LEADING THE WAY
School leaders are responsible for addressing the greatest needs within their school. But what is the role of leaders in relation to the fundraising required to meet so many of these needs, asks the IDPE’s Louise Bennett
A
fter the past couple of years, it would be understandable if school leaders put fundraising to
one side. Yet in many ways, Covid has created needs that weren’t there before – from the widening gap in educational attainment, to the increasing number of pupils struggling with mental health issues. In fact, evidence suggests that heads who spend just 5% of their time on fundraising and engagement can make a huge difference. Here’s why:
Vision School leaders shape the vision and strategic plan of their school. Having a long-term plan in place is essential to fundraising success. You cannot ask for money without something to raise money for: your case for support (see FundEd spring issue). Rather than run ad hoc fundraising activities, state schools need to cultivate a community of potential donors able and willing to invest in pupils’ futures in a more sustained way. However, it takes time to
build relationships with potential donors. Moreover, projects which require significant levels of investment, such as upgrading or building new facilities, will also require lead-in time to encourage donors to give. School leaders need to recognise the importance of establishing this long- term vision, and must share their plans with their community to make the vision a reality.
32 SUMMER 2022 FundEd
An engaged leadership In schools that are just setting up a development function, it is likely that the head, potentially with other senior staff or governors, will be responsible for delivering fundraising. Even in schools with a dedicated fundraising role (whether full or part-time), the support of school leaders will remain essential in sharing the school’s vision and asking and thanking donors. Indeed, according to research from the Institute of Development Professionals in Education (IDPE) on fundraising across both independent and state sectors, schools where the head spent at least 5% of their time on development activities secured three times the average gift size compared with schools where the head spent less time*.
Developing relationships Fundraising success doesn’t happen overnight. The IDPE’s most recent benchmarking survey suggests that in the first three years, the return on investment from fundraising can be slow (on average 0.4 to 1.2%). However, this grows to 4.3% in years four to six, with sustained investment. This is because development isn’t
just about the money. It’s about building relationships, inspiring your school community to believe they can make a difference, and helping them to do it. By building meaningful relationships, there is the opportunity that your supporters will not only give, but potentially give more, again and again.
Make fundraising part of school life Development is a team sport. Every staff member has access to a network of potential supporters, and sharing these can significantly grow engagement across the school community. Headteachers can support the development officer by encouraging fundraising to be ‘seen’ and ‘heard’ across the school. Equally, fundraisers must commit not only to building relationships with external stakeholders but getting to know colleagues across the school and understanding how to support them.
* From the IDPE and Graham-Pelton’s Schools’ Fundraising And Engagement Benchmarking Report 2018.
n The IDPE’s free toolkit for state schools is available at
idpe.org.uk.
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