A very warm welcome to my first edition of the Newsletter for School Fundraisers.
I wanted to put together a termly publication that really did provide practical advice, insight and inspiration to all those tasked with securing additional funds for their school. Whether you work in a large MAT, small rural primary or special school, I’m certain you’ll find something here that will help you.
Over the last 20 years I’ve learnt so much from fellow practitioners, other experts working in schools and from my own mistakes and successes. I’m keen to bring all of this into the newsletter and invite contributions from other sectors too – there’s so much good practice to share and learn from.
Thank you to those of you who completed my survey recently, it’s clear there is a desire among our community to grow our collective understanding and capability when it comes to sustainable income generation in our schools.
No doubt this newsletter will evolve over time and I am grateful to all those contributors who have supported this first edition. A key feature of these newsletters will be the diversity and broad experiences of those contributing to it.
If you have any comments on the articles, or ideas for future editions, then please do let me know.
Let’s enjoy this journey together and see what amazing things we can achieve!
Justin Smith, Chameleon Training and Consultancy.
I wanted to put together a termly publication that really did provide practical advice, insight and inspiration to all those tasked with securing additional funds for their school. Whether you work in a large MAT, small rural primary or special school, I’m certain you’ll find something here that will help you.
Over the last 20 years I’ve learnt so much from fellow practitioners, other experts working in schools and from my own mistakes and successes. I’m keen to bring all of this into the newsletter and invite contributions from other sectors too – there’s so much good practice to share and learn from.
Thank you to those of you who completed my survey recently, it’s clear there is a desire among our community to grow our collective understanding and capability when it comes to sustainable income generation in our schools.
No doubt this newsletter will evolve over time and I am grateful to all those contributors who have supported this first edition. A key feature of these newsletters will be the diversity and broad experiences of those contributing to it.
If you have any comments on the articles, or ideas for future editions, then please do let me know.
Let’s enjoy this journey together and see what amazing things we can achieve!
Justin Smith, Chameleon Training and Consultancy.
School and Community Partnerships
Social entrepreneur Kaja Holloway talks us through how she supported a highly successful collaboration between a primary school and local charity trust and shares her top tips for school and community partnerships.
I’ve often said that schools should be at the heart of the communities they serve. During the Covid-19 crisis, this has been more important than ever. Some schools have stepped admirably into the breach, for instance by delivering food parcels to households where vulnerable pupils are in lockdown. As the longer-term economic impact of the pandemic hits, charitable funding will become increasingly focused on meeting urgent community needs. Any school project seeking funding will need to collaborate creatively for maximum benefit.
A successful ‘schools project’ is often a community project in disguise. St. Tudy is a small village in North Cornwall. St. Tudy Primary School was outgrowing its existing building and was in urgent need of dedicated, purpose built, secure pre-school facilities, a kitchen and a sports hall. Meanwhile, a local charity, the St. Tudy Playing Field Trust identified a need for changing facilities to increase use of the field by community groups and local teams. An opportunity to collaborate emerged – and the St. Tudy Community Sports Hub was born.
A steering committee was formed and a neighbourhood plan developed, informed by extensive community consultation involving the parish council, local residents and pre-school parents. It became clear that a multi-purpose building could provide facilities for activities which would enhance the lives of local people of all ages and support community health and wellbeing strategies.
A comprehensive fundraising strategy was developed, generating financial support from local and national trusts and foundations, the local academy trust, community groups, public events and philanthropists. A local benefactor even donated the land needed for the development.
Three years on, the pre-school facilities are in place and the playing field has been transformed with a new playground. Groundwork for the larger Sports Hub building is underway and significant grants have been achieved from the National Lottery and Garfield Weston Foundation. Ongoing fundraising activity will be needed to reach the final goals of the Community Sports Hub. Meanwhile, the opening of the pre-school facilities this year will be a milestone much celebrated by the community and the school at its heart.
My top tips for fundraising success:
I’ve often said that schools should be at the heart of the communities they serve. During the Covid-19 crisis, this has been more important than ever. Some schools have stepped admirably into the breach, for instance by delivering food parcels to households where vulnerable pupils are in lockdown. As the longer-term economic impact of the pandemic hits, charitable funding will become increasingly focused on meeting urgent community needs. Any school project seeking funding will need to collaborate creatively for maximum benefit.
