Insight No.14

Contents

Tim Fish, editor-in-chief of Insight, is Managing Director for Dukes Education’s colleges, and founder of Earlscliffe, a co-ed, international boarding school for students aged 15-19, in Folkestone, Kent.

Philanthropy isn’t the preserve of the super-wealthy (the Ultra-High-Net-WorthIndividuals of 21st century banking nomenclature). Donations don’t have to be cash, either. One can give ‘time, talent or treasure’ in any measure as a philanthropist.

In Insight No 14 we have a number of personal accounts and indeed views on what constitutes philanthropy, but essentially there is agreement that whatever the activity, it should be for the good of others.

Jenna Laycraft, in her piece ‘Who’s helping who?’ (page 36) on ‘voluntourism’, challenges the oft-cited early CV item ‘Volunteering in Africa…’ as little more than exactly that, a UCAS booster topic, as she

examines the effectiveness of ‘paid for’ gap experiences, positing that such efforts rarely impact ‘the good of others’ but do result in the ‘voluntourists’ feeling good about themselves!

However, if one does engage in what our contributors might term effective philanthropy, there are indeed benefits for the giver: a growing body of scientific evidence shows that philanthropy contributes hugely to the well-being of the giver, with some of the positive effects being lower stress levels, better physical health, greater overall happiness, and significantly, a heightened sense of connection to others.

The list of famous philanthropists is long and their many works and

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achievements supremely impressive, from Rowntree, Burdett-Coutts, Carnegie and Rockefeller to Gates and Buffet, but given its focus, it is the work in education of Indian software (Wipro) magnate Azim Premji that has caught my attention. Premji has pledged to give away at least half of his wealth through the Azim Premji Foundation and his initial gift of $2.2 billion established a not-for-profit university in 2010 specialising in training teachers. Aside from the ‘wow’ factor of the amount donated, its impact statistic is far more impressive — to date, around 350,000 schools have benefited in one way or another from Premji’s philanthropy.

Tim Fish Editor-in-chief

Philanthropy. Humanity, benevolence, kindliness

David Goodhew, Managing Director, Dukes Education, discusses the Dukes Foundation’s ambitious plans for transformational bursaries

As a classicist, it would be remiss of me not to reflect on the Greek roots of the word ‘philanthropy’: Liddell and Scott’s lexicon defines “φιλανθρωπία” as “humanity, benevolence, kindliness”. This is in harmony with one of our core Dukes values, namely that we lead with heart. The Dukes Foundation is committed to supporting young people’s education, healthcare, mental health and well-being, as well as sustainability and the planet. To date, the Foundation has put those words into action by supporting, among others, a new Children’s Cancer Centre at Great Ormond Street Hospital, the British Asian Trust’s School Mental Health Project, Place2Be, London Youth and Poetry Together.

However, as Dukes approaches its tenth anniversary, I am especially inspired by our ambitious plans to become the leading provider of transformational bursaries in the UK. There are so many reasons why this is the right thing to do at the right time. Work by the Sutton Trust and the Education Policy Institute had already highlighted an attainment gap of approximately eighteen months to two years between pupils from wealthy backgrounds and those from poor backgrounds; sadly this gap has worsened as a result of the pandemic. Yet research by the OECD shows that, when disadvantaged pupils have the chance to attend advantaged schools, the effect size is equivalent to two and half years of schooling. Another learning from the pandemic

is that, while instruction can be delivered remotely or online, education is a profoundly social experience. This is supported by the work of Professor Sarah-Jayne Blakemore, who has shown that there are evolutionary and neurobiological reasons why teenagers are hard-wired to pay as much (if not more!) attention to their peers as the adults in their life. If education is about learning life lessons in the company of your peers, then who your peers are is as important as who your teachers are. Much work has been done on the benefits of diversity of thought (e.g. Matthew Syed’s “Rebel Ideas”). A socio-economically diverse peer group, powered by bursaries, avoids the risk of children growing up in the monoculture of a ‘privileged bubble’ and equips them to collaborate with peers from all walks of life — a vital skill for success in the wider world of the 21st century. In short, it’s not just the recipients of bursaries who benefit from being in schools that offer them everyone benefits from being part of a deeper and wider talent pool.

This is also the case for colleagues: those who choose to work in education, whether as teachers or support staff, frequently have a strong social conscience and are attracted by the opportunity to work for an organisation

that lives their values. This is especially true for the current cohort of Gen-Z employees. The work of the Foundation, including what could become a sector-leading bursary programme, will allow Dukes to recruit and retain more of the most able and conscientious professionals in the education space.

The mission and purpose of Dukes is to “empower our children to live an extraordinary life”. If we can find a way to widen access for as many children as possible, not only those who can afford the fees, we will be able to make a positive difference to social mobility in this country. The UK has one of the lowest rates of social mobility in the developed world, which is not only a colossal waste of untapped potential but is also a brake on our economy and culture.

This is an issue I care deeply about myself. The son of a postman and a cleaner, I grew up in London in the tower block opposite Grenfell; I went to my local primary school and state secondary school. I was the first member of my family to do A-levels or go to university. I know that the education I received, especially at Oxford, changed my life and I know that Dukes can do the same for hundreds of children like me every year.

Watch this space! ■

‘I am especially inspired by our ambitious plans to become the leading provider of transformational bursaries in the UK’

Lessons through life

Aatif Hassan, Founder and Chairman of Dukes Education, discusses how a father’s wisdom and life changing events forged his belief in the power of philanthropy

“

Have you prayed and given thanks for what you have received?” and “How much money have you given to others this week?” These two questions are asked by my father every Sunday morning when I visit him for breakfast. This weekly reflection forms the basis of my belief that our vocation in life is to have a wider sense of purpose about what we are here to do and to leave the world in a better place.

When I founded Dukes Education in 2015, it was with the goal of inspiring young people to lead extraordinary lives. The core tenet of Dukes is found in the name itself, coming from the Latin — ducere to lead. For most people, leadership immediately conjures ideas of military heroes, sporting gods or business stereotypes, but I believe leadership offers so much more than that.

For me, leadership starts with the ability to really

understand oneself — physically, emotionally, and spiritually. The second, and perhaps the most important element, is service. Service is something that, regardless of technological development and all the distracting newness that surrounds us, is deeply enshrined in our human nature. Through service, young people grow up to have a sense of what's right and wrong and develop the habit of giving, not just financially, but of themselves, their time, passions and interests.

Combining this sense of service with high performance, using selfknowledge to bring out the very best in ourselves, and driving a sense of adventure and innovation, we create a powerful model of leadership behaviour that can be passed on from a father to his son, and from an organisation’s leadership team to its children, young people and staff.

The creation of the Dukes Foundation is a natural extension of Dukes Education. The Foundation is not a side project or add-on, it is a core strand in the development of the Dukes Education brand and our expectations for our children and our staff. When we look at the challenges facing young people — loss of attention span, increased anxiety, and poor mental health, coupled with the increasing gulf between rich and poor and the huge divisions and conflicts in the world — the Foundation provides an opportunity to role-model leadership

and demonstrate positive capitalism at its very best.

There is an increasing amount of scepticism and cynicism about corporations’ perceived greed and that 20th century mentality, the Jack Welch vision that the only purpose of a company is profit maximisation is, I believe, a short-sighted view of the world. There's a moral obligation for private sector organisations like Dukes to recognise that its stakeholders are far broader than that model suggested. Ours is a holistic approach that involves looking after our staff and their well-being, fulfilling the educational needs of our pupils and, equally, serving society around us. I fundamentally believe in uplifting the communities that we live in and that serving them provides an opportunity to give back.

