General Fundraising

Appealing for funds

Independent school fundraising has traditionally consisted of a single appeal, which focused on a major capital project. Timothy Finn extols the virtues of the development office in looking at the broader picture.

The success of the traditional school appeal can be attributed to a number of factors. Firstly, those who conducted the appeal – usually external consultants – consisted of a small number of highly experienced practitioners, trained to maximise every opportunity. Secondly, independent school parents were one of the few groups in the UK who were conditioned to charitable giving; despite the burden of school fees, fee-paying parents actually expected to be asked for donations. Finally, the residential boarding school system at that time was very well suited to addressing whole assemblies of parents by year groups.

Long process
The duration of the appeal was intense and was usually confined to four academic terms. Yet the stress that it placed on the headteacher was enormous and, once it was completed, no further appeal was practicable for five years. Furthermore, parents and former pupils could not exercise a preference for the focus of their giving. Nor could they delay their gifts until their limited finances were healthier.

The fundraising technique now used by a growing number of independent schools is much more donorfriendly and is more successful in generating income.

Under development
This is thanks to the introduction of the development office (see the feature by Tim Edge in this issue on the previous pages). This system replaces the former style of appeals with a permanent fundraising presence, whose function becomes as established as other features of school life, as well known and as well loved as the chapel or the library. To this office, at a time of the donor’s choosing, parents and alumni can make a contribution which fits their own budget and goes towards a project that suits their interests and preferences. 

The development office should be regarded as having equal standing with academic departments, and should not be housed in an obscure part of the school campus. The development director needs to be accessible both in location and practical contact to the headteacher and bursar. Above all, the development office needs to be centrally located for the convenience of donors. Rather than assuming a peripheral function, the development office will require special treatment in its early days so that it can play a key role in the longer-term evolution of the school.

Development projects
The development office must first commit to writing each of the four or five principal projects which the school plans to complete over a seven- to ten-year period. Each project should have its own prospectus.

This simple requirement works wonders for staff morale. Instead of fuming over the lack of priority given to its language laboratory, the modern language department soon finds that its favourite scheme is placed on an equal footing with others. There are, of course, bound to be some internal preferences. The new organ, now within £50,000 of meeting its funding target, will naturally be an early candidate for completion. Nevertheless, any donor with a clear intention of supporting language teaching will find that his or her choice can be accommodated. The gift will be placed in a reserved fund for that purpose.

Segmentation of donors
The development director must divide the long list of likely supporters into groups according to their perceived potential. Candidates for a major gift, which should be limited at all times to 25, need to be given individual attention, with a plan of approach devised for each. A reserve list of alternative donors, 50 at most, will in due course be contacted on the same basis. Finally, the main body of possible donors can be approached by more general methods, such as direct mail.

Communication with potential donors
A newsletter is the most effective method of communicating with alumni. It may be a self-standing, annual publication or it may appear as part of the school’s broader communications with former pupils and supporters. Support will emerge as recipients become increasingly familiar with prospective school projects.

In addition, at all open days or other events in the school’s life, the development office should have a physical presence. This presence should also become a regular feature of parent-teacher evenings.

Recognition of benefactors
Finally, appropriate marks of respect should be devised to give public recognition to donors. For contributors of large sums, buildings or rooms may be named after them. For other supporters, an annual reception, a round of regional dinners or listings in the school prospectus will help to ensure that kindnesses are not forgotten. Moreover, they may lead to future, greater tokens of support.

Making a case
Effective fundraising plans set out a strong case for support, writes Andrew Maiden

Your development office needs to be provided with as much background information as possible before making a bid for funds:

• why does the school need the money?
• how much is needed?
• how much of the school’s resources
  (including staff and existing facilities) can be made available?

The themes in the school’s case for support should focus on how the new facility will enhance an aspect of the pupils’ education or all-round experience.

Leading members of the school community must be galvanised to support the campaigns. This should include the governing body, the parent’s association, alumni, senior management team and any other members of staff, particularly those whose department will benefit from a major appeal.

Many of your parents will be well connected in their own right and should be asked to provide details of additional support they may be able to bring directly or indirectly.

Timothy Finn is managing director of Collyer Finn Limited, fundraising and sponsorship consultants. He can be contacted by email on tfinn@collyerfinn.com

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