The Curriculum for Wales grant support programme

The Welsh Government’s Programme for Government:

• aims to maximise our contribution to Wales’ collective future and create a stronger, fairer, greener and more compassionate Wales
• presents our well-being objectives and focusses on ways to improve the lives of people in Wales both now and in the future
• sets out our commitment to supporting schools and settings across Wales to implement the transformational Curriculum for Wales

The Curriculum for Wales Framework reflects Wales, our cultural heritage and diversity, our languages and the values, histories and traditions of our communities and all of our people. Instilling learners with passion and pride in themselves, their communities and their country is central to the four purposes of the curriculum. 

The Curriculum for Wales is different and, consequently, how we support schools and settings to gain the most from their curriculum arrangements needs to fully reflect this change and their ongoing needs. This was set out by the Cabinet Secretary for Education in her oral statement in the Senedd on 2 July 2024.

A school’s curriculum is everything a learner experiences in pursuit of the four purposes. It is not simply what we teach, but how we teach and crucially, why we teach it. The Curriculum for Wales expects a school curriculum to:

• be driven by purpose, understanding why learning matters is fundamental to developing meaningful curricula
• focus on progression that is defined by learners’ personal development
• select a range of purpose-driven content to enable progression, within a national framework of expectations
• use specific engaging content for learning as a vehicle to support the engagement of learners with the purpose of supporting them to progress
• plan for a broad range of assessment approaches that indicate progression rather than define progression in narrow way

The Curriculum for Wales grant support programme:

• is a revenue grant scheme available to education stakeholder organisations
• supports the realisation of the Curriculum for Wales for all learners aged 3 to 16 in maintained schools (including pupil referral units (PRUs)) and funded non-maintained nursery settings (“settings”) across Wales
• is designed to support a range of activities and interventions that enhance schools’ and settings’ ability to support their learners to progress
• is not a source of funding for schools for curriculum-related work; that continues to be provided to schools via local authorities under the Local Authority Education Grant (LAEG)

This longer-term approach to curriculum grant funding is:

• maximising impact across Wales for learner progression and realising the four purposes through support for the Curriculum for Wales
• delivering a common, flexible approach to curriculum grants that better reflects agreed priorities, based on evidence of what is needed

This guidance explains the Curriculum for Wales grant support programme.

You can find information on grants that have been awarded under The Curriculum for Wales grant support programme: grant awards.

All awards under the programme have evidenced how the proposal complies with the Well-being of Future Generations (Wales) Act 2015, in particular the ‘sustainable development principle’ (5 ways of working). We are keen to see grant-funded activity that helps to move Wales closer to 2 or more of our 7 well-being goals.

The grant support priorities and cross-cutting priorities set out below have been developed from:

• analysis of curriculum implementation research
• feedback from practitioners
• evaluations of previous curriculum grant funding
• a review of support to schools and settings provided through other funding mechanisms
• lessons learned from previous calls for proposals 

The Curriculum for Wales grant support programme has 6 overarching priorities: 

• Curriculum design
• Literacy
• Mathematics and numeracy
• Science and technology
• Music
• Foundation learning

Priority: curriculum design 

Sharing progress

Sharing progress on curriculum design will be facilitated between schools and settings. Content is being developed that illustrates the process of curriculum design alongside ways in which this has or can be done with learners. 

Support engages (and funds) a broad range of schools and settings and delivers exemplification of:

• how schools are understanding their context and the needs of their learners to drive curriculum design decisions
• approaches to curriculum design that are coherent with the principles of the Curriculum for Wales
• professional learning opportunities to utilise the Curriculum for Wales Framework guidance well
• how schools and settings design learning experiences that support their learners to make progress
• the outputs of learning (from learners’ perspective) and the design of assessment to understand this learning
• how progression is being understood and communicated and how this is influencing future curriculum design at a learner, school or setting, and cluster (network) level

This engagement includes a range of schools and settings with different language mediums, over at least 1 academic year. It includes learner case studies that capture the diverse range of learners across Wales effectively. These can, for example, include blogs, podcasts, learner journeys, curriculum storyboards. 

This also supports understandings in a wide range of organisations on the priorities and principles of the Curriculum for Wales.

Curriculum coaching

Curriculum coaching is an effective model of providing a programme of direct expert input to schools on their curriculum design processes. 