Having lived with loss, I know at first hand how vitally important it is that our organisation uses its resources in a positive way to serve others. My mother passed away when I was six years old. As an adult, I understand how much I would have benefited from bereavement counselling following the experience of going to the hospital to say goodbye, and the aftermath of that loss in the subsequent years. When my own son passed away after receiving critical health provision, I experienced both the wonderful care, and the trauma, that people go through at such desperate times. These deeply personal experiences of bereavement as a child and a parent have

‘Ultimately, my motivation for philanthropy is the joy of helping other people’

LEADERSHIP

Inspiring self leadership, presence and collaboration in ourselves and our children.

An innate sense of the greater good. Facilitating the success of others.

Being the best in your own terms — fulfilling potential at an individual level.

Cultivating curiosity, fun and discovery — making education be more than just exam results.

led directly to the Dukes Foundation’s support for organisations that can help others facing similar experiences such as the Ruth Strauss Foundation for families facing bereavement, Place2Be and Young Minds children's mental health charities, and Great Ormond Street Hospital.

My own experience with dyslexia and ADHD have also shaped the direction of Dukes’ philanthropy. Having found ways to live with neurodiversity, I discovered a love of reading and the joy of poetry that resulted in the creation of ‘Poetry Together’ and support of The Queen’s Reading Room. Poetry Together joins young and old people in learning and reciting poems, providing wonderful social occasions for people at both ends of the generation spectrum, as well as the cognitive benefits of rhythm and rhyme and memory skills, while The Queen’s Reading Room charity promotes the love of reading and books. Importantly, our support for these schemes is not simply financial but, through our people, we are able to support them with resources, from helping to build websites, marketing or event management. The power of the collective at Dukes has shown that we are able to do so much to bring about positive change and that will be further amplified through the Dukes Foundation.

Ultimately, my motivation for philanthropy is the joy of helping other people and seeing them succeed. Being a trustee of the British Asian Trust, I was able to visit Pakistan recently to meet the beneficiaries of women’s aid projects. The women from rural areas had been given training and micro loans enabling them to set up small businesses to support themselves and their families and which funded their children’s access to education creating a positive cycle of knowledge and skills — a truly inspiring experience.

The future of the Dukes Foundation is genuinely exciting. In 2024, we will launch the Foundation’s Youth Advisory Board so that young people will have a say in the direction of the Foundation’s philanthropy and, we will use our resources to raise money for what I hope will be the UK’s biggest bursary programme.

The values of the Foundation are rooted in the values of Dukes. I believe the Foundation will be an example of positive capitalism and how private organisations can contribute to the greater good in a time when the government has so many other challenges. We are blessed to have talent, resources and wealth to really influence society. And I really believe it’s the right thing for young people as well. ■

Embracing the power of purpose

Glen Fendley, Chief Executive of the Dukes Foundation, describes how his 30-year journey in fundraising has prepared him for his new role

In the early 1990’s, obtaining a prestigious graduate fast-track position in the petroleum industry seemed like the ideal path for financial success and long-term career satisfaction. However, despite the elevated level of decision-making responsibilities and the opportunity to travel globally, I couldn’t shake off a feeling of emptiness that money and benefits couldn’t fill.

The turning point came when I returned home to London to my then-girlfriend (now wife) Jane, after an

extended business trip to Houston, Texas. I was excited to share news of a bonus award that would help us secure our mortgage deposit for our first home. But I was taken aback by Jane’s own exciting revelation.

She had played a crucial role in helping one of her students, Jamie, receive a dyslexia diagnosis that would transform his learning and education.

Jane’s compassion and dedication sparked a desire in me to seek my own personal fulfilment and make

a meaningful difference in my career. Despite facing scepticism from friends and family, who saw my decision to take a significant pay-cut and leave behind a promising career in the oil sector as a “reckless move,” I knew it was time to take that leap of faith.

I seriously contemplated two professions: following Jane into primary school teaching or working in the charity sector. In due course, I eliminated the teaching option. Although I believed I had some qualities suitable for teaching, such as compassion, creativity, communication skills, and the ability to motivate students, I wasn’t going to kid myself that I possessed the necessary level of maturity, patience, and time-management skills I witnessed in natural educators like Jane and her peer group in their young careers.

My exploration of charity jobs also proved to be quite frustrating as I struggled for months to find roles that aligned with my skill set and that truly resonated with any of the causes I cared deeply about. However, just as I was going to give up and reconsider my options, everything changed when I stumbled upon an advertisement from the NSPCC recruiting staff to their major gifts department. The charity had a compelling mission and I had no doubt that I had the transferable skills to make a success of the major gifts fundraising role: active listening, a genuine curiosity for people’s motivations and interests,

persuasive communication abilities, and an aptitude for building meaningful relationships.

After a rigorous interview process, I was thrilled to receive the news that I had been offered the job. However, I did later discover that the decision to hire me had not been unanimous among the interview panel. It was the Fundraising Director, Angela Cluff who took a chance on me and cast the deciding vote. That decision marked the beginning of an incredible career journey for me — a true ‘sliding doors’ moment.

My arrival at the NSPCC coincided with a momentous time in its history. The charity was on the verge of launching an unprecedented national fundraising campaign with an ambitious £250 million target, aimed at eradicating cruelty against children. I distinctly remember the impactful words spoken by then CEO, Jim Harding, on my first day in the role. He expressed a fervent hope that our collective efforts would be so powerful and transformative that one day, the NSPCC would become obsolete, no longer needed in a world free from child cruelty.

These visionary and aspirational words have been echoed throughout the years, inspiring not just the NSPCC but countless other charities as well. They continue to fuel my motivation as a fundraiser, reminding me of the profound importance of our work and the immense potential for making genuine change in the lives of children and young people.

‘Witnessing the power of philanthropy and how it brings social solutions to life is a joyful experience’

Joining the NSPCC proved to be an exceptional training ground, allowing me to master the art of major gifts fundraising and acquire the most effective methods of soliciting donations from high-net-worth individuals. Early on in my tenure, I helped to secure a handful of significant donations, which cemented my passion for professional fundraising. Witnessing the power of philanthropy and how it brings social solutions to life is a joyful experience. To this day, there is nothing that compares to the fulfilment I find in nurturing relationships with prospective supporters, getting to understand their passions, and then presenting a compelling case for giving generously.

My four-year tenure with the NSPCC was nothing short of life-changing for me, personally and professionally. It reaffirmed my belief in the power of purpose, the importance of compassion, and the profound impact that individuals can make when united behind a common cause.

It would be remiss of me if I didn’t acknowledge a debt of gratitude to Dr. Henry Drucker and Kay Sprinkel Grace, who mentored me early in my career change. Dr. Drucker, the architect of the groundbreaking £340 million Oxford University fundraising campaign, taught me the importance of storytelling to communicate the impact of philanthropy. Kay Sprinkel Grace showed me the value of connecting with donors on a deeper level

by uncovering shared values.

As I continue on my journey as a professional fundraiser, I am committed to passing on the knowledge and wisdom I have gained to the next generation of fundraisers. I hope to inspire and mentor others, just as Dr. Drucker and Kay Sprinkel Grace inspired and mentored me.

Throughout my fundraising career, I have been fortunate to work with non-profit organisations dedicated to causes that are close to my heart, such as youth and environmental conservation, healthcare, and education including London Youth, Maggie’s Cancer Caring Centre and RSA Academics Ltd.

