BEHAVIOUR Lighting fires
s better than cure
for leading children’s charities. She has lectured at Keele University. Sam runs Look2Children, a research and training consultancy that focuses on welfare, child protection and safeguarding issues. Dr John Coxhead is a research fellow at the University of Derby who researches the inter-disciplinary aspects of education and criminology. As well as being a trained teacher he has worked in the criminal justice system, especially youth justice. He has published on diversity and criminal justice.
References
Youth Justice Board (YJB) (2000) Engaging Young
Offenders in Education, Training and Employment,
HMSO, London. Hirschi T, Hindelang MJ (1977)
Intelligence and delinquency: A reductionism review. American Sociological Review 42: 571–87. Graham J (1997) What works in preventing
criminality? Reducing Offending (Nuttall C & Goldblatt CL).
NACRO (2000) Crime Reduction What? Why?
How? NACRO, London.
Durkheim E (1935) The Division of Labor in
Society. Free Press, Glencoe. Billy J, Brewster KL, Grady WR (1994) Contextual
Effects on the Sexual Behaviour of Adolescent Women. Journal of Marriage and the Family 56(2):
387–404.
Boots DP (2009) An Exploration of DSM-orientated
scales in the Prediction of Criminal Offending Among Urban American Youths. Criminal Justice and
Behaviour 36(8): 840–60. Sucoff CA, Upchurch DM (1998) The
Neighbourhood context and the Risk of Child bearing among Metropolitan-are Black Adolescence. American Sociological Review 63: 571–85. Hinrichs G (2001) Multidimensional assessment of
young male offenders in penal institutions. International Journal of Offender Therapy and Comparative
Criminology 45(4): 478–88. Ministry of Justice (1997) Penal Policy: A
Background Paper. HMSO, London.
“How many a man has dated a new era in his life from the reading of a book! The book exists for us, perchance, that will explain our miracles and reveal new
ones.”
Henry David Thoreau
“The best portion of a good man’s life is his little, nameless, unremembered acts of kindness and of
love.”
William Wordsworth
“Practice and thought might gradually forge many an
art.”
Virgil
“Those who can make you believe absurdities can make you commit
atrocities.”
Voltaire
“A multitude of words is no proof of a prudent mind.”
Thales
“We need never be ashamed
of our tears.”
Charles Dickens (Great Expectations)
Increase your school’s level of funding
Fundraising for Schools is a monthly magazine, containing essential information on all the available sources of extra school funding from which YOUR school could benefi t.
positively on self-esteem levels and alongside more choices develop the lifeskills of considering alternatives and consequence of those choices. Many seminal projects focused on minimising
risky behaviours consider the role of leadership skills, empathy and decision-making skills alongside levels of aspirations seen in light of their influence on attainment. Support staff are sometimes considered to be more
effective in developing these projects as the relationship between themselves and young people may be less didactic and more informal, this may help to develop a working partnership with young people who have the potential to develop risky behaviours. While there is no proven remedy to reshape each
individual’s behaviour, there are emerging opportunities to develop a multitude of programmes and projects within educational settings. They could be the result of partnership working with the shared objective of proactive intervention in crime reduction in mind. A multi-professional and skilled approach to early
intervention is worth consideration; all school staff could contribute and allow a whole-school ethos toward similar new developments.
to be more effective in developing these projects as the relationship between themselves and young people may be less didactic and more informal, this may help to develop a working partnership with young people who have the potential to develop risky behaviours
‘
SecEd • April 22 2010
’
Shared aims, goals and objectives that work toward
the Every Child Matters (DCSF) agenda could be achieved via working parties. Prevention could draw upon early behavioural
diagnostics to inform ways of maximising education as prevention to crime (Hinrichs, 2001; Boots, 2009). In taking that approach wider, a diversity of multi-agency involvement is required – much wider than just the police. It is a matter of developing such working parties, partnerships in collaboration of proactive approaches with educators and school support staff at the fore. Without such a focus, the best we could ever expect
is to react quickly when crime is committed. What we advocate is the fusion of criminological theories used to inform crime prevention and policing with educational practice to empower school professionals to diagnose and intervene early when it most matters – before it is too late. After all, prevention is generally accepted as better, and cheaper, than cure.
