Key takeaways from the IDPE 2025 Schools’ Fundraising and Engagement Benchmarking Report
Drawing on data from 180 schools across the independent and state sectors, the Institute of Development Professionals in Education (IDPE)’s 2025 Schools’ Fundraising and Engagement Benchmarking Report analyses activity from the 2022/23 and 2023/24 academic years.
The report offers a clear and positive message for schools navigating the current uncertain economic climate: development is not just surviving – it is thriving. Despite the odds, including rising costs, VAT on fees and pressure to diversify income streams, fundraising performance across the sector has strengthened significantly. Schools are clearly not retreating from development; they are doubling down.
Philanthropy now accounts for (on average) 5% of total school income, rising to 20% in the highest-income independent schools. This is a powerful indicator that development is no longer a peripheral activity but rather an established strategic pillar of financial sustainability.
Below, we explore Cairney & Company’s key takeaways from this year’s report, how the findings are shaping this resilience and what they mean for schools planning ahead.
Key takeaways from the 2025 benchmarking report
Fundraising performance is up despite challenging conditions
Average total funds raised per development office increased by around 50% since 2022. This growth demonstrates that, even in the current challenging conditions, schools are achieving stronger returns and embedding philanthropy more deeply into their financial models.Longevity pays: maturity equals money and ROI
Development offices that have been established for more than 20 years raised an average of £2.16 million per year and delivered 57% of all funds raised. In contrast, offices in their first three years averaged £373,000 annually. Return on investment (ROI) also rises with age – from less than 2:1 in early years to more than 5:1 for longest-established programmes. As we have also seen across the higher education sector, this reinforces the importance of sustained investment over time to achieve long-term results.Leadership engagement is a force multiplier
In higher-income schools, more than 90% of heads are actively involved in development; this is up from 74% in 2022. In organisations where heads are engaged and lead by example, staff and pupil engagement with philanthropy also rises significantly. Chairs of governors and bursars also play a role in the philanthropic journey, but deputy head involvement remains low, highlighting a gap in future leadership experience.
“More leaders are dedicating time to fundraising. Where leadership is active, philanthropy is better […] and directly linked to stronger fundraising results.”
State schools are punching above their weight on ROI
State schools reported an average ROI of 6.3:1 on philanthropic income – more than double the independent school average – despite leaner teams and tighter budgets. Their success underscores the efficiency and potential of development in the state sector.
Donor mix is shifting with less reliance on only alumni
Alumni giving fell in boys’ and coeducational schools, while contributions from current parents grew across the sector. Alumnae giving in girls’ schools more than doubled, and state schools tripled their alumni income share. Most philanthropic income still comes from donors aged 55+ and men, but younger donor engagement is emerging. This is a trend that we have seen across multiple sectors, as part of the transfer of wealth to younger donors and also to women.Major gifts continue to be key for most programmes
Major gifts account for around 76% of philanthropic income and deliver the highest return on staff time. However, regular giving remains critical for newer and state school programmes, where it represents up to 39% of income. It is also a key tool for building engagement and future donor pipelines, as well as a culture of philanthropy and a legacy pipeline.Tactics: giving days and telephone campaigns steady, events low-yield
Giving days and telephone campaigns are now regular features, generating millions collectively, but they do not guarantee year-on-year growth. Events remain popular but deliver only 2% of income while consuming 10% of staff time, suggesting a need to review effort versus return.Legacies grow in importance
Legacy income contributed 14% of income received and 20% of total funds raised when pledges are included, proving they must be a part of your fundraising and engagement strategy. Offices established for more than 20 years averaged £449,000 annually in legacy income, while newer offices showed promising early-stage engagement. You can read more about how important legacy fundraising is in our blog, Why your next hire should be a legacy fundraiser.
“Strong results from a small number of schools highlight the scope to grow legacy giving and enhance long-term fundraising performance across the state sector.”
The bottom line – and how we can help
The evidence is clear: development is not about quick wins. It is about sustained investment, strategic leadership and relationship building (with both internal and external stakeholders) over time. Schools that commit to resourcing development properly, and empower their teams to engage donors effectively, are seeing the greatest success.
At Cairney & Company, we help schools embed fundraising as a strategic imperative, assess their potential for the future and strengthen every aspect of their development programme. Whether you are just starting out or scaling up, we can support you with insight, strategy and practical solutions, including helping you make the case for more resource in your team.
Get in touch today to explore how we can help you build resilience and deliver return – from strategic planning and assessments to benchmarking and interim support.
Cairney & Company is a proud corporate partner of IDPE. Statistics and quotations referenced in this article are drawn from the IDPE 2025 Schools’ Fundraising and Engagement Benchmarking Report, available for purchase on their website.