As my reputation in the fundraising world grew, I became a sought-after international consultant and philanthropic broker, supporting over sixty charities and educational institutions worldwide in achieving campaign success. I am humbled by the countless moments when I have been involved in helping to facilitate great acts of major philanthropy all over the globe.

It goes without saying that not every campaign I’ve led has been a resounding success, and not every meaningful fundraising relationship has yielded substantial donations.

‘I am humbled by the countless moments when I have been involved in helping to facilitate great acts of major philanthropy all over the globe’

But I have always held onto the wise words of my favourite teacher, Mr. Lockie: “Embrace setbacks, but don’t let them define you. Let them teach you.” His guidance has been my compass, urging me to learn from my successes, disappointments, and challenges. As I embark on the next chapter of my career, I remain committed to these principles driven by humility, resilience, and an unwavering passion to make a difference in the lives of the young people we serve.

Looking back on that ‘leap of faith’ moment in 1995, and my

ensuing three-decade journey as a professional fundraiser and consultant, my life has been filled with unexpected twists and opportunities that continue to ignite a passion within me — and 2024 is no different! I am now about to take on the role of Chief Executive of the Dukes Foundation, the philanthropic arm of Dukes Education.

It is truly an honour to serve an organisation that through bursary provision and making charitable grants, will positively impact on the lives of thousands of young people worldwide. ■

The Dukes Foundation

We lead with heart. In the UK and all around the world. For today and for generations to come.

Creating extraordinary impact

Our mission is to change lives, create opportunities and spread hope by connecting children, families and communities to the compassionate and empowering spirit at the heart of Dukes.

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Cultivating compassion

Philanthropy brings together people who share similar values and passions, fostering a sense of community, explains Naz Usman, Principal, Hopes and Dreams Nursery

Philanthropy is about showing goodwill towards others. It’s all about giving back to society and helping people reach their potential and follow their dreams while maintaining their dignity and respect. It’s not just about money, but also about providing service and empowering others. In this journey of self-discovery, I began to question why we are all so different and why some people have more than others — not just money but other attributes such as skills or talents. I wanted to find a way to ensure that no one is left behind in the race of life or at least, a way I can take the initiative to bring about change.

‘It’s not just about money, but also about providing service and empowering others’

In today’s world, we may be more connected through technology but in many ways, we also feel more disconnected. The days of a tight-knit community seem like a thing of the past. That’s why philanthropy is so important — it brings people together to support causes that are bigger than themselves. Whether it’s giving time or money, philanthropy creates a stronger sense of unity and belonging in our society. Last year, our Hopes and Dreams nurseries raised funds to support the Oasis book project in Uganda, which aims to nurture a reading culture in children. Many children in rural schools do not have access to books at home or

opportunities to read and write. By providing support, we are empowering these children to communicate their needs and aspirations. It is truly satisfying to know that the little help we provide from the UK can make a difference in the lives of children in another country. This year, we hope to raise funds for a school bus so that children can easily access education without having to walk for miles in extreme weather conditions. Whether we focus on local community projects or contribute to global initiatives, being philanthropists allows us to make a positive impact on various scales. Supporting others and making a difference in their lives brings contentment and peace.

Giving our time and sharing our skills can have a tremendous impact. For example, collaborating with teachers in developing countries to share knowledge and skills can provide children with the best possible education outcomes. Donating to causes like breast cancer research and organisations such as Doctors Without Borders, or whatever cause is close to your heart, can bring impactful change and generate awareness. By giving back, we play a vital role in building a more just and equitable society where everyone has access to opportunities and resources.

I strongly believe that every human being is blessed with skills and talents.

I am a staunch advocate for supporting and empowering individuals, helping them regain belief in themselves and their abilities. Having the power to improve the lives of others is a privilege that comes with a sense of responsibility. By acting on these feelings, I reinforce my personal values and aim to live a life that aligns with my beliefs. Being a philanthropist allows me to make a tangible and positive impact on the lives of others. It cultivates empathy and compassion as I become more aware of the challenges faced by others, leading to a deeper understanding of their needs. It also brings together people who share similar values and passions, fostering a sense of community.

Giving and helping others brings a profound sense of fulfilment and purpose. It leads to greater happiness and satisfaction in life. It can inspire others to get involved and create a ripple effect of positive change. By giving, we expose ourselves to new experiences, challenges, and perspectives, fostering personal growth and development. It is truly a win-win situation. When we give, we receive so much more. It’s an opportunity to leave a lasting legacy, knowing that our efforts have contributed to a better world that will continue to impact generations to come. I hope this inspires other people to get involved and make a difference. Together, we can create a better world for all. ■

‘Philanthropy is so important it brings people together to support causes that are bigger than themselves’

The values of volunteering

Nurette Stanford, Bursar, Eaton Square Prep School, explains what she has learnt as a volunteer for St John Ambulance

Ibegan volunteering with St John Ambulance three years ago when I started as a COVID vaccinator before going on to complete the four-day training course required to become an event First Aider. Since then, I have honed my skills at many major events around the country. I have volunteered at marathons and sporting events at Lord’s, Wimbledon, and Twickenham, concerts at Hyde Park, and Premier League football matches at Stamford Bridge and Arsenal. Last year was particularly busy with royal events including Queen Elizabeth’s Platinum Jubilee, funeral and the King’s Coronation.

In total, I volunteer for

approximately 150 hours a year plus on-going training and regular unit meetings, all of which takes place at weekends and in the evenings. It is certainly a big commitment and includes some unsociable hours but I am very fortunate to have the full support of my family, who, as I come through the door after an event always ask, “Did you save any lives today?”. They are proud of me and what I do and love hearing all the stories about my time as a First Aider.

Each event varies in its complexity and logistical challenges (as well as the profile of the attendees) but it might surprise you that a day at Lord’s can be far more

‘I feel an enormous sense of community in the volunteering work I do and I am fortunate to often see the very best in people when I am on duty’

eventful and challenging than New Year’s Eve or the Notting Hill Carnival! St John Ambulance is primarily deployed at large events to take the pressure off the NHS and London Ambulance Service. We are able to treat people who are ‘big sick’ as we call it, through to simple blisters and headaches. I am fully supported by other volunteers, including Health Care Professionals who are always on hand for a quick referral, but the mainstay of St John are people just like me.

I am often asked about my experience and saving lives but my most significant experience of volunteering at St John was with a patient at Queen Elizabeth’s funeral. I was stationed at the very last treatment centre in ‘The Queue’ for The Queen’s lying in state so by the time I saw people, they had been on their feet for about eight to 12 hours. It was humbling to say the least and my job was to not only to repair the broken bodies but to also lift the spirits at this very sombre moment. One elderly lady came to see me and asked if I could take a look at her feet — she thought she may have a blister. She was on her own and had been queuing for eight hours at this stage. Her ‘queue buddies’ committed to saving her place in the queue while I treated her, and had clearly been a source of comfort and company. When she took her shoes off I was shocked to see the entirety of her feet were blistered — she must have been in extreme pain. The lady explained to me she was wearing brand

new shoes she had bought especially for The Queen because she did not want to wear her old ones when viewing the Queen’s coffin. I patched her up as best I could, gave her something for the pain and seated her in a wheelchair so that I could take her to the front of the queue. I walked inside with her, holding her arm as she paid her respects and then led her back outside. When we were outside she hugged me, thanked me for everything I had done and explained how special this occasion had been for her. We managed to track down her queue buddies — strangers until eight hours ago — who then insisted on helping her make her way home. It is in moments like this that I feel an enormous sense of community in the volunteering work I do and I am fortunate to often see the very best in people when I am on duty.

