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ITEM TO BE FUNDED


New music suite


HOW MUCH AND WHEN?


£100k By Aug 2017


We have several a template planning templates


available on request. Email editorial@ funded.org.uk


Request


SOURCE OF FUNDING


Music concert and events (£10k)


Sponsorship from local companies (£30k)


 (£50k)


Kent Foundation (£10k)


DEADLINES WHO IS RESPONSIBLE


May/Jun 2017 PTA and local conductor


In place by Feb 2017


Careers Coordinator


29th Sept 2016 Bid writer Monthly SBM


£5k from Music Express 12/5/16


SUCCESS/ FAILURES


CASE STUDY


‘WHERE DO I START?’ ‘In January 2016 I became Fundraising Administrator for a SEN School in Birmingham on a six-month, fixed-term contract. As time was of the essence, I felt the need


Fundraising is all about building


relationships, so your rst approach to a company or a particular parent may be about donating their time, skills or resources rather than money. Turn to page 42 for detailed information on how to approach potential partners.


How will you get there? There are so many options available to you, but it’s vital that you choose the right ones. The school year is a perpetual cycle, but fundraising doesn’t have to follow this pattern – try something different, and don’t be afraid of failure. Employing a multifaceted


approach to fundraising helps spread your risk and can raise awareness of the need for your project among different audiences. Aligning your fundraising methods with your goal is a good way to keep everyone focussed. For example, if you’re raising funds to pay for a new music room, then approach local choirs, orchestras, music shops and music teachers to secure sponsorship; check the criteria and deadlines for grants from the likes of the EMI Foundation; consider running events such as a talent show, music festival, or even a karaoke night. Review your existing fundraising


activities and events – could they be enhanced? Keep the good bits and have the condence to cast aside some of the less successful aspects.


You are approaching your destination! Now is the time to make some difcult choices. You know what you want to raise money for, who can help do this and where you will seek funding from, but you may not be able to do everything you


hoped to do (at least not this year). Estimate how much money you


will raise from each source, so that you can prioritise your activities. Be realistic about the resources (people, skills and time) available. Try to match skills with tasks, such as a parent who has good written skills who is willing to help draft grant applications. Remember that volunteers are great, but can’t always work to tight deadlines, so you may have to spend money to make money by buying in some expertise. Summarise your plans (see table)


to help you see which items on your wish list stand the best chance of being funded. It should also help you to monitor progress. Your nal plan could span several


years, but probably won’t include everything on your wish list. Include some quick wins as well as larger projects – that way you can celebrate fundraising success on an ongoing basis, rather than just once in three years’ time when that music suite has nally been funded!


Coming up next issue... Brainstorming fundraising ideas – helping you choose the best activities to fit your project.


to create a Funding Strategy. Rather than reinvent the wheel, I searched for templates but the only ones available came at a price. I had no pot of money, but knew that without a strategy I would waste time. I did my research and developed my own set of templates to help guide myself and the school through the fundraising process. Success comes down to good groundwork


– ‘if you fail to plan, you plan to fail’ – so identify the sources of funding that best fit your goal(s). For example, one of our projects was to create an ‘independent travel’ training area on the playground for our SEN pupils. It would be unfeasible to take our children straight out on the roads, therefore we needed a controlled and safe environment. It was clear from searching for grants that it would be difficult for us to meet the criteria because the project was so specific. The obvious next step was to look at


sponsorship. Fortunately, we did secure sponsorship for the portable pedestrian crossings and the road markings, with two companies, Preformed Marking and Pike Signals, donating their services to make bespoke resources at no cost. This saved us £11,500. The extra benefit is that we have begun ongoing relationships with these businesses, and the children have a valuable resource in their school that will drastically increase their life skills. What’s more, one of the businesses has offered the children tours of their factory, again free of charge. The next project was a £10,000 revamp


of the library. While the PTA could probably have raised this within a year, I did not have this long, so I applied to the Foyle Foundation School Library programme. Our case was strong because we are a SEN school with low levels in literacy and high deprivation. I have to wear two hats – on one side I need


Claire Haffenden has worked in the voluntary sector for over 15 years, firstly as a funder with CAF and Lloyds TSB Foundation. Claire then decided to cross to the ‘other side’ and has spent the last five years fundraising and mentoring charities in Kent. Claire is a member of the Institute of Fundraising and is married to a Geography Teacher.


to be a pragmatic, innovative and competent networker, while on the other side, writing bids can be very solitary and requires total immersion, which can lead to other funding opportunities being overlooked. This is why having a strategy is vital. Income generation needs to be built


into the School Development Plan and, to achieve sustainability, dedicated staff need to be allocated. The schools that take this approach will reap the rewards, both financially, and by enhancing the curriculum through partnerships and networking.’ Annette Butler, Fundraising Administrator, Queensbury School, Birmingham (242 pupils)


FundEd SUMMER 2016 11


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