Grant fundraising DO


tell the reader how you have involved potential beneficiaries.


Funders want to know that you have consulted people and, where possible, involved them in the design and development of the project. You may have asked your school council to canvas views of pupils or invited parents to a consultation evening. Or you may have involved groups within the wider community. In your bid, explain the process and describe how people have shaped the decisions you have made. Also, state how they will continue to be involved as the project develops.


DO tell the reader why you need their support. Bidding for funding is a


competitive process. Funders are looking to support the schools that identify and communicate a strong need for funding. To do this effectively, you need to tell the reader how a grant will help you to address a real problem or issue currently experienced by your pupils, families or wider community. What is the problem and how do you know it exists? Remember to write specically about your case. Avoid just writing generally on issues within the education sector.


problem that you outlined and present a vision of how the lives of those involved will be improved. What skills will they develop? How will they use their new skills in their daily lives? How will it improve their access to new experiences? What new opportunities will it create?


DO


DO provide evidence. This is all about backing up


the statements you make in your bid with the research you have done. What do you know about the problem? How do you know your approach is the right one? How do you know it will be successful? You could use independent reports or statistics, results from a pilot study you have carried out, ndings from your own consultations, or case studies from people who are going to benet from your work.


This will give credibility and authority to your argument.


36 SUMMER 2016 FundEd


write about the difference your project will make. Refer back to the


DON’T be too negative. When trying to


put forward a convincing case for support, it can be easy to fall into a doom and gloom account of your situation. The problem is that a situation so hopeless is unlikely to be funded. It could be deemed too risky. In writing, it is a matter of striking a balance by maintaining an achievable and optimistic outlook for your future.


DON’T


miss the opportunity to talk about the legacy or


sustainability of your project. Funders want to know what the long-lasting difference will be, and how you will sustain this in the future, long after the funding has ended.


DON’T underestimate how long it will take you to complete


a bid, especially when you have other responsibilities competing for your time.Many grant programmes have deadlines, so work back from this date. A deadline is not something you want to miss and you certainly don’t want to submit a half-baked bid as this can damage your relationship with the funder. Estimate how long it will take you to get all the information required such as nancial information and cost quotations. Check what supplementary documentation, if any, is needed. Be generous when allocating time to writing, revising, and editing your bid, and consider asking others to cast a useful eye over your work before it’s submitted.


Rachel Gordon runs the School Funding Service, which helps schools across the UK win grants for a wide range of projects, from playgrounds and sports equipment, to after-school clubs and extended services. She writes bids for schools and advises them on how to maximise their funding potential. Visit schoolfundingservice.co.uk.


Coming up next issue… Your grant application checklist. However meticulous you’ve been, discover the final checks you should make before submitting your funding request.


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