- Total grants
- Total funders
- Total recipients
- Earliest award date
- 06 Jan 2017
- Latest award date
- 20 Dec 2017
- Total GBP grants
- Total GBP awarded
- Largest GBP award
- Smallest GBP award
- Total Non-GBP grants
Küche 06 Jan 2017
Deborah May is setting up Küche, a Glasgow-based venture that uses food and cooking to bring together the city’s diverse communities. Küche aims to promote integration among Glasgow’s migrant, refugee and host communities, celebrate multiculturalism, combat social isolation and work with local refugee and migrant chefs to promote their employability. With PHF funding, Deborah will curate a series of pop-up food events in collaboration with local refugee and migrant chefs; and she plans to set up four permanent locations for community canteens in different corners of the city.
Transformers 06 Jan 2017
A grant towards Transformers, a workforce development initiative aimed at people in mid-career, working in any Museum Association accredited museum (or museum working towards accreditation), looking to change the way they work. Participants are challenged to develop new ways of thinking and supported to engage with experimental ideas, fresh thinking and new learning.
Continued delivery of Brighter Futures and WINGS as well as development of a Learning Journey/Plan and refinement of Praxis's group-work strategy to inform future direction and potential applications.
Educating All 27 Jan 2017
Martha and Terry are two young graduates from Manchester who are Reclaim Young Leaders and alumni. Educating All stemmed from their experiences of a shared sense of alienation at University coupled with a lack of support. It is a youth led research study that aims to explore the institutional and personal barriers faced by working class students at the top universities in the UK. Research has been conducted and was published in November 2016 and stimulated a great deal of interest. Universities have asked the team to flesh-out the research recommendations to improve recruitment and retention of working class students. Educating All will also widen the dissemination of their report and develop a 'toolkit' for access officers at universities to use when working class students join their institutions.
Square One - Making Funding Fairer 30 Jan 2017
Freya Morgan has worked in the third sector in a variety of roles; through this experience she became aware that funding application processes and information are not accessible for most people, and can discourage those who are already at a disadvantage from applying for the resources they need to run social justice and arts projects. She plans to research the barriers to accessing funding and aims to find out whether a user-friendly online platform would help to make the process fairer, more inclusive and effective. During this 12-month project, she will conduct a survey and run focus groups across the UK to determine how the platform is shaped and which areas need targeting.
The Children's Hub 30 Jan 2017
Amy has over ten years’ experience of working with children and young people as producers, leaders and artists across a variety of art forms. She has worked with Tate Liverpool and NearNow Studio in Nottingham and is a freelance Creative Director at Impact Hub Birmingham. Amy wants to explore the feasibility of a Birmingham 'Children's Hub' - a multifaceted space that would combine an arts programme, social enterprise and community venue focused on celebrating, supporting and championing childhood in Birmingham. The hub's business model would subsidise an arts programme, bringing the very best in arts & culture to children in Birmingham and a child centred learning programme. At this stage Amy will gather evidence and grow stakeholder engagement to assess the need, viability and vision for the hub. She will hold consultancy workshops with families in Birmingham and develop a comprehensive proposal and advocacy campaign to realise the idea.
CPT will test whether an artist-led approach to audience diversity can motivate audiences from BAME backgrounds currently underrepresented to attend. Further, they aim to gain better understanding of the barriers preventing emerging artists from BAME background entering the field of contemporary theatre making. They intend to use this learning to inform their wider organisational policy and practice.
Flying into Physics 30 Jan 2017
Scarabeus wants to work with teachers and scientists to explore teaching physics through aerial dance. They will work with 120 Year 5 children in four primary schools: one in London and three in Leicester.
Reach Out and Reveal 30 Jan 2017
Akademi wants to deliver a programme in two schools for children with Autistic Spectrum Conditions (ASC), exploring how dance can be more successfully delivered for ASC pupils and how the movement vocabulary of South Asian Dance, such as hand gesture and facial expression, might particularly support pupils’ communication and physical needs.
'Making Tracks' - North West 30 Jan 2017
The project will pilot ‘Making Tracks’ in Manchester alongside a programme of practitioner training for the musical workforce in partnership with Theatre in Prisons and Probation. Four projects will engage 10 – 15 young people who are NEET or marginalised in a creative programme structured over 4 -6 weeks.
VAS aim to test whether a city-led cohesion strategy and cross-sector partnership can influence policy across a range of statutory and non-statutory agencies, helping them to incorporate welcoming approach to migration in Sheffield, as well as evaluate the impact of their approach.