As a school bursar, volunteering for St John Ambulance gives me the opportunity to do something very different from my day-to-day work. However, far more significantly than simply giving me a different challenge, volunteering has made me a better leader and a better team player. Everyone at St John is treated with dignity and respect. I have to take instruction from people who may be 30 years younger than me and at the same time I am often responsible for guiding the cadets through their learning journey.

Similarly with patients, every single person is treated equally and fairly even if the

person has been delivered to us by the police in handcuffs. Volunteering makes me more tolerant, forgiving, and understanding but also it has taught me how to work within clear boundaries.

People often ask me why I volunteer - I do it because I love helping people and I love learning. I have the opportunity to meet people from all walks of life which I find enriching and interesting. It is also important for me to demonstrate the value of service to my own children so they appreciate that being kind to people is one of the best things you can be. The St John values; humanity, excellence, accountability, responsiveness and teamwork collectively spell out HEART and these values dovetail perfectly with the values at Dukes. So whether I am at work, at home or volunteering, my own personal sense of direction is clear.

Of course, it is not all one-way traffic! There are moments where I find myself standing in the freezing cold, shivering at a football match or trying to explain to someone who may have had a few too many drinks that they cannot go back to their seat and watch the game with a dislocated hip and that hospital might be the best option for them. However a shift never goes by without someone saying thank you and that one small gesture makes it all worthwhile. We should never underestimate the power of saying thank you. That’s what volunteering has taught me. ■

‘People often ask me why I volunteer I do it because I love helping people and I love learning.’

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Who’s helping who?

Voluntourism — resoundingly good or clichéd and misguided? Jenna Laycraft, Associate Advisor, Dukes Plus Consultancy, gives her view

It may come as a surprise to hear that, as a US university advisor, one of my responsibilities is to prevent volunteer trips to Africa. Although ‘voluntourism’ has largely faded since its noughties heyday, when it was viewed as resoundingly ‘good’, it still arises frequently enough for me to have arguments prepared against it. “Clichéd and misguided” responds a friend who conducts applicant interviews for an Ivy League university when asked about the aforementioned trips.

Sometimes, this advice is not heeded — teenagers and parents alike are unconvinced that they can be problematic and are no longer impressive to admission committees. Sometimes there is confusion. The role I play is to advise on the most worthwhile path and guide them away from a programme they didn’t realise had become outdated and provide constructive suggestions.

There are some basic (and blunt) facts about the industry of voluntourism: predominantly white students from the Global North pay money to a company to provide a volunteer experience in the Global South to help non-white people. Participants are almost exclusively approaching their university applications and expect the trip will fulfil what they assume is an unsaid requirement for admission: volunteer work. Operating with the logic that helping those who they think are the most destitute will be the most impressive or impactful, students’ minds often go to African children. Teaching English is one of the most common tasks given to these teenagers once

at their destination, most of whom have no formal teaching experience and no knowledge of the local language. And we know how much effort, training, and predisposition go into good teaching!

Besides being the financial backers, parents can often be the instigators of these trips. As well as thinking it will increase their child’s chance of admittance to a university, they also want their child to gain a global perspective that will make them appreciative of the privileged life they provide. Many parents, fairly, want some gratitude! A lack of running water can surely put some things into perspective, but there is something approaching schadenfreude when impoverished people are simply used to help make one feel fortunate.

The principal reason for these volunteer trips is frequently all about benefiting the volunteer. The orientation of humanitarian efforts can easily shift towards prioritising the helper feeling helpful instead of the helpee being helped. The benefits that being

‘The intentions of those engaging with voluntourism are wellmeaning, but the positive effects can be negligible’

charitable bestows on the giver, not the receiver, have been accepted as sufficient justification for engaging in volunteer work; “It makes me feel good,” is the explanation that both teenagers and adults often give for their good deeds. Sometimes it gives the benefactor ‘purpose’ to their lives. Duty or responsibility often go unmentioned.

The intentions of those engaging with voluntourism are well-meaning, but the positive effects can be negligible. It is doubtful that anyone reading this would feel confident living in a home built by 6th formers from the local college, yet this is precisely what many organisations do for those abroad. Anecdotes of locals (adult ones) needing to re-build the volunteer-made houses are plentiful in online op-eds. This issue brings up the question: Do we assume the local people can’t, or don’t know how to, build shelter for their own

environment, or do we simply not trust them with the money to do so? Another example is from a friend of mine who went on a volunteer trip to Tanzania in 2010, where she quickly realised that the rural students neither needed nor particularly wanted English lessons: the actual reason the students went to school was to get a meagre, midday meal.

A principal issue with the industry of voluntourism it is a blatantly hierarchical one. Our beliefs about the trajectory of human history can lead us to think that certain people or places are desperate for any help they can get, having simply fallen behind on the path on which we are farther along. Countries that have previously been colonised are popular destinations for these trips, and often students have not been educated that foreign intervention to instil ‘progress’ has historically caused harm that may have even led to the

current hardship. It is easy for teenagers (and sometimes their parents) to think that these trips can provide a heroic journey: that their presence will make a profound change. We need to question ourselves in situations where we think sending our teenagers to fix issues we deem unsolvable by that country’s adults is reasonable.

What is the alternative and how do we envisage which good deeds will lead to the best outcome in today’s world? It should not be overlooked that some may have to offer what others literally cannot afford: money. Instead of taking the trip, the cost of airfare could be donated to hire locals and pay for supplies to complete a necessary project or given directly to impoverished people who then get to decide how to best spend the money — through organisations such as GiveDirectly, for example. Avoiding dependence on foreign donations is another aspect to consider;

micro-loans are a highly effective and respectful way to contribute to economic development — treating the beneficiary in a similar way that you would an adult from your own country, by way of loaning money instead of simply giving.

The main suggestion I give to students, however, is to focus on their own community — whatever ‘community’ means to them. I ask students to ‘give back’ to something that has benefitted them personally. This could be a student volunteering at the dance studio that they have attended since they were a child. It may even be making sure kindness is exchanged within your own family, or that you help your literal (not metaphorical) neighbour.

Duty and responsibility can be incorporated into volunteer work. Instead of solely considering what actions one might take through a sense of generosity, one can ask what can be done to honour their duties and

‘We need to question ourselves in situations where we think sending our teenagers to fix issues we deem unsolvable by that country’s adults is reasonable’

responsibilities as a community member, citizen, or human being. I urge students and adults alike to consider the ‘human’ component of humanitarianism: go beyond the necessary requirements of survival and think about what makes a human think their life is worth living. This type of charity often goes beyond what money can provide. If time and knowledge are available, they can be used in mentorship — providing sincere support, encouragement, and connection to even one individual can be radical.

Although I have yet to do it, I have the idea to advise a student who mentions a voluntourism trip to instead go on a trip to be a student: learn the native language and seek to understand the social, cultural, and political reality. This inversion could be powerful, putting into question the biases we have relating to who we think has something valuable to offer. ■

Founded in 2015, Dukes brings together a carefully curated group of nurseries, schools, colleges, education consultancies and student experience organisations.

Our central team is based in London. From here, we serve our settings in the UK and Europe, providing administrative support and training, whilst promoting high-performance, leadership, and well-being.