A successful ‘schools project’ is often a community project in disguise. St. Tudy is a small village in North Cornwall. St. Tudy Primary School was outgrowing its existing building and was in urgent need of dedicated, purpose built, secure pre-school facilities, a kitchen and a sports hall. Meanwhile, a local charity, the St. Tudy Playing Field Trust identified a need for changing facilities to increase use of the field by community groups and local teams. An opportunity to collaborate emerged – and the St. Tudy Community Sports Hub was born.
A steering committee was formed and a neighbourhood plan developed, informed by extensive community consultation involving the parish council, local residents and pre-school parents. It became clear that a multi-purpose building could provide facilities for activities which would enhance the lives of local people of all ages and support community health and wellbeing strategies.
A comprehensive fundraising strategy was developed, generating financial support from local and national trusts and foundations, the local academy trust, community groups, public events and philanthropists. A local benefactor even donated the land needed for the development.
Three years on, the pre-school facilities are in place and the playing field has been transformed with a new playground. Groundwork for the larger Sports Hub building is underway and significant grants have been achieved from the National Lottery and Garfield Weston Foundation. Ongoing fundraising activity will be needed to reach the final goals of the Community Sports Hub. Meanwhile, the opening of the pre-school facilities this year will be a milestone much celebrated by the community and the school at its heart.
My top tips for fundraising success:
- Be prepared for the long haul – capital projects in particular can span years.
- Consultation is everything – make sure everyone’s voice is heard.
- Include a registered charity – they are eligible for more grant funding than other types of organisation and are best placed to manage public donations.
- Involve a consultant – an external perspective can aid planning and provide motivation and insight.
If you only ask the same questions, you always get the same answers!
Author and successful entrepreneur Robert Ashton on how he led a new school build.
It was not until 1970 that children with a learning disability were granted the right to an education. Prior to that, they attended day centres, which although caring, did little to help young people develop new skills or pass exams.
Chapel Road School in Attleborough, Norfolk started out as one of those day centres and in 1970 was converted into a school. The accommodation was never adequate though, with narrow corridors and small classrooms. As pupil numbers increased, a number of mobile classrooms were put up in the playground.
For years, successive headteachers and governors lobbied for a new school. Government capital building programmes came along and bids were written. But Chapel Road always failed to win support.
Karin Heap joined the school as headteacher in 2001 and after a few more unsuccessful bids, asked me if I could help. As a social entrepreneur, I have a history of solving funding problems and tend to see things differently to most. Also useful was the fact that my wife Belinda was the school’s business manager, although that also meant that it would particularly embarrassing if I failed to make anything happen!
I started by helping the school’s leadership team see that their problem was not that they could not raise capital, but that they needed a new school. This might sound the same, but in fact it’s very different. My research took me to the education department at Whitehall, and also to Capita. I learned that if a new school was built using modular construction, it could be lease purchased, so funded with revenue, not capital funding.
My research also showed that building an adjacent children’s home would allow the County Council to bring special needs youngsters back from the costly out of county private schools they were attending. The cost saving from bringing back just 12 children would release the revenue funding needed to lease purchase the school.
I organised a ministerial visit with the local MP and made a point of winning the trust of both local politicians and education commissioners.
Having shown people how the new school could be funded, the capital funding that for so long had been denied to the school was now found, both at County Hall and Westminster. Chapel Road opened its new school in January 2018 and has transformed the education it provides to its pupils.
My key takeaways:
Link to author website: www.robertashton.co.uk
It was not until 1970 that children with a learning disability were granted the right to an education. Prior to that, they attended day centres, which although caring, did little to help young people develop new skills or pass exams.
Chapel Road School in Attleborough, Norfolk started out as one of those day centres and in 1970 was converted into a school. The accommodation was never adequate though, with narrow corridors and small classrooms. As pupil numbers increased, a number of mobile classrooms were put up in the playground.
For years, successive headteachers and governors lobbied for a new school. Government capital building programmes came along and bids were written. But Chapel Road always failed to win support.
Karin Heap joined the school as headteacher in 2001 and after a few more unsuccessful bids, asked me if I could help. As a social entrepreneur, I have a history of solving funding problems and tend to see things differently to most. Also useful was the fact that my wife Belinda was the school’s business manager, although that also meant that it would particularly embarrassing if I failed to make anything happen!