Teaching practitioners who successfully complete the curriculum design support programme and engagement with Camau i’r Dyfodol work in other schools under this curriculum coaching approach over prolonged periods (up to 3 terms at a time) to embed learning in classrooms. Support through this approach also ensures an increase in the availability of ‘knowledgeable others’ on curriculum design in the school system to continue and enhance support in schools. 

Support in this area capitalises on Phase 3 of Camau i’r Dyfodol ending in March 2025. This means retaining practitioners (and others) in the system who have experienced that support (and developing others) who are able to provide support across schools. It includes a research-informed approach to educational coaching, ensuring that ‘knowledgeable others’ maintain a coherent understanding of national priorities and develop the requisite relational skills to work closely with practitioners. 

We expect participants to engage closely with local authority school improvement staff to respond to national and local priorities and complement support already available at a national and local level (as funded through the LAEG).

Assessment design support

Assessment design support is being provided for practitioners to design and implement assessments in schools and settings in line with the Curriculum for Wales assessment principles. This includes support on how to evaluate learning. This will help practitioners to evaluate learning over time to understand a learner’s progress. Exemplification will help build a coherent understanding of expectations for learning set out within the Curriculum for Wales Framework guidance. 

Support relating assessment design to curriculum design encompasses:

• support for practitioner understanding of effective assessment design
• practical modelling of the assessment process, including but not restricted to:
  • practical tools that schools can use to better understand the needs of their learners
  • identifying appropriate assessment tools to indicate learner progress relevant to the designed learning
  • understanding the use and learning from a range of assessment methods
  • support for evaluation of learning through effective qualitative and quantitative data literacy. This support mitigates the risks of copying assessment types without understanding the purpose and options for modes of assessment coherent with the Curriculum for Wales
• modelling how to use evidence generated from assessments to evaluate learning that is coherent with the principles of a shared understanding of progression (for example, modelling of progress meetings at different ages and stages of development)
• activities that support understanding of reporting feedback with learners, parents and carers to develop an understanding of learner strengths and next steps for curriculum design (for example, through modelling this process and providing illustrations of how schools do this)

This support relates to and builds from available curriculum design support and ensures that assessment design is coherent with the principles of the Curriculum for Wales. It uses the work of global innovative approaches to assessment design to support system-level understanding. It includes supporting classroom assessment through to school design of assessment to inform progression. 

It looks at developing learner portfolios and reports that enable learners to increasingly take responsibility for how they articulate their own progress in learning and how evaluation is communicated to parents and carers, for example rethinking assessment.

Health and well-being

The Health and Well-being Area of Learning and Experience (Area) requires specific support around curriculum design to help schools to develop their health and well-being curriculum arrangements to ensure learners are supported to be healthy and well and in turn, are ready to learn. Support should have specific and particular focus on learners’ social and emotional well-being and should seek to support a nationally accessible approach to this learning.

Support should consider the following elements:

• approaches which develop and deliver support to local authorities and schools to assist them with research, design and the embedding of all aspects of the Area within their curriculum. This could incorporate elements of support described above on general support for curriculum design, but focussed on this Area
• support should draw on recognised expertise and professional input
• focus should be primarily on social and emotional well-being. Where the physical aspects of health and well-being are supported, this should also explicitly support social and emotional well-being
• providing support on identifying learners’ needs, researching issues and topics, and accessing accurate, factual information and resources
• helping schools to select content which supports social and emotional well-being and links to the wider range of health and well-being aspects
• developing and providing support on a curriculum design approach to health and well-being which draws on the breadth of statements of what matters holistically as approriate. In particular it should draw on mental health and emotional well-being within the statements of what matters. It should consider health and well-being issues and address any underlying problems, as well as any topical content or experiences that support the learning for these
• supporting schools with understanding progression and assessment in the Area. This would include using the principles of progression, assessing learning versus evaluating broader progress and what progress might look like

Support should be accessible across Wales and prioritise elements that can be universally available as resource or support provided via or in collaboration with local authorities. This should include help to upskill practitioners in developing approaches.

Relationships and sexuality education

Relationships and sexuality education (RSE) has a positive and empowering role in learners’ education. It has a vital place in supporting them to realise the four purposes as part of a whole-school approach. Helping learners form and maintain a range of relationships based on mutual trust and respect is the foundation of RSE. These relationships are critical to the development of emotional well-being, resilience and empathy.

Practitioners need assistance to design and implement RSE in the curriculum as a cross-cutting theme, to include all 3 strands of the mandatory RSE Code:

• relationships and identity
• sexual health and well-being
• empowerment, safety and respect

Distinct support arrangements in each strand include provision of subject-specific understanding to aid learning that can be embedded within schools’ curricula. 

