search.noResults

search.searching

dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
MANAGING YOUR PTA – Agreeing a wish list


teaching resources that all children will eventually use as they move up the school. Benefi ting a minority, e.g. sports kit that only a handful of children will use, may go against the terms of your constitution. It should also benefi t the children


of the parent donors – people give money with the impression that it will benefi t their child, so keeping it hanging around in the PTA bank account may alienate donors. A simple way to ensure funds reach all pupils is to budget a set amount for each department or year group to ensure the money benefi ts all pupils. Some constitutions may state that


you can’t fund anything that is curriculum-based, while others may be happy to do this as any support of the school fulfi ls their cause. But you may want to consider whether, in light of the economic climate, your PTA needs to be sensitive to new pressures the school is under.


How do we collect suggestions? As the funds are raised with the intention of supporting the school, the school is the obvious place to begin when deciding what to buy, as they’re best placed to know what is needed. Provide regular reports on the PTA funds available, as this will enable the school to suggest items that are realistically within reach. Ask teaching staff to provide a


written wish list each term. While teachers will know which resources will be of most benefi t, there should also be the opportunity for the committee (and parents and pupils) to offer suggestions, too. Provide a suggestion box


somewhere that’s accessible to all, e.g. the school reception area. It’s also an idea to have an email address for suggestions so people can submit requests electronically. Create a bespoke form asking for details of each resource (including price) and the benefi ts it offers to pupils. A school council of pupils can also provide valuable input. Use newsletters and social media


to remind everyone to submit requests in the run up to your committee meeting so everyone has an opportunity to make a suggestion.


22 AUTUMN 2018 pta.co.uk


How do we decide whether to accept or deny a request? Discuss each suggestion at a committee meeting, considering them in line with your constitution to see if it’s something you can cover. Accepted items should be agreed mutually between the PTA and Head, ideally at the same meeting. All requests and suggestions should be voted on by the committee. For rejected items, ensure you have


good reasoning for why it can’t be purchased. In some cases a compromise can be reached, for


Top PTA purchases


What you spend your money on should be discussed with your committee and school staff to ensure it suits your school, but here are some of the most popular PTA purchases to kick-start your conversations. For a round-up of some of the best resources available, turn to p54 for our top 10 buys. ● Technology – e.g. coding equipment, smart boards, iPads, laptops, cameras or video cameras ● Subscriptions – these could be to online resources such as MyMaths or Reading Eggs to use in the classroom and at home, or magazine subscriptions to add to the class library ● Areas – larger projects to consider are a library transformation, a kitchen, an outdoor classroom or a forest school ● Playground – trim trails, play equipment and outdoor gyms all encourage children to get active ● Experiences – learning is about more than just material items, so consider fi rst aid workshops or fi eld trips to local areas and attractions ● Extra-curricular – additions such as music equipment (ukuleles, ocarinas), board games, books and art materials can be used in both after-school clubs and classroom activities ● Leavers’ items – e.g. hoodies, yearbooks or parties for Year 6 pupils.


Clear targets Having targets before the


money is raised can encourage donations, so bear this in mind for the future and agree a wish list in


advance of fundraising events. Ensure that the item is approved by the Head before you begin fundraising for it. If you advertised an event as fundraising for a specifi c item you need to buy it, as this is what donors expected to fund.


example instead of paying for a workshop for one class, offer workshops to every class, funded partially by the PTA and partially by the school. If you’re unsure about


whether to approve a suggestion or are


split between a number of ideas, try surveying the


parents and teachers to fi nd out their opinions on the idea.


Should we have a contingency fund? There’s no set amount any PTA should have in its bank account, but there are things that need to be considered. You’ll need to make sure you have the funds to cover any long-term subscription commitments. Also bear in mind any seasonal commitments, such as Christmas treats or leavers’ gifts. If you have any events planned


then you need to take into consideration how much this will cost in outgoings and ensure you have enough to cover this. Avoid making any purchases that will wipe out your funds. It may be that you’re happy to fully fund an item but can’t afford to yet, in which case you could fund it gradually over the year or longer. Or you could come to an agreement with the school to part fund it, or create a fundraising drive based around that single project to boost support.


IMAGES: TEAMPLAYFOR/ISTOCKPHOTO.COM


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60