I started by helping the school’s leadership team see that their problem was not that they could not raise capital, but that they needed a new school. This might sound the same, but in fact it’s very different. My research took me to the education department at Whitehall, and also to Capita. I learned that if a new school was built using modular construction, it could be lease purchased, so funded with revenue, not capital funding.
My research also showed that building an adjacent children’s home would allow the County Council to bring special needs youngsters back from the costly out of county private schools they were attending. The cost saving from bringing back just 12 children would release the revenue funding needed to lease purchase the school.
I organised a ministerial visit with the local MP and made a point of winning the trust of both local politicians and education commissioners.
Having shown people how the new school could be funded, the capital funding that for so long had been denied to the school was now found, both at County Hall and Westminster. Chapel Road opened its new school in January 2018 and has transformed the education it provides to its pupils.
My key takeaways:
- If you can change the question, you’ll also change how people see your challenge.
- When an alternative route has been discovered, being able to do what you first asked for can appear easier to support.
- It’s always easier for someone independent and objective to ask the difficult questions that need to be asked, locally, regionally and nationally.
Link to author website: www.robertashton.co.uk
Engaging with local businesses
Experienced SBM and ISBL Fellow, Scott Sivier, tells us how he successfully secured funding for a 3G sports pitch, organised business breakfasts with potential supporters, and his three top tips for working with business sponsors.
We’ve worked hard to ensure our school sits at the heart of the community – a hub that leads on many neighbourhood activities. This approach is so relevant in these times of austerity. With fewer funding streams available it is essential for schools to engage with stakeholders who are able to add value to student experiences. I have achieved this at two of my previous schools, in the form of business breakfasts.
Our school development plan identified the need for a new outdoor sports facility, due to poor drainage of our existing sports fields. This was impacting on the curriculum and student’s needs and I was tasked with sourcing external funding for a new facility. I took a targeted approach to identify suitable funding partners and the most appropriate facility (3G sports pitch). After agreeing the best approach with SLT, I developed a business plan that demonstrated the need for this type of facility, for both the school and community.
From the outset, I felt it was very important to be transparent with all potential stakeholders when developing the business case. I always feel a transparent approach to partnership working is vital. It builds a trust and integrity that underpins the relationship. Positive partnership work relies on much more than just reacting to, or saying, what the funder wants to hear. It requires a commitment, from the outset, to work together and learn from each other.
Working in partnership and not in isolation with colleagues, meant we were more likely to get continued support throughout the duration of the process. The total build costs were £650k and the Football Foundation and Sports England funded the majority of the total building cost which was finally built in 2015.
I used Business Breakfasts to bring local businesses and organisations together. Business Breakfasts helped placed the school at the heart of the community and raise its profile amongst local businesses.
I created business breakfasts, to inform local businesses of the new GCSE framework and what this meant for local businesses and future workforces. These informal forums evolved successfully and have led to the creation of new partnerships and sponsorships for school events. They have also generated additional income, new customers for the school’s facilities, as well as PR for the school and advertising opportunities. We used to charge a minimal fee for breakfast options and supplied free tea and coffee – generating a small pot of additional funds throughout the year.
These forums also led to unknown funding opportunities. From a conversation with an attendee from Zurich Insurance, it transpired that one of our projects may be eligible for one of their community funding streams. We worked together and the school accessed £4,000 towards a school counsellor programme that had previously been cut, due to budget constraints.
Whether applying for £1k or £500k, relationships and partnership working is absolutely key to the success of any externally funded project. These are my three top tips for working with business sponsors:
1. Be transparent and sincere with potential supporters. You’re building long term trust and a relationship that you hope can flourish. You never know who you – or they – might meet next!
2. Listen to feedback – if a potential supporter doesn’t jump at one of your sponsorship options, just ask why. Can you remodel to make it more attractive? Never assume you know what a business partner might be looking for – check!
3.Success is 80% planning! A business case is vital. And don’t be afraid to share it with colleagues or potential investors – their buy-in is key.
We’ve worked hard to ensure our school sits at the heart of the community – a hub that leads on many neighbourhood activities. This approach is so relevant in these times of austerity. With fewer funding streams available it is essential for schools to engage with stakeholders who are able to add value to student experiences. I have achieved this at two of my previous schools, in the form of business breakfasts.
