We establish grantmaking priorities in order to make the greatest impact. We apply them for three years and then review them. And we publicise them to help would-be applicants know what we are likely to fund. These priorities are not exclusive, and the Governors may consider exceptional applications outside them where the projected results fit well within our overall aims. These priorities were produced in consultation with local groups and stakeholders.
Removing Barriers to Education
- Developing resilience and well-being
- Promoting effective parental engagement in child’s education
- Student (re-)engagement with school (note 1)
- Enabling people under the age of 30 who are unemployed or stalled in low paid, insecure work to gain the necessary soft skills and qualifications to move to better paid employment.
- Quality industry/employer experiences for school pupils
Developing Money Sense
- Improved money management skills for young people (note 3)
- Effective debt counselling and budgeting (funds for this sub-priority are currently fully allocated)
Note 1 - Given the core nature of these sub-priorities (student engagement, mastering literacy and numeracy and improving academic achievement) to a school’s statutory purpose, WF considers that this work should be partly or fully funded by the Pupil Premium, therefore any work in schools on this sub-priority should be 50% match-funded by schools
Note 2 - We are glad to consider funding enrichment activities (for example sports, arts, drama, science technology, music, though not limited to these). The Foundation is particularly interested in activities that help build low-income pupils’ social capital by introducing them to new or broader experiences and perspectives. The Foundation has a preference for funding targeted and sustained group activities or one-to-one activity with pupils from low income homes. This is particularly for pupils who have displayed aptitude or have expressed enthusiasm for the enrichment activity in question, or who are disengaged from education. We are unlikely to fund whole-class activity as we consider this part of the core provision that schools will offer to all pupils.
Note 3 - We are particularly interested in money management skills for 16-18 year olds and young adults.