This includes the review of existing support and the development of new teaching and learning resources where gaps are identified. Learning materials need to be authentic and flexible enough to be embedded in a range of curricula.

All support:

• is in line with the RSE Code
• is pluralistic
• is developmentally appropriate, meaning that learners’ needs of similar ages may differ
• takes account of a range of factors including:
  • the learner’s age
  • their knowledge and maturity
  • any additional learning needs (ALN) they may have
  • anticipating their physiological and emotional development

The age phases within each strand of the RSE Code have been designed to give practitioners an understanding of what is likely to be developmentally appropriate.

Priority: literacy 

Speech, language and communication

Speech, language and communication (SLC) skills’ support is needed across the 3 to 16 learning continuum. These skills are essential for learners to access the whole curriculum and effective communication is essential for development. Early learning serves as a preventative measure and early identification can offer effective support for continued progress. 

Support seeks to:

• maximise progress in literacy, including oracy
• support practitioners to build their understanding and skills, including on approaches to engaging and supporting parents and carers to help their children learn and develop
• support parental engagement in generating positive home learning environments for learners aged 3 to 16 to encourage them to develop and use their listening, speaking, reading and writing skills in everyday situations
• over time, build system capacity in support of SLC to avoid issues arising, build learners’ reading and communication skills, and support their learning and progression

Support enables practitioners to identify those in need of assistance (regardless of age) and provide specific approaches to address identified needs. The approach builds on pre-school and other proven approaches already available to the system. 

Grants awarded:

• support schools to help families understand the importance of early communication and language development and establish routines that continue throughout childhood
• build on and align with wider family engagement programmes, which includes families who do not have Welsh or English at home
• support families to understand that activities such as shared reading can stimulate talk, play and interaction, and that sharing rhymes and stories can support cognitive development
• support families to recognise that listening, speaking, reading and writing do not develop in isolation but support and enhance each other as children develop

Improving literacy outcomes

There is an important role for enhanced support to practitioners to design and provide effective literacy, language and reading learning within their curriculum. Support helps practitioners to better understand learners’ progression in literacy across the 3 to 16 learning journey, including the fundamental building blocks of literacy and how proven pedagogical approaches can be used for whole classes, small groups and individual learners.

We have awarded a single grant that provides national support to schools. It includes support that:

• develops an accessible resource, in conjunction with Adnodd, which builds practitioner confidence and understanding of progression in literacy, and developmentally and pedagogically appropriate approaches to literacy learning, for all ages and stages from 3 to 16 years, including advanced literacy
• provides professional learning and resources, drawing on evidence-based approaches, on the instruction of reading, including support for the appropriate selection and use of phonics packages, in line with current Curriculum for Wales expectations and future national principles
• provides a range of specific interventions and support for language and literacy development, including where appropriate the trialling and testing of resources and approaches for wider use and rollout
• develops a validation of appropriate phonics approaches and packages to help schools select that which best suits their circumstances and the needs of their learners, if possible modelling appropriate materials and use
• provides tools for evaluating language and reading skills and needs at key transition points

Support is available at scale across Wales and includes help to upskill practitioners in approaches and forms part of our national support for literacy. This enables practitioners to proactively plan to support their learners with the lowest levels of reading and literacy. As such, priority is given to maximising the reach of support. Where approaches are being trialled, this involves a representative range of schools, prioritising those with greatest need and reaching as many schools as possible.

Support is being developed with input from and building on the work of the Literacy Expert Panel convened by the Welsh Government.

Supporting and promoting a love of reading

Supporting and promoting a love of reading helps develop good reading, literacy and language skills.

Support to schools and settings will encourage, support and enable parents and carers to play a more active and developmentally appropriate role in their child’s learning and to develop a positive home learning environment. 

Support for wider activity to promote a love of reading and the development of the literacy skills of children and young people inside or outside school is also provided.

Support includes:

• working with libraries to promote and incentivise reading for pleasure
• creating opportunities for authors to engage with schools and(or) libraries and talk to learners about reading and writing

International languages

The development of international languages supports wider literacy development as learners improve and apply their communication skills through different language mediums. 

As set out in our Global Futures plan, ongoing support is needed for schools’ provision of international languages. This is particularly the case for primary schools where practitioner confidence and holistic planning for languages are still being developed. This support facilitates access for primary practitioners to professional development support in learning to teach international languages, particularly in respect of French, German, Spanish, Mandarin and British Sign Language (BSL).