2,565 Pupils

18,500

London

KEY:

Nursery School Preparatory School

Senior School Sixth Form College

8 nursery brands

14 prep school brands

Riverside Nursery Schools

ST MARGARETS MONTESSORI • AGES 0-5

Riverside Nursery Schools

TWICKENHAM GROSVENOR PARK • AGES 0-5

Kneller Hall School*

AGES 11-18

Riverside Nursery Schools

TWICKENHAM GREEN MONTESSORI AGES 0-5

9 senior school and college brands

Broomfield House School

AGES 3-11

Riverside Nursery Schools

KEW MONTESSORI • AGES 0-5

Radnor House Prep

• AGES 2-11

Radnor House School • AGES 11-18

Riverside Nursery Schools

TWICKENHAM PARK

AGES 0-5

Riverside Nursery Schools

RIVERSIDE, HOLLY ROAD

AGES 0-5

Hampton Court House School

AGES 2-18

Heathside School

Hampstead

AGES 2-13

Devonshire House School

AGES 2-13

Hampstead Fine Arts College

AGES 13-18

Hopes and Dreams

Montessori Nursery School

OLD STREET • AGES 0-5

Hopes and Dreams

Montessori Nursery School

CITY ROAD • AGES 0-5

Bassett House School

AGES 2-11

The Acorn Nursery

AGES 2-5

Notting Hill Preparatory School

AGES 4-13

Orchard House School

AGES 3-11

Chiswick and Bedford Park

AGES 3-11

Pippa Pop-ins

AGES 2-5

Kindergartens

POOH CORNER • AGES 2-5

Miss Daisy’s Nursery

BROOK GREEN

AGES 2-5

Miss Daisy’s Nursery

CHELSEA

AGES 2-5

Kindergartens

MOUSE HOUSE

AGES 0-5

Pippa Pop-ins

AGES 2-5

Miss Daisy’s Nursery

HYDE PARK

AGES 2-5

Eaton Square Senior School, Mayfair

Knightsbridge School

AGES 3-16

Miss Daisy’s Nursery

KNIGHTSBRIDGE

AGES 2-5

Kindergartens

MOUSE HOLE

AGES 2-5

AGES 11-18

The Lyceum School

AGES 4-11

Dukes Education

WATERLOO PLACE OFFICE

Eaton House Belgravia School

AGES 3-11

Eaton Square Preparatory School

AGES 2-11

Miss Daisy’s Nursery BELGRAVIA

AGES 2-5

Eaton Square Sixth Form

AGES 15-18

Kindergartens

THE PARK

AGES 2-5

Eaton House

THE MANOR GIRLS SCHOOL

THE MANOR BOYS SCHOOL

Broomwood

AGES 4-11

AGES 4-13

Kindergartens

MOUSE HOUSE

Prospect House School

AGES 3-11

2-5

Broomwood

BOYS • AGES 8-13

Kindergartens

CRESCENT II

0-5

PRE-PREP • AGES 3-7

London Park School, Clapham • AGES 11-18

Broomwood

GIRLS • AGES 8-13

Kindergartens

THE PARK

AGES 2-5

The Pointer School

AGES 3-11

* Opening soon

Dealing with rejection

Finding sponsorship for a gruelling cycling race provided an extra challenge explains

Adam Anstey Head, Broomfield House School

In my experience, philanthropic thinking is accompanied by a high level of rejection; it demands vulnerability, considerable resilience, and a substantial reserve of positive energy. If one wishes to attract investment, all the aforementioned qualities are requisite, in addition to having a purpose and a compelling narrative.

When executed correctly, philanthropic thought leads to the greater good, supporting

initiatives and ideas that might otherwise fail to materialise. My intention here is not to indulge in a self-congratulatory reflection, but rather to serve as a helpful reminder of my experiences in the realm of fundraising. Whilst the physical demands alluded to are not to be understated, they are dwarfed by the challenges of philanthropic fundraising, which represents the ultimate test of resilience.

‘The

Race Across America

is a continuous, ultraendurance event’

The challenge

The challenge that became my narrative occurred on 15th June 2019, when I found myself in a team at the starting line of the world’s most difficult cycle race. The Race Across America (RAAM), often dubbed “the Everest of Cycling,” is a continuous, ultraendurance event that begins in Oceanside, California, and concludes 3,078 miles later in Annapolis, Maryland. Traversing twelve states and encompassing over 190,000 feet of climbing, the race presents a plethora of formidable environments, including the traverse of Death Valley, the hottest place on Earth. We completed it in a little over six days.

The purpose

As we all know, climate change is a colossal issue that affects us all. Conservation efforts are essential to safeguard wildlife and ecosystems for future generations.

My goal was to spotlight the ongoing work of the African Wildlife charity, Tusk, thereby raising much-needed funds to support their endeavours. With Prince William as a patron, I was confident that the royal endorsement would ensure the charity’s accountability and effective use of the funds.

Learning from past experiences

I was no stranger to participating in largescale fundraising ventures or adventures.

In 2012, my twin brother completed the Talisker Atlantic Row, spending 51 days at sea with a group of injured servicemen and raising one million pounds for a military charity.

The event enjoyed coverage from ITV and benefitted from a substantial logistical and operational support team, highlighting the advantages of being part of a cohesive group.

Heeding advice from peers

In my quest for significant sponsorship, I reached out to several fund-management firms known for supporting similar ventures. With limited experience of persuading people to donate and to refine my pitch, I arranged a call with a world-record-holding cyclist who had recently circumnavigated the globe in 80 days. I anticipated a positive and motivating chat that I was on the right lines. However, the essence of his advice was a reality check: these companies sought substantial national exposure or groundbreaking achievements in exchange for their backing. I was also advised that they do not write cheques for less than six-figures. Despite considerable interest in my story, my proposals were ultimately met with polite refusal.

The importance of persistence

After countless in-person meetings, phone calls, emails, and letters, and numerous rejections, I finally secured interest from a major American pharmaceutical company. My hopes were reignited, as it appeared my efforts to secure sponsorship for the race and raise funds for the global conservation charity were back on track. My excitement was short-lived, however; a day later, during a seven-hour training ride, I received a call from the company explaining they had to withdraw their sponsorship due to U.S. trading regulations preventing them from funding a British national, even though the event was in America. This setback was truly disheartening, sending me back to square one.

Entrepreneurial thinking

I remained determined to find support for a cause I passionately believed in. With only a few months before the race’s start, I had managed only to secure a sponsor for the bike and equipment, with a modest amount raised for conservation efforts. Many ideas came close to fruition. Realising the race coincided with the presidential election campaigns, I decided to reach out to a Democratic presidential candidate with the proposal of featuring her image on the support vehicles, which would be seen by thousands of potential voters en route. This idea was nearly successful, but timing constraints ultimately thwarted our plans. It was, however, a learning experience and gave me fuel to keep going.

Finding shared vision and purpose

My fortunes (or that of the charity) changed dramatically in a single day, thanks to prior networking and efforts to connect with the right people. A UK-based IT company, with whom I had been in discussions for six months, agreed to become a lower-level sponsor and cover additional race expenses. An American technology firm then reached out after a board member learned of my story through a friend. Lastly, a prominent European city bike manufacturer, seeking to expand its international visibility, offered sponsorship in exchange for my participation in a photoshoot, riding one of their bikes. Naturally, I accepted and within a day, everything fell into place.

Final thoughts

Philanthropy is often associated with the extremely wealthy, deemed best positioned to support large-scale projects. Many will have witnessed generous donations from parents or alumni at their schools, contributing to buildings or scholarship endowments. Such donations are crucial for sustaining important work. However, through this journey, I have learned that philanthropy is not exclusive to the ultra-wealthy; it is a calling that can unite us in a shared objective. It involves rallying support for initiatives that surpass individual goals, aiming for a collective benefit that can significantly impact the lives of others and the broader world.

