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Two-thirds of teachers say their school relies on donations and fundraising to supplement its funding, according to a survey.

More than half of teachers think there is “definitely not enough” money in their school budget for staffing levels to meet basic provision, the poll by the NEU teaching union shows.

The union has warned that most schools in all phases now rely on donations or fundraising to cover the cost of essentials.

Schools have turned to fundraising to cover basic running costs, building repairs, new equipment and school trips, according to 66 per cent of the 11,007 teachers surveyed.

Teachers in the most deprived areas in the country were more likely to say that their school could not afford to run extracurricular activities, with parents being less likely to supplement its income through donations.

Schools’ ‘basic provisions can’t be met’

Daniel Kebede, general secretary of the NEU, said: “When even basic provisions cannot be met without having to shake a collection tin, then it is obvious this government and previous governments have failed parents, teachers, leaders and, above all, young people.”

Just 1 per cent of teachers in primary schools, nurseries, special schools and pupil referral units (PRUs) reported that there was “definitely enough” funding for staffing, rising slightly to 2 per cent in secondary schools.

Overall, 53 per cent of teachers said there was “definitely not enough” funding to ensure that staffing levels could meet basic provision. This figure rose to 63 per cent in primaries.

Fewer than one in five of the teachers surveyed were satisfied with staffing levels.

Teachers described struggling to meet pupils’ needs, particularly those with special educational needs and disabilities, as a result of limited staff capacity.

“One adult trying to cater for too many high-needs children in one class means they are not getting what they need, and leads to one exhausted teacher,” one teacher said.

Some 68 per cent of teachers described their school as having “definitely not enough” support for SEND, with a further 23 per cent saying “not quite enough”.

Teachers warned that a lack of funding was disproportionately affecting the most vulnerable pupils, with some children “going without” support.

In primaries, 80 per cent of teachers said fundraising contributed to funding, compared with 51 per cent in secondary schools and 54 per cent in special schools and PRUs.

Teachers highlighted a shift away from charitable fundraising towards raising money for basic school supplies.

One respondent said their school had been forced to sell its minibus because it could not afford maintenance costs, meaning that pupils with physical disabilities could no longer go on school trips.

And while 40 per cent of teachers in less deprived areas said they believed their school could rely on fundraising for capital spending, this proportion fell to 19 per cent in the most deprived areas. Teachers in these areas said their communities were unable to contribute financially, leaving pupils missing out on opportunities.

The state of school buildings

Teachers also raised concerns about the condition of school buildings, with many reporting ongoing maintenance issues.

Some 33 per cent said overheating in the summer was a “severe” problem, while 54 per cent reported poor ventilation and 66 per cent reported leaks.

Teachers warned that the worsening condition of buildings - including leaks, vermin infestations and broken facilities - were affecting learning.

Mr Kebede said: “Pupils and staff should not be expected to work in buildings that cannot be heated properly in winter or kept cool in summer, where vermin, leaks and mould are a familiar sight.”

He added that schools had been asked to make “efficiency savings” to fund pay rises, but warned that “after 15 years of austerity, there is nothing more to cut”.

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