FUNDRAISING – Applying for a grant
On target
Grants are a means of accessing a new pool of funds, but you need to get your funding application right so it hits the mark
T
he application process varies dramatically between different grant-giving bodies. For some grants, an
online form is all you need, whereas others require a multi-page bid document. The information requested depends on several criteria such as the size of the grant, the trust you’re applying to and the expected number of applicants. If there’s a bid-writing expert in your parent community or you can utilise the skills of the school’s fundraising team, that’s fantastic. If not, here’s our rundown of everything you need to know to make your bid the best it can be.
Allow enough time Many grants have application
deadlines. The bid-writing process can be time-consuming, so leave enough time to get everything done. Allow extra time for re-reading, editing and sense-checking.
Introduce
yourselves Include a short introduction about your school and PTA, noting the number of pupils, location and any relevant achievements that will help to show who you are.
Be thorough
but focused Describe your project in as much detail as possible while still being
clear. Key questions to answer are: l What is the project? l When are you going to run it?
l Who will deliver the project? l Who will it benefit, and what
impact will this have? l How much will it cost? l How long will it take?
The information in your answers will prove to the funder that your planning is comprehensive. If there is an application form, it should guide you through the information you need to include.
Make your case Explain to the reader how a grant
will help you address a real problem or issue currently experienced by your pupils, families or the wider community: What is the problem, and how do you know it exists? How will your project solve the problem, and what difference will it make to people’s lives? If your project will have a long-term impact, explain how.
Stay positive Focusing on the negative side of the
problem means the situation can seem hopeless and too risky, deeming it unlikely to be funded. Strike a balance by maintaining an achievable and optimistic outlook.
Provide evidence Any statements must be backed
up with evidence, giving credibility and authority to your argument. Use statistics, survey results or some case studies from the people who will benefit. Involve potential beneficiaries by asking your school council to collect
pupils’ views, inviting parents to a consultation evening, or involving community groups. Explain how different stakeholders have shaped your decisions and will continue to be involved as the project develops.
Cover the
mutual benefits Each funder has its own charitable
objectives and funding criteria. Do some research and explain how you will help meet them. Explain your common interests and demonstrate how you can work together.
Be sure to include
financial details For a robust application, it’s essential to go into financial detail to reassure the funder that you’ve thought everything through. Provide a detailed project budget, show the breakdown of costs, and explain how you’ve come to these figures. If the total project cost is greater than the funding you’re seeking, explain how you will fund the rest and, if relevant, how the PTA or school will sustain the project over the long term. Include details of any money secured so far and any pending or planned grant applications.
Final checks Once you’ve drafted your
application, return to the requirements and evaluate your work against it, ensuring you’ve explained how you will meet each aspect. Get a second opinion from someone who has not been involved in the project development, asking them to keep the guidelines in mind.
l For more information on grants available to schools, and advice on bid-writing, visit
funded.org.uk
pta.co.uk AUTUMN 2021 35
IMAGE: PETR SMAGIN/
ISTOCKPHOTO.COM
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60
