Fundraising
HOW STRONG LEADERSHIP ON FUNDRAISING HAS PAID OFF
The development team at Dr Challoner’s Grammar School in Amersham was established just over a decade ago and, for headmaster David Atkinson, managing expectations has been key. ‘You can’t expect things to happen immediately. Look to reap the rewards over five years or more, rather than trying to run before you can walk. It’s vital for the whole school to have a clear purpose and ethos regarding development and fundraising, and to communicate this effectively to parents, alumni and other stakeholders.’ The school set up an Annual Fund
to support small but important short-term projects. The growth of
this fund has allowed money to be channelled towards larger capital campaigns, and, when necessary, the cash flow of the 1,300 pupil academy too. This year, monies will be used to refurbish toilets – an unglamorous but necessary project. In 2024, the school will celebrate
its 400th anniversary, a landmark event that fundraising activities can be built around. Preparations for the anniversary started in 2016, with an initial plan developed by the headmaster, resources director and development director. ‘We’ve been working on ways to engage all parts of our community during the anniversary year, including celebratory events, reunions and, of course, a major fundraising campaign to create a fitting legacy for such a milestone,’ says development director Clare Atkinson. ‘We are currently running focus groups to engage different segments of our community. This will help shape our fundraising plans and serve as the first part of a gift solicitation process. Engaging potential major donors from the outset gives them a greater sense of ownership of the vision – and they are therefore more likely to support us in making it a reality. Teamwork on development is evident
at Dr Challoner’s, where Clare reports to the resources director – another
senior leader who can discuss challenges and share key updates. This means that the time the head spends on development can be focused on adding value, from sharing the school’s vision, to asking and thanking donors. This joined-up approach has opened up further opportunities. For instance, Clare was aware of the significant costs in hiring coaches to transport students to sports fixtures, so when a parent asked how they could support the school, she persuaded the parent to donate the full cost of a new minibus. This wasn’t part of their annual fundraising plan, but Clare’s knowledge of the bigger picture meant she could take advantage of the opportunity. She has also been able to make
fundraising part of school life through her additional roles. She is the school’s data protection officer, gets involved in music activities, covers lessons, accompanies school trips and supports enrichment activities. This has enabled her to build good relationships with staff across the school. She is advising Year 13 students on their ‘legacy project’ and helping them with the collection of monies and administration of their fund. ‘Being visible and building relationships with staff and students has been hugely beneficial,’ she says. ‘Students are the next generation of alumni, and they know me so there is already an element of trust.’
FundEd SUMMER 2022 33
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