SecEd
• Dr Samantha Bishop is a chartered psychologist, child psychologist and registered therapist. She taught in high school and then trained as a qualitative researcher working with children on social and welfare projects
Support staff are sometimes considered
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awards and grants
PRIMARY/SECONDARY
Kelloggs Active Living Fund
The Kelloggs Active Living Fund will give small grants to projects and activities that directly lead to people taking part in sustained physical activity. The aim of the fund is to help remove the barriers which stop people being active.
Award criteria
The Kelloggs Active Living Fund is keen to fund activities that enable adults and children to exercise together. The fund is open to applications from charities and other voluntary and community organisations. Schools can apply but the fund will only consider contributing towards extra-curricular activities that promote sustained physical activities.
Kelloggs will make a grant of up to £1,000, but will only fund activities or projects where the grant makes a signifi cant impact. For example, Kelloggs would consider a grant of £1,000 for a £2,000 project, but would not consider a grant of £1,000 for a £10,000 project.
Applications will be judged against two key criteria: Project type and benefi ciaries.
You are more likely to receive funding if your project meets the top priority in both criteria. These are, (a) innovative ways of getting non-active individuals active, and (b) family units, children and adults, undertaking physical activity together.
Three good examples of high priority applications are:
A project that establishes exercise classes where mums and kids exercise together.
A walking project designed for adults and families.
A project which enables adults and children to learn to swim together.
The Active Living Fund will not make a grant:
To individual athletes, sportsmen and women.
For costs associated with salaries or posts.
To profi t-making organisations. Towards transport costs, as all projects should be accessible to ensure sustainability.
PRIMARY/SECONDARY
The BBC Wildlife Fund
The BBC Wildlife Fund is a grant-giving charity set up in May 2007 to distribute money raised by donations to help support projects protecting the world’s endangered wildlife.
Award criteria
The remit of the BBC Wildlife Fund is: To support projects that are working to protect endangered wildlife and biodiversity – animals, plants and the wild places they need.
To help protect and improve the natural habitats that wildlife and humans share.
Once the total amount raised from appeals in summer 2007 is known, the fund will work with a wide range of
wildlife charities to assess how and where the money can make the most difference.
The fund will welcome grant applications from groups working internationally and in the UK. However, it can not do so until the total amount raised during the Saving Planet Earth season is known.
BBC Wildlife fund
Deadline
Likely to be sometime in December 2007
Amount of award
As yet unknown
Contact details
BBC Wildlife Fund PO Box 60905 London W12 7UU
web: www.bbc.co.uk/savingplanetearth/ aboutus/index.shtml
Fundraising for Schools September 2007 7
To applications where the request does not directly support the activity being undertaken, for example the fund will consider a request for equipment, but not for maintenance on a building being used.
To retrospective applications, where the activity has either taken place or has commenced at the time an application is considered by the Kelloggs panel.
Kelloggs Active Living Fund
Deadline
Ongoing
Amount of award
Up to £1,000
Contact details
email:
darren@communityfoundation.co.uk web: www.kelloggs.co.uk/company/ corporateresponsibility/activelivingfund
The Ford Britain Trust supports local projects based near its main manufacturing plants, Andrew M
The Ford Britain Trust was created by Trust Deed on 1 April 1975 for the advancement of education and other charitable purposes benefi cial to the community.
In making donations, the trustees pay particular attention to those organisations (including schools) that are located in and operating in areas where the Ford Motor Company Ltd has its present activities and a long standing association with local communities in the UK. Particular consideration is also given to organisations and projects that support the principles embodied in the company’s policies on diversity.
The trust makes donations to undertakings concerned with the advancement of education and other charitable purposes. Preference is given to registered charities (or similar) located and working in areas in close proximity to the company’s locations in the UK. These are Essex (East London), South Wales, Southampton, Daventry and Leamington Spa (although this latter plant is closing).
