Grant fundraising
2
Know where to look and what to look for A lot of this research can be
done online. Many funders now have websites of their own. These provide an excellent resource for compiling your pro le. Look for news items, annual reports, case studies and success stories that can give you an insight into a funder’s recent grant-making activity. What causes have been successful? Who are the bene ciaries? Even staff biographies can be used to identify common ground between your school and the funder. You should also use any
application materials, such as the guidance notes and application form, to help you with your research. Make sure that you have the most recent version of materials, though, as they can change frequently. What questions are they asking? What terminology is being used? What information and supporting documentation do they require? Importantly, can you meet the application requirements? If the funder has registered
charity status, you can nd their listing on the Charity Commission website. This is a fantastic resource, giving you access to the funder’s accounts, trustees’ report and annual report. The accounts usually provide details of grants awarded in the past year, including the names of organisations that were in receipt of them. If you nd a school listed, you
could contact them directly to ask about their experience. Not all funders have an online
presence. The Directory of Social Change publishes a number of comprehensive directories on grant-makers and grant-giving companies in the UK. You can access these directories in your local library or purchase them online. Older editions can be snapped up relatively cheaply on marketplace websites, although be wary that things change quickly in the funding world and you may have out-of-date information. These directories will provide you with overviews of funders, their priorities and snapshots of their recent grant-making activity. They are particularly good for nding less well-known and smaller funders.
3
Know when to make contact No matter how big or small your project, it may be a
good idea to contact a potential funder directly. You can use this as an opportunity to discuss your project, identify common ground and ask questions to help prepare your bid. If appropriate (and possible), invite a representative from the funding organisation to meet you face-to-face and visit your school. This can often work really well with local funders and helps to strike up a meaningful and long-lasting relationship. Many funders are very happy to talk to you – some will actively
encourage you to get in touch. Their familiarity with your school and your project can bring real bene ts when it comes to the application review stage. Others, especially small-scale funders, do not always have the staf ng capacity to deal with enquiries and will ask applicants to refrain from contacting them prior to making an application. Whatever their preference, this is usually made very clear in any supplied application materials, and you are advised to follow it. Remember, if you are making
contact, you should have a clear plan of what you want to do, what you want to achieve and how much it is going to cost. You need to be able to demonstrate clarity of vision and an achievable plan. This will help you to make a good impression and have the answers to any questions they might ask you!
All of this feeds into your bid
writing. By identifying a funder’s priorities you can pitch your project effectively, showing the funder how you can help them achieve their own objectives. By mirroring their language, you will instantly create rapport and understanding. It is an effective way to signpost the information that’s crucial to your application. Most importantly, it will focus your bid-writing efforts and give you con dence. Your research and preparation will be evident to any reader and success will follow.
Coming next issue... Preparing the evidence – how to use primary and secondary school data and what to say about it.
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. For details, visit
schoolfundingservice.co.uk.
34 AUTUMN 2017 FundEd
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