Reflecting on my own past four years at Dukes, it is very obvious to me that as a company, we are superbly placed to deliver on our own philanthropic objectives. ■

Giving and sharing. The best feelings in the world

Magoo Giles, Founder and Principal, Knightsbridge School, built on the example set by his parents to lay the foundation of his school community’s values

“

In over 50 years of marriage, I never heard my wife, Tricia, say anything unkind about anyone else. Not only that, but she lived her life by her favourite expression, “giving and sharing are the best feelings in the world.”

Those words were my father’s tribute at my mother’s funeral and also the foundation for my code of conduct for the Knightsbridge School community.

Philanthropy is the desire to promote the welfare of others, expressed most commonly by the donation of money to good causes. However, in recent times this has increasingly become through the donation of arguably our most important asset: time.

It is important to remember certain levellers that bring us together: food, sport, music, art, drink, events and the greatest of them all, death. As the son of an army officer who was fortunate to be supported by the military for my education,

I have always felt it was important to ensure that the ‘lucky’ children, like me, understand how little time they have available to them, and that an education is not just from the hours of 8am to 4pm. We must remember that all of our time, from the moment we wake to the moment we sleep, is our education and that it is critical to use that time to demonstrate empathy and be purposeful — to deliver the ‘Action’ in one’s armoury. We live in a fast-paced and overstretched world where ‘what’s in it for me?’ has become the norm.

In previous generations, many gravestones would be inscribed ‘He (or she) was noted for their philanthropy’ — a quality greatly admired by others. Our late Queen, arguably one of the greatest role-models, was an advocate of service; a value that summed up the post-war community. In our children’s future this one attribute may be what differentiates them and ‘gets them the gig’:

being naturally confident, wholeheartedly well-rounded with an ‘interesting and interested’ story and a history of giving and sharing. Employers will be looking for those who are willing to do more at work, and play, who can galvanise a community, be both gritty and resilient, and have both empathetic, adaptive longevity skills and an individual and team ethic at their core.

From the start, I promoted my own family values as I created my school and led by example. I didn’t have to do it, I chose to do it. After all, why wouldn’t one want one’s workplace, community or family to benefit from having passion and a commitment to go the extra mile? I went about ensuring that Service, Adventure, Extra-Curricular and, most importantly, our Values were centre-stage.

Using the rhetoric that I was indoctrinated with by my parents, I created the KS Code which I insisted that the staff, parents and children followed every day, in and out of school.

‘I will remember how lucky I am and that giving and sharing are the best feelings in the world’ was placed at the heart of our education and community. On top of that, I made it very clear that we follow a set of aims: Atmosphere, Attitude, Autonomy, Achievement, Allroundedness and Action, all supported with a good dose of Authenticity. It is my view that these are far more important together than simply achieving an A in Academics (although obviously a

fantastic achievement).

Before putting our philanthropy plans into action, it was vital to have the school’s Parents Association and Staff on board, with a structure in place to enable the fundraising side of the community philanthropy. These impressive, approachable and fabulous parents excel at teamwork and each year, we learn and grow together.

From the start, Knightsbridge School linked with the Royal Hospital Chelsea as the main school charity in order to be able to demonstrate the value of service. Children have sport at the Royal Hospital’s Burton Court, deliver handmade Christmas cards, play matches against Chelsea Pensioners and host visits from Pensioners for Remembrance Day, assemblies and other important events. Last year, we realised another dream by setting up a Royal Hospital Cadet force which our children and many other local children now enjoy together.

The second charity that Knightsbridge School partnered with was the children’s mental health organisation, Place2Be, which was introduced into the school after a meeting with its founder, Dame Benny Refson. Knightsbridge School became the first independent day school to have Place2Be which was integrated from the bottomup with early intervention at its core. This gave children, staff and parents access to a counselling programme within school — a crucial

‘We follow a set of aims:

Atmosphere, Attitude, Autonomy, Achievement, All-roundedness and Action, all supported with a good dose of Authenticity’

• ALL-ROUNDEDNESS

• ALLROUNDEDNESS

• LLAR O U N D EDNESS

• A UTHENTICITY• AUTHENTICITY

• AUTHENTICITY

• AUTONOMY

• ATTITUDE

• ATMOSPHERE•ATMOSPHERE

TNEHTUA• I C I T Y

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• A C H I

• HPSOMTA E R E

• OTUA N O MY

•TNEMEVEIHCA

• ACTION

•

• AUTHENTICITY

• ACHIEVEMENT

• AUTONOMY•AUTONOMY

• ATMOSPHERE•ATMOSPHERE

• •EDUTITTA TTA I T U DE

• YMONOTUA

• A C NOITCA•NOIT OITCA• N

• ATTITUDE• A

• ALL-ROUNDEDNESS• ALLROUNDEDN E S S

ATT I T U ED

• EDUTITTA

SSENDEDNUOR-LLA•SSENDEDNUOR-LLA

• EREHPSOMTA

• YTICITNEHTUA

• ACHIEV E M E TN

YMONOTUA•YMONOTU

TNEMEVEIHCA

•

• TNEMEVEIHCA

•AUTHENT I C I T Y

•SSENDEDNUOR ACTION

• EREHPSOMTA

• YTICITNEHTUA

•

•

• A T M O EREHPS

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development. Importantly, we also talked and listened to the inspirational Head of Ashburnham Community

Primary School, Mrs Kate Webster, about her children’s mental health needs and installing Place2Be into her school, while also organising an exciting, life-changing fundraising event for Place2Be at Buckingham Palace alongside the Princess of Wales shortly before the pandemic.

The formation in 2008 of the Knightsbridge School Education Foundation (KSEF) was another game-changer. It allowed our seniors to rub shoulders with intelligent local children with a hunger for learning. I am so proud of the 28, 100% bursaries which we have supported for students aged between 11–18

years thanks to parents, staff and directors of Knightsbridge School and, more recently, Dukes Education.

We are also inundated with requests for funding from organisations in our local borough and I am delighted that over the years, we have been able to support so many: The Kensington and Chelsea Foundation, The Royal Parks (funding for the Diana Memorial and the Environmental Centre in Hyde Park, Flowers) and supported the Knightsbridge Fire Brigade. We support the Restart Lives homelessness campaign (Seniors lay up for the ‘guests’ weekly and hold a fundraising Sleep Out annually) and our caterers, Thomas Franks, provide meals each month thanks to our brilliant chefs Alan and

‘I hope I am living up to my mother’s expression, “Giving and sharing are the best feelings in the world”’

Right: Students, staff and parents from Knightsbridge School mark Remembrance Day with representatives from the Household Cavalry, The Royal Hospital, St Columba’s Church and Chairman of Dukes Education, Aatif Hassan.

‘I am so proud of the 28 100% bursaries which we have supported for students’

Khanh. Other support goes to the Borough of Kensington & Chelsea with courses, initiatives and appeals, local Churches: St Paul’s Knightsbridge (Foundation & Harvest), St Columba’s Church (Remembrance and Carol services, breaks and shows) and St Saviours Church (performing arts and performances).

In addition, we have links with local schools through shared resources, clubs and activities as well as Mental Health support, and local businesses who have supported our philanthropy work. The KS extracurricular programme boasts 70+ different clubs and activities and our children, staff and parents are all part of this dynamic and exciting community.

While the reach of Knightsbridge School’s support has been extensive, in recent years, we have listened to the voice of our own pupils and narrowed our focus to a smaller number of charities in order to create deeper engagement that leaves a mark of pride in those who can actually see the change that their time or money makes. To date, these are Teenage Cancer Trust, Guide Dogs UK and the Marine Conservation Society. I am indeed proud that there is a guide dog out there named Magoo by the KS children.