Special attention is given to projects concerned with education, environment, children, the disabled, youth activities, and projects that will provide clear benefi ts to local communities. Applications coming from, or relating to, projects based outside these geographical areas are generally not considered.
National charities are assisted rarely, and then only when the purpose of their application has specifi c benefi t to communities located in close proximity to Ford locations. An example of one support that could also be relevant to schools is contained in the sidebox.
Applications for sponsorship, individuals, research, overseas projects, travel, religious or political projects are not eligible.
Grants made by the trust are usually: One-off donations for a specifi c capital project.
Funding for part of a project, typically items of furniture and equipment.
Applications are rarely considered for:
Core funding and / or salaries. Revenue expenses. Major building projects.
Grants usually range between £100 and £5,000. Applications for funding for new Ford vehicles are considered when two- thirds of the purchase price is available from other sources. Any subsequent grant is unlikely to exceed £2,000, but in the case of registered charities, it may also be possible to arrange a reduction from the recommended retail price. Grants are not available for the purchase of second-hand vehicles.
The trustees meet in June and November each year. Applications are considered in order of receipt and therefore it often takes several months, for an application to be processed. Although each application is considered carefully, the number of applications the trust receives far outstrip its resources and, because of this, the number of applicants that it is able to h limited. The decision of the trustees is
The following guidelines should be considered when making an appli to the trust:
Applications should be by let is no application form) to th below, setting forth the pur project; whom it is intende and how; why the project and necessary (how were done before?); how it is the project will be carri it will start and fi nish; of the project; how mu raised so far towards
the sources o and expecte activities by project; an are applyi
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Fundraising
for Schools
December 2007 Issue 84
Your practical guide to raising money
On the agenda:
Creating chances
arning about the arts is part of a good education. We want all children to e the chance to develop their creativity,’ said culture secretary James Purnell.
urse there is absolutely nothing l in this. It is well-known that and the arts are important for ping social skills, self-confi dence, y, empathy, imagination... and the d go on ad infi nitum.
ignifi cant is the huge cash Government has committed to cation (page 2). This funding local authorities to provide music tuition. It will also be
s brand new instruments, – a programme led by Youth ned to get primary-aged ing regularly.
he largest sum of money nt has put towards music atives. It is a positive ers are listening to t the arts are fi rmly at
ssue
etition
s
g s
the top of the educational agenda, where they belong.
Carrying on with this theme, pages 4, 6 and 7 contain information on funding for arts education. On pages 10 and 11, Shari Baker looks at some ways schools can access quality provision from creative industries. She examines what support there is – in terms of both funding and training – to help schools increase creativity within their curriculum.
In keeping with this, Fundraising for Schools is offering readers the chance to win a Literacy Software pack, designed to develop creativity and encourage story- telling skills. Turn to page 3 for more details...
2
3 4 5
6-9
10-11 12-13
14-15 16
Also in this issue...
In the latest instalment of his series on Gift Aid, Barry Gower takes a detailed look at how it can be gained successfully from charity auctions (pages 14-15). He fl ags up some of the pitfalls to be avoided and considers a few of the best items to put up for sale.
And finally...
As the winter term gradually draws to a close, many schools will be holding Christmas fairs. If your school has a fundraising event planned, please write and tell us about it: amy.g@ markallengroup.com. Therewill b for the most inte id
All about
Fundraising for Schools
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Subscription details: One year £49.50. Two years £89.00. Please complete and return the subscription form on page 16
or call freephone 0800 137 201 and
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Fundraising for Schools is the
leading source of information on grants. It will help you apply for money to the appropriate places at the appropriate times. You can be sure that the content will be: Relevant to schools. Useful for schools. Benefi cial to schools.
Fundraising for Schools is written
for the head or deputy with delegated responsibility for fundraising, school development offi cers and interested chairs of governors and PTAs.
Whether your school is seeking funding for a specifi c project or just raising funds to aid its development then
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