Our school development plan identified the need for a new outdoor sports facility, due to poor drainage of our existing sports fields. This was impacting on the curriculum and student’s needs and I was tasked with sourcing external funding for a new facility. I took a targeted approach to identify suitable funding partners and the most appropriate facility (3G sports pitch). After agreeing the best approach with SLT, I developed a business plan that demonstrated the need for this type of facility, for both the school and community.
From the outset, I felt it was very important to be transparent with all potential stakeholders when developing the business case. I always feel a transparent approach to partnership working is vital. It builds a trust and integrity that underpins the relationship. Positive partnership work relies on much more than just reacting to, or saying, what the funder wants to hear. It requires a commitment, from the outset, to work together and learn from each other.
Working in partnership and not in isolation with colleagues, meant we were more likely to get continued support throughout the duration of the process. The total build costs were £650k and the Football Foundation and Sports England funded the majority of the total building cost which was finally built in 2015.
I used Business Breakfasts to bring local businesses and organisations together. Business Breakfasts helped placed the school at the heart of the community and raise its profile amongst local businesses.
I created business breakfasts, to inform local businesses of the new GCSE framework and what this meant for local businesses and future workforces. These informal forums evolved successfully and have led to the creation of new partnerships and sponsorships for school events. They have also generated additional income, new customers for the school’s facilities, as well as PR for the school and advertising opportunities. We used to charge a minimal fee for breakfast options and supplied free tea and coffee – generating a small pot of additional funds throughout the year.
These forums also led to unknown funding opportunities. From a conversation with an attendee from Zurich Insurance, it transpired that one of our projects may be eligible for one of their community funding streams. We worked together and the school accessed £4,000 towards a school counsellor programme that had previously been cut, due to budget constraints.
Whether applying for £1k or £500k, relationships and partnership working is absolutely key to the success of any externally funded project. These are my three top tips for working with business sponsors:
1. Be transparent and sincere with potential supporters. You’re building long term trust and a relationship that you hope can flourish. You never know who you – or they – might meet next!
2. Listen to feedback – if a potential supporter doesn’t jump at one of your sponsorship options, just ask why. Can you remodel to make it more attractive? Never assume you know what a business partner might be looking for – check!
3.Success is 80% planning! A business case is vital. And don’t be afraid to share it with colleagues or potential investors – their buy-in is key.
Stress-free project delivery!
Martin Towers, Finance and Operations Director at Welland Park Academy in Leicestershire, shares his guide to successful project delivery.
Start with the end in mind. Have a very clear vision of what you want the finished outcome to be, even down to the finer details. That way you’ll have no surprises with costings or build works.
Involve stakeholders early. Get stakeholders’ opinions with clear parameters as to what you want from them and why you are asking. Consider a questionnaire to consolidate the answers. I use Forms in Office 365 as it collates the answers and dates and timestamps them. These are the sorts of questions you might want to ask:
Have a clear and structured payment plan for costs and cash flow. They both need to balance and you need to have pre-agreed what you are paying for, what is required for that payment and when you will pay it. This removes any awkward conversations about funding once the project has started.
Make sure the contractor invoices clearly for different sections, in line with the agreed payment plan. This makes traceability easy and you will have a very transparent process for audit to look through (and for the governors too).
Keep records to inform future project planning. When I receive multiple quotes for a project, I put a sheet on the front of the project file, explaining my decision process. This helps when it comes to the next project. It’s always best to include a note of why you chose a particular contractor, particularly if they weren’t the cheapest. Get references and examples of previous work where possible too.
And at the end of the project… Bring together all of the internal key players and do a summary list of the key findings. Taking the time to reflect and learn means you’ll be an even better team next time round.
Start with the end in mind. Have a very clear vision of what you want the finished outcome to be, even down to the finer details. That way you’ll have no surprises with costings or build works.
Involve stakeholders early. Get stakeholders’ opinions with clear parameters as to what you want from them and why you are asking. Consider a questionnaire to consolidate the answers. I use Forms in Office 365 as it collates the answers and dates and timestamps them. These are the sorts of questions you might want to ask:
- Would you rather have a carpet floor or a hard floor?
- What sports would you like to play on the surface?
- If you could have a particular finish what would you want?
