Fundraising for primary schools in England—Moving beyond the school gates

Abstract

In response to depleting budgets and intensified performance pressures, primary schools are increasingly turning to fundraising as one mechanism for combatting ongoing challenges.Although research identifies that two thirds of primary schools are actively trying to increase their fundraised income, some primary schools are significantly more successful in attracting additional funds than others, whereas many struggle to focus fundraising efforts "beyond the school gates."This article focuses on 3 case study schools and the individuals tasked with the role of fundraising, which have each adopted different approaches in a successful attempt to increase their fundraised income. The findings propose that when primary schools proactively focus on their fundraising, invest in people in terms of both time and their skills, and create a positive fundraising narrative that embraces both the schools and local communities' needs, primary schools can succeed in attracting significant philanthropic support, which can be transformative for the school community.

The entrepreneurial leadership practices of Malaysian secondary school principals in fundraising

“…I agree that there are several personnel who would like to contribute to our school. But we need to consider several issues to avoid any unrealistic fund from the outsiders too.From the interviewee comments above, it can be concluded that welcoming external parties to the school is an essential step towards increasing their funding, since partnership activities, foundations, and contributions are accepted as one of the best mechanisms to raise the school fund (Body, 2017; Culbertson, 2008; Richards et al, 2005; Thayer and Shortt, 1994; Winton, 2016; Xaba and Malindi, 2010). In other words, if a school is to succeed in its fundraising endeavours, it is essential to allow external parties to participate in and contribute to school development (Salahuddin, 2016; Sanders, 2001; Xaba and Malindi, 2010).…”

“…As both school principals had a concrete understanding of these elements, one of the categories identified in this research is PTA collaboration with the school in the interests of sustaining and developing external networks. Body (2017) discovered that the PTA’s relationship with a school has a very positive effect on helping schools to maintain fundraising activities. This collaboration, combined with the principal’s ability to implement entrepreneurial leadership, is certainly a requirement for the success of school fundraising (Body, 2017; Borasi and Finnigan, 2010; Yemini et al, 2015; Noman et al, 2017; Yemini and Sagie, 2015).…”

“…Body (2017) discovered that the PTA’s relationship with a school has a very positive effect on helping schools to maintain fundraising activities. This collaboration, combined with the principal’s ability to implement entrepreneurial leadership, is certainly a requirement for the success of school fundraising (Body, 2017; Borasi and Finnigan, 2010; Yemini et al, 2015; Noman et al, 2017; Yemini and Sagie, 2015).…”

“…The findings of this study reveal information additional to the findings of either previous studies. While a study by Body (2017) purposely encourages schools to be actively involved in the communities to be part of the fundraising activities, this study explores the importance of school principals as entrepreneurial leaders and key holders of external parties, including the involvement of PTAs in fundraising. This paper, therefore, agrees that proactive PTAs stimulate school fundraising activities.…”

“…Moreover, it was shown in a previous study that there was a vast implementation of fundraising in school as a part of the initiative for decentralized schools. This implementation was due to the freedom provided by the decentralized policies to the school principals in school administration (Body, 2017; Borasi and Finnigan, 2010; Culbertson, 2008; Yemini et al, 2015; Oliff et al, 2011; Yemini and Sagie, 2015). There is little question that Malaysia has seen the rise and slow acceptance of entrepreneurial leadership in the educational administration of centralized schools.…”