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Fundraising for Schools


February 2009 Issue 98 April 2009 £3.99 Your practical guide to raising money


On the agenda: Lost in translation


As we all know, applying for funding, fundraising, and learning how to make the most out of money raised can be both complex and time-consuming. Yet, as we enter a recession never have these issues been more crucial for schools.


This month Fundraising for Schools decodes some of the jargon and provides tips and advice to help you run focused, business-like, and successful projects.


Some grant application forms are so complicated they could be written in a foreign language. On pages 10-11, Shari Baker provides a translation of common terms in a bid to make applying for grants less daunting and onerous – particularly for the novice fundraiser.


To complement this, on page 4 Andrew Maiden reviews a few of the most useful publications out there for


In this issue News


Competitions Resources Case study


Grants and awards Applications


Corporate approach Case study


Grant reminders


obtaining information on grants and grant-maker trusts.


Then on pages 12-13 accountant and auditor Christine Dickson gives advice to schools wishing to set up a company to make the most out of money raised.


In clear terms, she explains which schools can form companies, how they can go about doing this, who can be a director, and the advantages of the impending Charitable Incorporated Organisation scheme.


And finally...


On the news page this month, we have stories on the latest government funding to set up peer mentoring in schools, and to pilot a free school meals scheme.


We also feature grants and awards focusing on science and technology, food, fi lm, and children with learning diffi culties.


2 3 4 5


6-9


10-11 12-13 14-15 16


Have a fantastic February!


Editor: Amy Griggs Fundraising for Schools is published by Step Forward Publishing, St Jude’s Church, Dulwich Road, Herne Hill, London SE24 0PB


Tel: 020 7738 5454 Fax: 020 7978 8316 Email: editorial@practicalfunding.com © Step Forward Publishing 2009 ISSN: 1470-6350


All about Fundraising for Schools


Fundraising for Schools is a monthly (11 issues per year) newsletter which keeps the school fundraiser up-to-date with possible extra sources for funding. A subscription will save hours of research at the library and on the phone.


Subscription details:


Please complete and return the subscription form on page 16, go to our website: www.practicalfunding.co.uk, or call freephone 0800 137 201 and ask for the subscriptions department.


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: n Relevant to schools. n 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 Fundraising for Schools is for you.


Copyright warning: photocopying of this publication is not allowed unless you have a licence issued by the Copyright Licensing Agency.


Fundraising for Schools February 2009 1


Korean delegation visits SecEd offices


SecEd was honoured by the visit of three representatives from the Korean Ministry of Education last week. The meeting was for talks as part of a study visit to the UK Page 3


SecEd


The ONLY weekly voice for secondary education by Chris Parr


Inside this issue Sign up to


SecEddigital for free


With the launch of SecEddigital, thousands of teachers are now reading the newspaper electronically every Thursday. You can sign up by sending us your email address. It is completely free and we will not pass on your details to third parties. Just email editor@sec-ed.co.uk


A leading expert and researcher into suicide has told SecEd that in an average class of 30 students, there could be two or three girls and one boy involved in self-harm. Professor Mark Williams, from


Oxford University’s Centre for Suicide Research, said this week that teachers are ideally placed to spot the early warning signs and help students who may be self- harming or considering suicide. Each year, around 800 young


people between the age of 15 and 24 take their own lives – a number equivalent to the population of a small secondary school. Prof Williams spoke to SecEd


after addressing lecturers and teach- ers at a student suicide prevention seminar in Oxford last week, where he offered an insight into spotting the signs of suicidal behaviour in youngsters. He told us: “School staff must


know that, in a class of 30, it is fair to say that there could be two or three girls and one boy involved in self-harm, one of the early indica- tors that a person may be consider- ing suicide.” He continued: “Since the


1950s, the age at which people get depressed has been getting younger and younger. At the moment the mean average age is around 25, which of course means there are many school-aged people involved. Also, trends suggest that the aver- age age is still falling. “There are many reasons moot-


ed for this. An increased rate of family breakdown is one, while society’s inequalities also contrib- ute. Mental health has an income gradient, with a greater prevalence evident among poorer groups than among those with less financial strains.” Prof Williams says that teach-


Leading Master’s


We hear from one school where the headteacher has implemented a school-wide Master’s scheme for his teachers Page 15


ers can play a vital role in spotting the indicators of depression, and says that some of the signs are more common than they might imagine. He explained: “One thing teach-


ers can do is realise that self-harm- ing is viewed as a normal by a lot of young people. A Scottish report looking at self-harm rates among 15 and 16-year-olds found that 14 per cent had done it, the majority in the last 12 months. It also found that girls are more likely to get involved in the practice than boys.


BE PART OF THE WHOLE SCHOOL TEAM Successful schools are built on teamwork. NASUWT The Teachers’ Union


The largest teachers’ union in the UK


The NASUWT represents teachers and school leaders at all stages of their career.


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Issue 204 • February 26 2009 Price £1.00


In a classroom of 30 students, three girls and one boy could be involved in self-harm, one of the early indicators of suicidal thoughts


“If we pull together similar


reports that have been carried out internationally, we see that out of a total survey of 500,000 adolescents, 9.7 per cent have committed some kind of self-harm,” he added. Although many students are


involved in self-harming, Prof Williams says there are ways to discern whether or not it has the potential to develop into something more serious. He said: “One of the key things


to try and find out is whether they know anyone else who is also cut- ting themselves – perhaps a group of friends, or a family member. “People are more likely to move


from thinking about self-harm to actually carrying it out if they have a friend who also does it. “More worryingly, research sug-


gests that they are more likely to self-harm with intent to die if they know another family member does it too.” Last week’s seminar was


organised by PAPYRUS, a youth suicide charity, formed in 1996 by parents who have lost children to suicide. Anne Parry, founder and chair-


woman of the charity, lost her son when he committed suicide in 1994, aged 21. She told SecEd: “Teachers are in


the privileged position of being piv- otal to the development of a young person, and not just in the academic sense. They are in a unique position to pick up on emotional distress and are often the first to recognise that a young person needs help – it’s all part of the job. “Although, thankfully, suicide is


a rare occurrence, episodes of self- harm and suicidal behaviour are not. Early intervention can prevent things from becoming much worse later on. “Clearly this subject needs to


be on the agenda for parents and teachers.” Prof Williams added: “There is


help and assistance out there for both youngsters who need help, and teachers who are concerned.” He praised PAPYRUS’s


Hopeline, which is a telephone service to help youngsters who are feeling depressed, but which also provides advice for teachers who are worried about one of their stu- dents and need advice. The Hopeline free telephone


number is 08000 684141, and for more information and advice, visit www.papyrus-uk.org


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