- What annoys you with the space currently?
- If you could have any specific extras what would they be and why?
- What are the benefits to you with this project?
- R&D Surveys
- Asbestos works assessment
- Method statements
- Risk Assessments
- Works Access routes, facilities etc
- Safeguarding, insurance checks paperwork
- Asbestos register reviews
Have a clear and structured payment plan for costs and cash flow. They both need to balance and you need to have pre-agreed what you are paying for, what is required for that payment and when you will pay it. This removes any awkward conversations about funding once the project has started.
Make sure the contractor invoices clearly for different sections, in line with the agreed payment plan. This makes traceability easy and you will have a very transparent process for audit to look through (and for the governors too).
Keep records to inform future project planning. When I receive multiple quotes for a project, I put a sheet on the front of the project file, explaining my decision process. This helps when it comes to the next project. It’s always best to include a note of why you chose a particular contractor, particularly if they weren’t the cheapest. Get references and examples of previous work where possible too.
And at the end of the project… Bring together all of the internal key players and do a summary list of the key findings. Taking the time to reflect and learn means you’ll be an even better team next time round.
A guide to Gift Aid
Eduprise and Pebble founder Ryan Green on getting the most from Gift Aid.
We all know schools and trusts are constantly looking for ways to maximise income, and one of the best options comes in the form of Gift Aid. This government scheme adds 25% to all donations made by UK taxpayers to community amateur sports clubs and charities, including schools.
Unfortunately, as a source of revenue Gift Aid is greatly under-utilised, with £600 million going unclaimed each year (Source: Charitable Giving and Gift Aid, HMRC March 2018). This is money that could be used to help schools with learning resources, school trips, new technology or improving school facilities.
Why does so much Gift Aid go unclaimed? According to a poll conducted by fundraising specialists, Pebble, the process of claiming Gift Aid from HMRC is too complex and time-consuming. This has created a major barrier to adoption in schools and trusts throughout the UK who are already short on time.
Pebble set out to solve this problem with the launch of its newest product, Tali. This online bookkeeping software is designed to help schools and trusts manage income and prepare for audits, but its party piece is in helping to claim Gift Aid from HMRC.
Using Tali, schools and trusts can manage all their donors’ details and make Gift Aid claims in the same place. The software creates forms in the HMRC-required format so that the process is quick and efficient; it only takes 5 clicks to add a new donor and submit a claim.
If you’ve had a hard time claiming Gift Aid or weren’t aware that it was an option for your school or trust, then you can download Pebble’s Gift Aid Starter Pack for absolutely FREE. It’s the most comprehensive guide on Gift Aid written specifically for PTA’s, schools, academies and MATs. It’s got all the guidance you need to get started so you can claim the money that’s rightfully yours.
Click here to download your Gift Aid Starter Pack. [link: https://www.mypebble.co.uk/gift-aid]
We all know schools and trusts are constantly looking for ways to maximise income, and one of the best options comes in the form of Gift Aid. This government scheme adds 25% to all donations made by UK taxpayers to community amateur sports clubs and charities, including schools.
Unfortunately, as a source of revenue Gift Aid is greatly under-utilised, with £600 million going unclaimed each year (Source: Charitable Giving and Gift Aid, HMRC March 2018). This is money that could be used to help schools with learning resources, school trips, new technology or improving school facilities.
Why does so much Gift Aid go unclaimed? According to a poll conducted by fundraising specialists, Pebble, the process of claiming Gift Aid from HMRC is too complex and time-consuming. This has created a major barrier to adoption in schools and trusts throughout the UK who are already short on time.
Pebble set out to solve this problem with the launch of its newest product, Tali. This online bookkeeping software is designed to help schools and trusts manage income and prepare for audits, but its party piece is in helping to claim Gift Aid from HMRC.
Using Tali, schools and trusts can manage all their donors’ details and make Gift Aid claims in the same place. The software creates forms in the HMRC-required format so that the process is quick and efficient; it only takes 5 clicks to add a new donor and submit a claim.
If you’ve had a hard time claiming Gift Aid or weren’t aware that it was an option for your school or trust, then you can download Pebble’s Gift Aid Starter Pack for absolutely FREE. It’s the most comprehensive guide on Gift Aid written specifically for PTA’s, schools, academies and MATs. It’s got all the guidance you need to get started so you can claim the money that’s rightfully yours.
