Achieving Best Value Statement
There has not been a change to this policy and this policy has been reviewed in February 2017
Approved by Finance Committee:
7 February 2017
Signed by Chair of Committee:
G Rowland
Ratified by the Full Board of Governors on:
22 February 2017
Signed Chair of Governors:
C Turner
Review Date:
Within One Year of above Date
Policies and British Values
In line with our mission statement, The Highcrest Academy believes in equal opportunities for
all. A fully rounded education will equip our pupils properly for the challenges of Twenty First
Century life. We acknowledge the expectation that the key British Values of democracy, the
rule of law, individual liberty, mutual respect and tolerance of those with different faiths and
beliefs, will be routinely emphasised as part of academy life, both inside and outside the
classroom. It is the expectation that all our pupils will leave the academy prepared to serve
the community positively, fully imbued with a balanced view of society and its differences. This
encompasses the UNCRCs rights for the child.
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ACHIEVING BEST VALUE POLICY
Statement
All expenditure, particularly in respect of large service contacts, will reflect the principles of the
best value regime.
1. Challenge
What is the need and how strong and urgent is it?
Is there a Health & Safety issue?
Is the service/equipment/facility required (whether existing or proposed)?
What advantages/benefits does it provide that would make it worthwhile in terms of increased
efficiency, lower overall cost (immediate and longer term), better use of manpower, better fit
with the School’s plans (Improvement Plan, Curriculum Plan, Development Plan, Marketing
Plan etc.)?
Is the technology proven, the supplier reliable, back-up services adequate (speed of
response, downtime, spares availability etc.)?
Does it fit with the direction being taken by the School?
Could it benefit (or create difficulties for) other Departments?
Are there reference installations, particularly in the education sector?
Is there another way of addressing the need?
Is this a palliative, a quick-fix, or a long-term approach?
2. Compare
Evaluate offers on purchase costs (initial, delivery, consumables, maintenance, long-term).
Evaluate internal costs (staffing, premises, energy, working practices).
Evaluate options and value of facilities offered but not specifically requested by the School
(e.g. if the 1500GL model has air-conditioning as standard, does this make it “better”, or are
the increased running costs/complexity a disbenefit?).
Evaluate benefits that could accrue (facilities never previously offered, affect on staff working
conditions & morale, use by hirers, status of School as leading the field etc.).
Read the Terms & Conditions of Supply – negotiate amendments, if necessary.
Is the payment profile advantageous?
3. Consult
Contact reference sites (visit if necessary/worthwhile).
Notify all relevant members of staff and consult all who could be affected and might wish to
offer an opinion.
Ensure that the users/operators understand what is being proposed and are behind the
scheme.
Consult expert opinion if internal resources inadequate (free advice, if possible!).
4. Compete
If book price item(s), ensure that the chosen supplier is offering the best price/specification
commensurate with speed of delivery (if of importance).
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Obtain (if possible) a sufficient number of offers to ensure that there is genuine competition.
Monitor performance and raise issues where expectations/contract not fulfilled.
5. Authorisation
All purchase orders must be authorised / signed in accordance with the instructions on the
form and The Highcrest Academy finance manual.
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