In many schools, fundraising is seen as the responsibility of the Development Director. While they should be the primary orchestrator, there is no fixed formula for who makes the ask. The Head, Development Director, Chair of Governors or another senior figure may all play a role. What matters most is that senior leaders are involved.

The Head’s engagement is often the single most influential factor in a school’s fundraising success. Yet across the sector, many senior leaders remain on the margins. Some feel unsure about their role, others are simply not invited in. This detachment can limit a school’s fundraising potential and overlook a valuable opportunity for leadership development.

From our experience supporting schools through consultancy and recruitment, we see a clear pattern. Leaders who are willing to ask far outnumber those with deep, regular experience of doing so. This isn’t a criticism. It reflects how fundraising has traditionally been approached. But things are changing and senior leaders have a vital role to play.

The case for involvement

With financial pressures increasing and the need to diversify income streams becoming more urgent, philanthropy has the power to transform a school’s future. We’ve seen this in higher education and now, in a small but growing number of schools this lightbulb has gone on and they are reaping the rewards.

Deputy Heads also have an increasingly important role to play in development. Many schools now include experience of fundraising and stakeholder engagement in Headship job descriptions, recognising development as a vital leadership competency. Deputies often have greater capacity than Heads to support day-to-day activity – providing senior visibility at events, helping to embed a culture of philanthropy across the school and contributing to stewardship through their existing relationships with staff, parents and pupils. Involvement in development is not only beneficial to the school; it also supports deputies’ own professional growth and readiness for future leadership roles.

Fundraising works best when it’s a team effort. More players on the pitch, each knowing their role, leads to more wins. While the Head may be the figurehead for the school’s largest donors, the next generation of supporters is waiting to be engaged, inspired and encouraged to begin their philanthropic journey.

Most development offices are small. Their capacity to build and sustain relationships is limited. Yet the number of alumni and parents capable of making influential or transformative gifts is far greater than the number who can be actively engaged by the development team alone.

This is where senior leaders can make a real difference. By collaborating with development professionals, they can help expand the school’s reach and deepen its relationships. That doesn’t mean taking over. It means showing up, listening well and being part of the conversation.

What the data tells us

The latest IDPE benchmarking report (2025) shows a clear shift in leadership engagement. 61% of Heads now spend more than 5% of their time on development, compared to 51% just two years ago. This is a meaningful increase and reflects a growing awareness of the strategic importance of philanthropy.

In schools raising the most money, Heads are significantly more involved than average:

  • 79% are actively cultivating prospects, compared to 59% in other schools
  • 69% are asking for or closing gifts, compared to 46% elsewhere

This level of engagement doesn’t just correlate with success. It helps drive it. And where Heads are more involved, wider staff and pupils are more likely to be engaged too. Development becomes part of the school culture, not just a standalone function.

What it looks like in practice

Here are some practical ways senior leaders can get involved:

  • Meet with your Development Director to ensure the fundraising strategy aligns with the school’s overall strategy. Ask about the challenges they face and explore how your role could support their work.
  • Join donor-facing activities. While the Head may lead the highest-value relationships, there are many other donors who would benefit from personal engagement with senior staff, such as your Deputy Head.
  • Support stewardship. A handwritten note, a personal thank-you or a follow-up conversation can make a lasting impression.
  • Use events to connect. When attending alumni or parent gatherings, look out for potential supporters. Share those insights with the development team and offer to follow up.
  • Be visible and authentic. Donors respond to genuine interest. You don’t need to be an expert in fundraising. You just need to care about the school and be willing to engage.

These actions may seem small, but they build momentum. They show donors that the school’s leadership is engaged, that their support is valued and that their relationship with the school matters.

Why it matters for leadership

When senior leaders take part in development, they gain more than fundraising experience. They build a deeper understanding of how their school is perceived, valued and supported by its wider community. Philanthropy offers a lens shaped by generosity and long-term commitment, one that reframes the school not just as an organisation to manage, but as a cause to champion.

This involvement also strengthens collaboration. Working alongside development professionals fosters trust and shared purpose. Leaders become active partners, not distant overseers, and that shift in mindset can unlock new opportunities for the school.

In schools where Heads are visibly engaged, others tend to follow. Teachers contribute to stewardship, pupils take part in events and governors become more confident advocates. Development becomes part of the school’s culture, not a separate function. It’s understood, valued and embedded across the community.

Philanthropy is not an add-on. It’s a leadership skill. A skill that connects strategy with relationships, and vision with values. Around 70% of what’s needed can be learnt quickly through involvement. The remaining 30% takes time and experience. Starting now means leading with greater confidence, clarity and connection.

Final thought

Philanthropy is not just strategic. It’s deeply human. Engaging with people who give their time, money and expertise without expectation is both humbling and energising. It’s good for the soul and transformational for the pupils and staff who benefit.

If you’re considering how development fits into your leadership, now is a good time to explore it. The difference you can make, for your school, your team and your wider community, is significant.