Click here to download your Gift Aid Starter Pack. [link: https://www.mypebble.co.uk/gift-aid]
Shout it out LOUD!
How to attract extra revenue by improving your school marketing and planning.
The £1.8bn raised by our schools every year is an astonishing amount and has a significant and direct impact on our young people. Much of this money is generated by the hard work of our volunteer PTAs and Friends Associations, giving up their time for fundraising cake sales, quiz nights and much more. However, our fundraising efforts could be far more streamlined and efficient.
With a fundraising plan and communications strategy in place, your school’s campaigns could have a much bigger impact. Here’s some ideas to get you started:
1. A fundraising plan – it’s worth the effort
A fundraising plan can help you to identify school improvement projects or initiatives that are worthy of your attention and effort. It could even be integrated with the premises or whole school development plan. Prioritise projects with the greatest need and impact. And identify some quick wins – remember ‘effort vs reward’.
2. Articulate your proposition – ‘why should they support us?’
Engaging with our supporters on an emotional level is key, and more schools than ever are developing sophisticated and creative ways of doing this.
Communicating your fundraising project with a clear ‘call for action’ is critical if you’re to reach your fundraising targets.
Select which best suits individual projects e.g., community crowdfunding for a library refurbishment or outdoor gym; business sponsorship and grants for a MUGA.
It’s a team sport – parents and pupils are great ambassadors!
Remember – Effective fundraising is emotive – you need to articulate the impact your project can have and back this up with evidence. Your supporters, followers, parents and staff will follow you and really endorse a great cause if you can demonstrate how their support can make a tangible difference.
The £1.8bn raised by our schools every year is an astonishing amount and has a significant and direct impact on our young people. Much of this money is generated by the hard work of our volunteer PTAs and Friends Associations, giving up their time for fundraising cake sales, quiz nights and much more. However, our fundraising efforts could be far more streamlined and efficient.
With a fundraising plan and communications strategy in place, your school’s campaigns could have a much bigger impact. Here’s some ideas to get you started:
1. A fundraising plan – it’s worth the effort
A fundraising plan can help you to identify school improvement projects or initiatives that are worthy of your attention and effort. It could even be integrated with the premises or whole school development plan. Prioritise projects with the greatest need and impact. And identify some quick wins – remember ‘effort vs reward’.
2. Articulate your proposition – ‘why should they support us?’
Engaging with our supporters on an emotional level is key, and more schools than ever are developing sophisticated and creative ways of doing this.
- Define your message – be really clear on impact and the difference a donor can make.
- Gather evidence of need e.g., via parent surveys and other questionnaires. Handwritten notes from the children are also effective!
- Use videos and photos to highlight the issue and what your project is going to tackle.
Communicating your fundraising project with a clear ‘call for action’ is critical if you’re to reach your fundraising targets.
- The school website is your primary source of communication – exploit it to promote your projects. Add a ‘Support Us’ or ‘Our Projects’ tab to the home page – and make sure it’s visible.
- Facilitate online donations and Gift Aid (see the article above).
- A simple, one-sided ‘Supporter Newsletter’ could be a great way to ensure your fundraising doesn’t get lost amongst all the other great stuff that’s mentioned in your main school newsletter.
Select which best suits individual projects e.g., community crowdfunding for a library refurbishment or outdoor gym; business sponsorship and grants for a MUGA.
- Some fundraising methods can be ‘slow burners’ – resist any temptation to dismiss alumni engagement out of hand, for example.
- Take a look at our ‘Wheel of Fortune’. [link: https://www.chameleon-training.co.uk/our-services/sustainable-income-generation/]
It’s a team sport – parents and pupils are great ambassadors!
- Research by IDPE (Institute of Development Professionals in Education) indicates that the involvement of school leaders, especially the Headteacher and governors, correlates directly with the amount of income raised. Buy-in at the top level is critical.
- “Culture eats strategy for breakfast” – world renowned consultant and author, Peter Druker, was spot on in citing organisational culture as underpinning all you do.
Remember – Effective fundraising is emotive – you need to articulate the impact your project can have and back this up with evidence. Your supporters, followers, parents and staff will follow you and really endorse a great cause if you can demonstrate how their support can make a tangible difference.