More money doesn’t necessarily mean success when it comes to the link between funding and student progress according to new data for secondary schools in Lancashire. So what does influence achievement rates? MM looks at one high-achieving school to find out.
A recent analysis on the government’s compare school and college performance website highlights a disparity between government funding and educational outcomes, with higher-funded schools often performing worse than lower-funded ones – underscoring inequalities in educational quality and opportunities.
Tauheedul Islam Girls’ High School in Blackburn, originally an independent school established in 1984 with just six teachers and 96 students, became the first Muslim state school in the North West in 2005. Today, it stands out for its exceptional academic performance, with 94% of pupils achieving Grade 5 or above in English and Maths in 2022, far exceeding the national average of 46.7%.
The school’s Progress 8 score, a measure of student improvement from the end of primary school to GCSE level, is an impressive 2.30 – the highest in Lancashire. Yet, in 2022/23, the school received just £5.47 million in funding, placing it in the lower half of schools in the county in terms of financial allocation.
Principal Shahnaz Akhtar, stated on the school’s website: “Our pursuit of academic excellence is based upon our unshakeable belief that every person is unique and special, and has the capacity within themselves to succeed.”
A scatter diagram of Lancashire schools’ grant funding versus Progress 8 scores reveals no clear relationship. Some schools with modest funding achieve high scores, while others with substantial budgets underperform. Many schools with average funding of £4–6 million show average student progress. However, notable anomalies exist: some low-funded schools achieve outstanding outcomes, while certain high-funded schools have significantly negative scores.
These findings challenge assumptions that increased funding directly drives better outcomes. Factors such as leadership, teaching quality, and effective resource use appear far more influential.
According to Miss Patel, Head of Social Sciences, funding allocation primarily depends on student numbers and specific needs, such as SEND (special educational needs and disabilities).
While the national funding formula ensures a baseline of fairness, she noted: “Funding models often overlook the unique challenges individual schools face, such as maintaining aging buildings or addressing socio-economic disparities.”
Tauheedul demonstrates how strategic leadership can amplify the impact of limited funding.
“We prioritise student outcomes and staff development, ensuring resources directly enhance teaching quality and support for students,” Miss Patel explains. She also advocates for more flexibility and transparency in funding allocations to meet schools’ diverse needs effectively.
This scatter diagram shows the relationship between Attainment 8 scores – measuring student achievement across eight qualifications – and grant funding, again for secondary schools in Lancashire during the 2022–2023 academic year. It highlights a wide variation in funding and performance, again without an especially clear trend.
Najma Ahmed, an experienced teacher who has worked across several Lancashire schools, credits Tauheedul’s success to its structured environment and strong ethos rather than funding levels alone. She highlights the school’s clear behaviour policy, high expectations, and meticulous planning as key contributors to its positive environment.
“Students thrive in an environment where discipline, structure, and aspiration are central to the culture,” Ms Ahmed notes. She also points to Tauheedul’s emphasis on character development, which fosters motivation and resilience among students.
Miss Patel shares this view, explaining that the school’s transition from the private to the state sector brought a significant funding boost, but improvements in results were driven more by leadership and teaching quality than by financial input.
“This proves that money alone doesn’t guarantee success,” she says.
Across Lancashire, schools present a mixed picture. While institutions like Tauheedul achieve exceptional results with relatively modest funding, others struggle despite receiving significantly higher financial support. Miss Patel highlights broader systemic challenges, such as difficulties in recruiting and retaining talented teachers due to low wages and high workloads.
“Addressing these issues requires systemic reform,” she argued – including improved pay, professional development, and working conditions to attract the best educators.
Lancashire’s experience underscores a vital lesson: funding is important, but its impact depends on strategic leadership, resource efficiency, and fostering a culture of excellence.
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