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
The future of funding


How to…


FundEd subscribers can search our extensive grants database and read


bid-writing advice at funded.org.uk


from making regular applications to grantmaking bodies and trusts, as well as local charities and organisations. He raised 30 per cent


of the money needed to extend the school


this way, before going to


the local authority with a business case suggesting that if they found the balance, the extension would help solve Norfolk’s deficit of school places for children with complex needs. There’s also the pupil-run charity shop (see story on p47), which currently generates a profit of around £15,000-£20,000 per year for school projects. Smith has to have ‘a true and


CASE STUDY: FORMING A FUNDRAISING COMMITTEE


There is one school in the country with a planetarium, and it’s there thanks to Sam Baker. As head of business and education partnerships at Mark Rutherford School in Bedford, he’s in the unusual position of combining classroom teaching with fundraising on a large scale. In his specially created role, he encourages businesses to get involved in the school, building relationships and also raising funds, where possible. He works closely with the


school’s business manager, and, together with heads of department, has formed a fundraising committee to identify priority projects, and approaches to get the money required. Recent projects have included raising £17,000 for a sports hall, and getting funding for a weather balloon to enhance the Year 11 curriculum, as well as buying the inflatable planetarium (above) that shows 360-degree films in the school hall. ‘The fundraising committee


went hand in hand with heads of department saying it would be great to have certain things and coming to me to see if business partners could help out. So we decided to make sure we’re all doing the same thing. It’s not a common solution – I know that


18 SPRING 2019 FundEd


because we get lots of schools asking for advice on linking with businesses and we’ve helped about seven to do something locally. It came out of having business partnerships first, where you give them a reason to work with your school and then build on that relationship. ‘If we were to give advice to


other schools it would boil down to having a clear idea of what you want to spend money on and how to bring people on board – including the school business manager and heads of department – and really build that relationship with businesses. We ensure that we aren’t going back to the same companies over and over again, and have networking events and meetings where they talk to students about careers so that it’s reciprocal, but it’s taken a few years to build up.’ Baker, who believes his school


raised around £42,000 in the year 2017-18, concludes: ‘Anyone who goes into teaching thinks they’ll change kids’ lives. The reality is often more mundane, so it is nice to be doing some of the wonderful things you thought you’d be doing on a daily basis.’ Go to funded.org.uk to read Sam’s previous articles on his successful partnerships network.


accurate school improvement plan that clearly addresses the needs of the school and is backed up with some data’ to underpin his fundraising. This is shared with the PTA so that everyone knows what the school wants to do and why. Not having this would make the fundraiser’s job more difficult, he says. ‘We are an LA school – you don’t have to be an academy or part of a MAT or federation to be able to secure these opportunities for the kids. With the right time and effort, everyone can get on with it.’ Who should be raising the


money? ‘I think it’s everyone’s responsibility; it just needs someone to drive it. It’s in my job description and I’m appraised on my fundraising, but I can’t do it unless the school improvement plan has the right level of input, the PTA is on board, or without time to meet community groups, read magazines or research grants. Having a strong appraisal target and a project works for me.’


Susan Young is a freelance education journalist who has written articles for publications including The Guardian, The Observer, The Parliamentary Review and The Tablet, as well as organisations such as the NAHT, BELMAS, and ELT charity English UK.


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