Having run a Saturday football club for 27 years which pulls the community together, I hope I am living up to my mother’s expression, “Giving and sharing are the best feelings in the world”.

RIP Mum. ■

The power of philanthropy: a personal journey of empowerment

Zunade Powell, Director of Marketing and Admissions, Orchard House School, discusses the origins of her commitment to philanthropy

As a Black woman hailing from the vibrant streets of South London, where economic challenges can cast shadows over aspirations, my journey has been one of resilience, gratitude, and a growing commitment to philanthropy. Life has not always unfolded as I envisioned, but the opportunities presented and the people I have encountered along the way have shaped my perspective on the importance of giving back.

‘My understanding of philanthropy goes beyond mere charity it embodies the essence of being an active member of society’

Coming from a low economic background, I witnessed first-hand the struggles faced by families in my community. While my personal journey may not have led me to the pinnacle of success yet, I am humbled by the opportunities that have come my way and the individuals who have crossed my path. These experiences ignited a desire within me to support others in a village-like capacity, to be a beacon of hope for those navigating challenges similar to my own.

My conviction to make a difference solidified during my first experiences within the private sector. Working in an environment where wealth and resources abound, I became acutely aware of the stark contrast between the abundance that often goes unnoticed and the pressing needs of families I personally know. The disparities in resources from a governmental funding perspective became even more apparent during my role as Vice Chair Governor and Safeguarding Lead at a state school in South London, which unfortunately closed its doors in the summer term of 2023 due to dwindling enrollment numbers.

My involvement in my personal Community Interest Company, (CIC) MARY, an acronym for Making Affirmations a Reality in our Youth, provided funding for children unable to access extracurricular activities. I was fortunate to provide the funding for three children over the course of a year via donations and primarily personal funds. Regrettably, life did what life does, and I could not continue this way for several reasons. As a result, this mission has been paused for the time being. While some parents take for granted the ability to

offer such opportunities for their children, others grapple with the harsh reality that such privileges are out of reach. This marked contrast continues to fuel my determination to bridge the gap and bring about positive change.

Although my personal Community Interest Company initiatives have momentarily halted, the spirits of giving and community transcend the confines of the individual “I.” I have actively engaged in acts of assistance and support, recognising that the collective “we” holds far more power and purpose. Recently, I have been granted the opportunity to contribute to a significant cause as I have been accepted to join the board of trustees for Miracles, a charitable organisation.

Miracles extends 24-hour rapid response to families in crisis by providing funding for essentials such as travel, food and clothing. Establishing close partnerships with institutions like Great Ormond Street Hospital and Tower Hamlets Council, this remarkable mission has relieved numerous families during moments of despair. The impact of Miracles goes beyond its immediate assistance, fostering a sense of community and support that extends far beyond the confines of individual efforts.

As a woman of faith, my understanding of philanthropy goes beyond mere charity — it embodies the essence of being an active member of society, and the principles of treating others as one would want to be treated. It is about extending care and providing hope and tools to families who may feel stuck in a static existence, believing that no one cares. My Christian values have driven me to view philanthropy not as a mere act of

‘The spirits of giving and community transcend the confines of the individual “I.”

I have actively engaged in acts of assistance and support, recognising that the collective “we” holds far more power and purpose’

generosity but as a duty to uplift others and make a meaningful impact on their lives.

One of the fundamental tenets of my philanthropic philosophy is the belief that if, through my actions, I can support someone in any capacity to improve their circumstances, it is akin to passing on the baton of empowerment. This philosophy is grounded in the notion that giving back is a way of returning to those who, like me, started under the glass ceiling, desperately searching for the way out.

Philanthropy, for me, is not just a financial endeavour; it is a commitment to being present, actively engaged, and contributing to the betterment of society. It is about dismantling barriers and creating pathways for others to realise their potential. By leveraging the wealth and resources available through personal connections or the vast network cultivated in the private sector, I am determined to bring about positive change in the lives of those who need it most.

My journey from the streets of South London, through the private sector, to the helm of community initiatives has been a testament to the transformative power of philanthropy. It reflects the belief that every small act of kindness, every ounce of support, and every resource shared can make a profound difference in the lives of individuals and communities. As a Black woman from a low economic background, philanthropy is not just important; it is a calling — a life mission to be a catalyst for positive change in the lives of those who, like me, continue to strive forward, leaving the door open for the younger me. ■

The NHP Foundation

As Notting Hill Prep marks its 20th anniversary, we celebrate a short but rich history of providing an inclusive and engaging learning environment that offers exceptional opportunities across all aspects of school life. Unlike some independent schools, NHP does not have charitable status. However, in 2009, the NHP Foundation was established to forge close relationships between the school and its diverse local community and to offer fullyfunded places to children for whom an NHP education would not otherwise be an

option. Since 2014, we have awarded 53 transformational bursaries and we are incredibly proud of what these young people have achieved, and continue to, both during their time at NHP and in their future schools and careers.

We firmly believe that education is the most powerful tool we can provide any child. Our mission is simple yet deeply impactful: to ensure that every child who comes to NHP, regardless of their family’s financial circumstances, has access to an education that will shape their future and open doors of opportunity.

Nicola Swales, Deputy Head Academic, Notting Hill Prep, discusses the mission of the NHP Foundation.

‘Our mission is simple yet deeply impactful: to ensure that every child who comes to NHP, regardless of their family’s financial circumstances, has access to an education that will shape their future and open doors of opportunity’

We do this in two ways:

1. Radius, our community partnerships programme, which harnesses the collective power of the NHP community to support local initiatives through fundraising, time commitment and the sharing of resources.

2. The Bursary Fund, which provides transformational bursary places at NHP.

The NHP Foundation is firmly rooted in the NHP ethos: “We think about others. We take time to observe and consider the lives and needs of the people around us. We are part of many different communities: cultural, social, local, national and international. Appreciating the diversity and complexity of other people deepens our ability to empathise. We advocate that, whilst you are forging your own path, you have a responsibility to look after and respect others along the way.”

It is a deliberate decision to refer to our community links as ‘partnerships’ and not ‘outreach’. Our relationships with our partner primary schools, as with any relationship, need to be balanced and rooted in respect. There cannot be a power imbalance, or one side giving whilst the other one takes, nor a sense of apathy, else the relationship will fail. Partnerships need to be nurtured and developed. They must appreciate differences and acknowledge their respective strengths. Partnerships need a shared vision as to how they will work; they demand open and honest communication. They

should be based on the same principles that guide any other healthy relationship, whether with a colleague, partner, friend or family member.

Another key semantic difference is the use of the word philanthropy and not charity. Philanthropy refers to charitable acts or other good works that help others or society as a whole. It could include donating money to a worthy cause or volunteering time, effort, or other forms of altruism. Donating money to a good cause is very easy and time-effective, but it requires much more understanding, empathy and time to be philanthropic.

We feel that it is our duty and responsibility as educators of young people to ensure that they are aware of their privilege and are passionate about creating equity, not simply providing handouts. In fact, it might be presumed somewhat arrogant to think that simply donating to charity is enough to make a difference in the world. It’s not about giving; it is about being actively involved in meaningful action to improve the lives of others and make the world a better place.

Through Radius, our community partnerships programme, we have builtup strong links with six local primary schools as well as several local charities and organisations. We continue to support these partnerships through fundraising initiatives, the provision and sharing of resources and, importantly, the involvement of our NHP children.

