT from school budgets in 2019/20. There is an indication that secondary schools may spend less on ICT than budgeted.

ALL

Q. How much will you or did you spend on all your ICT requirements in 2018/19 and what are you anticipating spending in 2019/20?








+6%

+3%


© besa 2019

Richard has been conducting market research exclusively in the school sector for over 25 years. Beginning his path at BESA then founding C3 Education in 1996. To be able to provide more robust and representative data on the marketplace the National Education Research Panel (NERP) was founded with the support of key educational resource providers in 2005.

Each year over 30 research projects are conducted for publishers and suppliers including OUP, CUP, Pearson, Collins, YPO, Findel, ESPO, Renaissance, Discovery, RM, CEM and Trinity College, as well as, industry and sector reports for BESA and other associations and agencies.

Authored by

Richard [email protected]

This report is confidential and is required only to be read by employees of companies that are members of BESA.

researching.education

mailto:[email protected]



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