School procurement checklist for SBMs: what to review every term

Why should procurement be reviewed every term?

School procurement works best when it is reviewed regularly, not only when budgets are under pressure or supplies run out. For school business managers, a termly procurement checklist helps control spend, reduce waste, evidence value for money and ensure classrooms, offices and support teams have what they need before small issues become bigger problems.

Procurement is one of those responsibilities that rarely attracts attention when it is working well. Teachers have the resources they need. Budgets remain on track. Deliveries arrive when expected. Classrooms stay stocked and operational. When procurement is not reviewed regularly, however, problems tend to emerge quietly. A rise in emergency orders, multiple departments buying similar products, resources sitting unused in cupboards, and contract renewals creeping closer unnoticed become standard issues.

Across Findel, conversations with school business professionals increasingly focus on how procurement can reduce workload, improve visibility and create better value over time. The strongest schools are rarely those that spend the least. More often, they are the schools that review spending consistently and make informed decisions before pressures build. A termly procurement review provides exactly that opportunity.

Most school purchasing decisions are relatively small in isolation. A stationery order here. A replacement resource there. Additional classroom supplies before a new topic begins. Yet these decisions accumulate quickly over the course of an academic year. Without regular review, schools can find themselves:

• Reordering without checking stock levels
• Buying from multiple suppliers unnecessarily
• Replacing products more often than expected
• Missing opportunities to consolidate spend
• Losing visibility of departmental budgets
• Creating avoidable administrative work

That principle is important because procurement is not simply about what schools buy. It is about how efficiently resources are managed and whether purchasing decisions support the wider needs of the organisation. A termly review creates the space to step back and assess both.

What should SBMs review at the start of each term?

The beginning of term is often the most practical time to assess operational readiness. This review should focus on whether the school has the resources required to support teaching, learning and day-to-day operations. Core areas include:

• Exercise books
• Classroom stationery
• Whiteboard pens
• Paper and card
• Glue sticks
• Cleaning and hygiene supplies
• Office resources
• First aid stock
• Display materials
• SEND resources
• Intervention materials
• Printer and photocopying supplies

GLS Educational Supplies regularly supports schools with repeat purchasing because many procurement challenges arise not from major spending decisions but from everyday essentials running low unexpectedly. The schools that experience fewer procurement pressures are often the ones that treat routine purchasing as a planned process rather than a reactive task.

What should be checked before placing repeat orders?

One of the simplest procurement habits can also be one of the most valuable. Before reordering, ask:

Do we still need the same quantity?

Pupil numbers, curriculum priorities and resource usage can change throughout the year.

Did the product perform well?

Value is not always reflected in unit cost alone. A cheaper product that needs replacing twice as often may ultimately cost more.

Is there a better alternative available?

Schools should periodically review whether existing products continue to offer the right balance of quality and value. GLS's Classmates range is often part of these conversations because it allows schools to compare high-use classroom essentials against existing purchasing habits without compromising suitability for classroom use. The goal is not to change products unnecessarily. It is to ensure purchasing decisions remain evidence-based.

How should supplier performance be reviewed?

Supplier performance often receives less attention than product pricing, yet it can have a significant impact on workload. A supplier review should consider:

• Delivery reliability
• Product availability
• Order accuracy
• Customer service
• Returns handling
• Invoice clarity
• Account support
• Staff feedback

This reflects a wider Findel belief that value is created through service, reliability and educational expertise, not simply through product pricing. GLS brings that philosophy into day-to-day procurement through tools and support designed specifically for schools. Features such as Share Basket, Repeat Orders, Wish Lists and Quick Order help reduce administration and improve ordering efficiency. For busy SBMs, time saved can be just as valuable as money saved.

What procurement evidence should schools keep?

Procurement records should support good governance and effective decision-making. Useful documentation may include:

• Purchase orders
• Supplier comparisons
• Budget monitoring reports
• Contract information
• Approval records
• Stock audit notes
• Value-for-money reviews
• Governor or trust reports

Importantly, this evidence should be generated through normal business processes. Ofsted makes clear that schools are not expected to create documents specifically for inspection. Instead, inspectors will use information that schools already maintain as part of routine management and governance. For SBMs, this is reassuring. Good procurement records should be useful operationally first and foremost.

How should stock and storage be reviewed?

Many schools discover savings not through cutting budgets but through improving visibility. A termly stock review should assess:

• Low stock items
• Overstocked products
• Duplicate resources
• Damaged items
• Expired materials
• Frequently requested products
• Areas where staff are purchasing resources independently

One challenge Findel regularly hears from schools is that resources often exist somewhere within the organisation but are difficult to locate or monitor. Improving stock visibility can sometimes generate greater savings than negotiating lower prices. GLS supports schools with repeat ordering and standardised product approaches because they help reduce unnecessary duplication and make purchasing patterns easier to manage.

How should SEND and inclusion resources be reviewed?

SEND provision is rarely static. Pupil needs evolve, cohorts change and intervention priorities shift throughout the year. A termly review should consider:

• Communication resources
• Sensory equipment
• Fine motor resources
• Visual supports
• Emotional regulation resources
• Intervention materials
• Accessibility equipment
• Replacement requirements

These conversations should involve both the SENCO and SBM wherever possible. GLS's SEND and sensory expertise means schools can review provision through both an educational and operational lens. The aim is not simply to purchase more resources but to ensure existing provision remains aligned with pupil needs. A proactive review often reduces the need for urgent purchasing later.

How should curriculum and seasonal requirements be planned?

Many procurement needs are predictable. Schools know that certain events, topics and activities will require resources at particular points in the year. A termly review should consider:

• Curriculum projects
• Assessment periods
• New pupil intake
• Transition activities
• Sports events
• Seasonal displays
• Arts and performance activities
• Early Years requirements

Hope Education can support primary schools in this area, particularly where practical learning, curriculum delivery and classroom engagement are key priorities. This is where procurement becomes more closely connected to educational outcomes. The most effective resource planning considers not only what the school needs operationally but also what teachers need to deliver the curriculum successfully.

How should contracts and subscriptions be reviewed?

Procurement extends beyond physical resources. Each term, schools should review:

• Service contracts
• Software subscriptions
• Lease agreements
• Maintenance contracts
• Cleaning agreements
• Insurance renewals
• Framework arrangements

Missed renewal dates often reduce flexibility and can lead to avoidable expenditure. A simple contract tracker remains one of the most useful procurement tools available to SBMs.

How can schools reduce procurement workload?

Procurement should become easier over time, not more complicated. Practical ways to reduce workload include:

• Standardising common products
• Consolidating suppliers where appropriate
• Creating approved product lists
• Using repeat-order functionality
• Reviewing stock before purchasing
• Setting clear ordering deadlines
• Using shared approval processes
• Maintaining a procurement calendar

GLS has developed smart ordering tools specifically around these challenges because schools need systems that reduce administration rather than add to it. For MATs, tools such as Share Basket can also improve collaboration between school offices, finance teams and central procurement leads.

How do Findel, GLS and Hope Education support procurement planning?

Procurement is ultimately about helping schools use limited resources effectively. Findel's Made for Education approach recognises that procurement decisions are not isolated financial transactions. They influence teaching, operations, inclusion, workload and long-term planning.

GLS plays a practical role within that wider approach through school-focused product ranges, smart ordering tools and procurement support designed around the realities of school business management. For primary schools, Hope Education helps connect procurement decisions to classroom outcomes, ensuring resource planning remains closely aligned with teaching and learning priorities. Together, that creates a more balanced view of procurement: one that considers not only what schools buy, but how those decisions support staff, pupils and educational outcomes.