In November 2020, the NHP Foundation established a free, weekly, Notting Hill Children’s Community Choir with a focus on fun rather than musical ability, as a way to connect pupils from NHP with local primary schools and to provide a creative space where they can learn skills, break down barriers and build lasting friendships. More than 80 children have benefited from being part of the choir since it began.

Children learn from each other in so many different ways and setting up the opportunity for groups of children whose paths would otherwise not have crossed, on a level playing field, is priceless. For this reason, we often suggest that events take place on neutral ground, or at the partnership school. Based in London, we are blessed with being surrounded by organisations at the forefront of their industries: Oundle School and Imperial College have a long-standing relationship and mission to increase access to high-quality STEM education, which we have recently become part of. Our Year 7 pupils and their Year 6 counterparts from a local school worked together on the ‘Bloodhound’ project — building rockets using the technology from the land speed record attempt. On National Poetry Day, pupils collaborated in a shared performance, speaking as one voice through the medium of poetry, which was facilitated and coordinated by staff at both schools.

Modelling high expectations and achievement and offering

children access to highquality role models raises aspiration and motivation: something many of us in independent schools take for granted. NHP hosts an annual maths competition, where we invite teams from our six partnership schools for a fun morning of mathematical challenges. Our Year 8 pupils, working closely alongside the Year 6 visitors, support and encourage them to build their mathematical confidence and skills. Our Deputy Head Academic, in conjunction with Oundle, Imperial, and the ‘ExpertEd’ programme, regularly hosts inspiring speakers, who are experts in their field, beaming them into classrooms all over the country thereby allowing hundreds of children to have access to, and ask questions of, an impressive array of industry leaders.

Sometimes, donations and gifts can be hugely impactful. However, it is also important to understand the wants and needs of the recipient. We have all been on the receiving end of an unwanted present. The giver has the best intentions, but somehow misses the mark and you are left disappointed, and with an item you have no use for. Our annual book drive allows us to help ‘Santa’ deliver a wrapped (new) book to every child at one of our partnership schools. Similarly, this year we worked in partnership with the Children’s Book Project, an organisation which donates pre-loved books so that they can be loved again by children without access to any of their own. Through

Radius

Our community partnerships programme, which harnesses the collective power of the NHP community to support local initiatives through fundraising, time commitment and the sharing of resources.

the amazing support of our school community, we were able to donate over 1,000 books to this vital cause.

The children are central to our philanthropy practice. After our first ‘basic lunch’, where money saved on costs went directly to the local food bank, the pupils begged to go and see where the money went. Having seen the direct impact of their philanthropy, they requested the ‘basic lunch’ happen every half term. Nearby, we have an ‘Age UK’ centre and the children invited its members to see one of our Christmas performances. The children hosted a tea party and our musicians serenaded them.

At NHP, we encourage our children to have a voice when it comes to fundraising. We have termly House fundraisers, led by the House Captains, who select a cause and an appropriate activity for the whole school to get involved with. ‘Superkind’ the new philanthropy platform for children, which is becoming very popular across the country in schools, was launched recently by former NHP parents.

Our 20th anniversary is not just a milestone but a testament to our unwavering commitment to shaping futures, breaking down barriers, and fostering a community-driven approach to education. As we look to the future, we are excited about the prospect of continued growth, impact, and collaboration, fuelled by the belief that education is not just about opening doors but about creating a world where everyone has the key. ■

The last word…

Every week at Dukes, we share a ‘Quote of the Week’ offered up by one of the team. We’ve collected some of our recent favourites.

“There can’t be a crisis next week, my schedule is already full.”

“The task of the leader is to get his people from where they are to where they have not been.”

Henry Kissinger

Thanks to Tim Fish, Managing Director Colleges

“Let each dawn find us courageous, brought closer, heeding the lights before the fight is over.”

Amanda Gorman, former US National Youth Poet Laureate

Thanks to Sarah Findlay, Centre Director for Short Courses at Earlscliffe/SBC

“Believe you can and you’re halfway there.”

Theodore Roosevelt

“Almost everything will work again if you unplug it for a few minutes... including you.”

Anne Lamott

Thanks to Charlotte Pereira, PA to the Dukes Education Board

“Dreams are lovely. But they are dreams. Fleeting, ephemeral, pretty. But dreams do not come true just because you dream them. It’s hard work that makes things happen. It’s hard work that makes things happen.”

Shonda Rhimes

Thanks to Anastasiia Novikova, Marketing Manager, Knightsbridge School

“Today is never too late to be brand new.”

Taylor Swift

Thanks to Anthony Wheeler, Marketing Manager, The Lyceum School

“

The only way to do great work is to love what you do.”

Steve Jobs

Thanks to Kelly Gray, Head, Bassett House School

“You can not raise your children as your parents raised you, because your parents raised you in a world that no longer exists.”

Bill Vaughan

Thanks to Michael Hodge, Head, Prospect House School

“Coming together is the beginning; keeping together is progress; and working together is success.”

Henry Ford

Thanks to Naz Usman, Principal, Hopes and Dreams Nursery

“Always remember you are braver than you believe, stronger than you seem and smarter than you think.”

AA Milne

Thanks to Zanna Clark, Principal, Miss Daisy’s Nurseries

UNITED KINGDOM

Cardiff Sixth Form College • AGES 15-18

Reflections Day

Nursery & Forest School

AGES 0-8

Sancton Wood School, Cambridge • AGES 1-16

St. Andrew’s College, Cambridge • AGES 15-19

Cardiff Sixth Form College, Cambridge Campus • AGES 16-18

LONDON*

Hove Village

Nurseries AGES 0-5

Rochester Independent College • AGES 11-21

Earlscliffe AGES 15-19

Consultancies

Our collection of university application consultancies represent the best worldwide.

Ireland

Institute of Education AGES 12-19

Ireland

Bruce College AGES 16-18

Offering high-quality, bespoke support for children aged 5-18.

Experience Providers

Dukes brings together the UK’s leading providers of day camps and residential summer courses.

World-class immersive career experiences.

Portugal

Colégio Júlio Dinis AGES 3-18

KEY:

Educational Setting:

Nursery School

Preparatory School

Senior School

Sixth Form College

Summer Boarding Courses Dukes Plus:

Ultimate Activity Camps

InvestIN Education

Portugal

United Kingdom

Switzerland

Copperfield International School AGES 3-18

Spain

IEP Group

United Lisbon International School • AGES 3-18 International Sharing School • AGES 0-18

Dukes Education is a family of nurseries, schools, and colleges in London, Cambridge, Cardiff, Kent, Cork, Dublin, Lisbon, Porto and Verbier. Our schools cater to children from 0-19, serving them from their earliest years at nursery until they leave school to go on to university.

Surrounding our schools, we also have a collection of complementary education offerings — day camps, international summer schools, and university application consultancy services. This way, we create a wraparound experience for every family that joins us.

Dukes Education

14-16 Waterloo Place

London SW1Y 4AR

+44 (0)20 3696 5300 info@dukeseducation.com dukeseducation.com

Founder and Chairman

Aatif Hassan

Dukes Board of Directors

Aatif Hassan, Jon Pickles, Mike Giffin, Mark Bailey, Tim Fish, David Goodhew, Glenn Hawkins, Libby Nicholas

Dukes Education Advisory Board

Jenny Aviss, Christine Leslie, Pam Mundy, Neil Roskilly

Insight Editor-in Chief

Tim Fish

Insight Managing Editor

Anna Aston

Dukes Education Group Ltd is registered in England and Wales number 09345899. Registered Office 14-16 Waterloo Place, London SW1Y 4AR.