Studio Space 30 Jan 2017
This project will co-develop a new participatory programme with community partners and artists as the museum works towards redisplaying its Anthropology collection and the opening of a new gallery. It will trial co-production working groups for 10 months with community and museum group members, which will be peer reviewed by wider community groups and visitor responses. An external evaluator will develop an evaluation framework based on the key points of enquiry.
This programme, which is a collaboration between the RSA and the Education Endowment Foundation, will evaluate the impact of cultural learning on young people's academic and non-cognitive development. The aim is to develop an evidence base that will help to ensure that young people, particularly from the most disadvantaged backgrounds, have the opportunity through cultural learning to develop the knowledge, skills and cultural capital to lead fulfilled lives.
MEMap 02 Feb 2017
Based on his personal experience of CFS/ME and expertise as a software developer, Steven Shaw wants to create a website and linked app which enables people with CFS/ME to share the experience of peers who have achieved progress or success with improving their health. The app would model that success into a personalised tool allowing users to try change management themselves. The tech encapsulates good practice that patients have experienced via various coaching or therapeutic approaches and establishes a new role for tech, addressing the shortcomings patients have reported concerning standard treatments. The intent is a step-change in therapy tech.
Co-design for Mental Health 02 Feb 2017
Erika Renedo Illaregi set up Bidean Co-design as a CIC in early 2017. Her idea is to develop and deliver design workshops, during which mental health service users co-design products that help with their symptoms (for example, jewellery that is designed to prevent panic attacks and tablecloths that facilitate conversation during meals for those with communication difficulties). With PHF funding, she will test and evaluate the workshops and develop partnerships with mental health organisations with whom she could collaborate in future to replicate and scale-up the idea. During the course of her idea development period, Erika aims to exhibit the designs to the public as a way of tackling stigma associated with mental health and empowering her participants.
Reign Pioneers are a group of young women (19-25) from Manchester who are survivors of child sexual exploitation (CSE). They plan to provide front line staff (social workers, police, teachers etc.) with effective, honest, survivor-led training about the realities of CSE. Based on their own experiences, they know what questions staff should ask young survivors, how to build trust, what works and what doesn't. They will use their insider knowledge and experience, passion, and credibility with young people and within their communities, to ensure that survivors no longer feel alone or are made to feel ashamed - harbouring a dirty secret. They want to ensure that services are led and informed by young people who have lived through the experience of CSE.
Amy Win founded Cook Inspire Change to provide education, employability and enterprise programmes to young people who face challenging circumstances in the Greater Manchester area. With PHF funding, Amy will produce e-learning tools based on two programmes that she will develop and deliver: 'Ready Set Sell' and the 'Food Enterprise Programme'. The Ready Set Sell will prepare young people who are not in employment or those with previous criminal convictions or substance dependency for entry-level jobs in the food industry. The Food Enterprise Programme will support young people to set up their own food businesses. The overall aim of her idea is to develop online resources that will disseminate learning from her programmes, in order that young people can be encouraged to generate a sustainable income, to invest in their own community and nurture food sustainability and accessibility.
Project Sparks 02 Feb 2017
Eamonn McCarron is a trained musician and special education supervisor based in Northern Ireland, who has a passion for maximising teacher and learner potential by establishing cultures of collaboration, shared educational values and mutual accountability. His idea, Project Sparks, is to develop a new and innovative learning model in the creative arts where people with learning disabilities teach percussion, singing and dance to young children and higher-need learners. The model alters the traditional relationship between educator and student, by transforming learners who have learning disablities from passive recipients to become active role-models, harnessing their aspirations, interests and abilities. With PHF funding, Eamonn will explore how the model could work and will generate key learning which he hopes will provide an evidence basis for future expansion.
Elly Hargreave has been inspired by successful pilots of intergenerational care in a variety of countries. These examples house nursery childcare within care homes for elders. There have been many benefits found to providing daily interaction for elders and nursery aged children. Her initiative is called 'Intergenerational Care UK' @CareAcrosAges on twitter. She is investigating the feasibility of introducing a similar scheme in the UK, hoping to develop a plan to engage interested partners, devising a sustainable business model and securing future investment. The project will benefit from both Elly’s personal life experiences of care for elders and young children along with her work in PR and Communications and having previously set up and led a national charity, now in it's 23rd year.