Support also recognises the need for meaningful interventions in secondary schools across Wales, including how practitioners can be supported to enhance learner progress and attainment in international languages.

Priority: mathematics and numeracy

Shared understanding of progression

Schools need a shared understanding of progression in mathematics, focussing on concepts and developing the 5 mathematical proficiencies. Support is needed specifically for primary practitioners working with Reception to Year 6 learners. In particular, this includes drawing on experts and expert practitioners to support collaborative networks, working closely with local authorities and other partners to deliver professional learning which supports the development of disciplinary knowledge and effective teaching approaches for mathematics.

Under this priority, as noted in the ‘Grant awards’ section, support is available that enhances learner progression around the primary–secondary transition point for the development of mathematics skills. This is to ensure learning:

• remains engaging
• continues to challenge
• appropriately develops learners’ understanding
• gives opportunities for learners to apply knowledge and skills in new and familiar contexts

This support enables secondary schools and their feeder primary schools (school clusters) to better assess learners’ progression in mathematics at the end of primary school and support a better understanding of how to build on this at secondary school.

This includes diagnostic tools to support primary and secondary schools to develop a shared understanding and language for progression in mathematics. It also includes secondary school support to design learning that avoids repetition of content, addresses the needs of learners and uses effective approaches and engaging contexts.

Parental engagement

Parental engagement in mathematics is essential. Research shows that learner anxiety about mathematics often stems from influences in their lives, such as significant adults. Where parents or carers have their own anxiety or lack of confidence in mathematics, this can impact on their child’s attitude to the subject.

During 2024 to 2025, piloting took place through the Maths Support Programme Wales (MPSW) with specific secondary schools to engage parents and carers in their children’s mathematics learning. This helps identify opportunities and challenges with a view to communicating effective practices. 

Support builds on this approach, or other similar testing of effective approaches, which, for example, leads to outputs that include a toolkit for use alongside other in-school initiatives (such as community focussed schools) to develop engagement with parents, carers and local communities on mathematics and numeracy learning.

Support being made available establishes, pilots and evaluates approaches with a range of primary schools. This includes support for numeracy champions and effective approaches that engage with numeracy through day-to-day tasks, or other aspects of learning.

Support demonstrates alignment with the 5 mathematical proficiencies and existing support for schools (such as that funded through the MSPW or the LAEG).

Higher level mathematics

Support for higher level mathematics is needed for secondary practitioners and learners which provides a collaborative approach to delivery to ensure consistency across Wales. 

Support for further mathematics strengthens provision through offering:

• professional learning for practitioners
• online learner support
• the development of bilingual teaching and learning resources 

Support engages with that being provided through the LAEG via local authority arrangements in local areas.

We are supporting the piloting of small-scale approaches to engaging parents and carers of secondary school learners in their child’s mathematics learning, with various approaches to identify the opportunities and challenges in this area.

Priority: science and technology

Science and engineering

Improving the science and engineering outcomes of learners aged 3 to 16, alongside their progression post-16 in STEM subjects (science, technology, engineering, mathematics), is a clear priority for grant-funded support through this programme. 

Support seeks to improve learner capacity to apply their understanding of science and engineering concepts in different contexts. An effective and more sustainable approach to enhancing the learning and teaching experience in science and technology is to more directly address the support needs of practitioners, particularly those who are non-specialists.

Support ultimately aims to enhance learner progression through:

• addressing the varying needs of practitioners, not least between those teaching in primary and secondary schools
• facilitating peer-to-peer support across local areas, reaching as many practitioners as possible over time
• providing lesson modelling and guidance on effective pedagogies in a sustainable and scalable way
• addressing any gaps in available bilingual tools or materials that support practitioners in bringing science and engineering learning to life

Understanding of computing and digital skills

Support to increase practitioner confidence and understanding of computing and digital skills development in primary and secondary schools is necessary. It will help to better plan and realise learning and draw digital learning connections across the curriculum. This includes artificial intelligence (AI), coding and computational thinking.

Support recognises the role of technology in learners’ lives, and their potential future and careers. Through direct support to practitioners, it should ultimately help develop learners’ understandings of the importance and influence of technology. Support for practitioners in schools and settings is necessary to increase STEM attainment and progression through engaging contexts to apply learning.

Support for computing and digital strengthens provision through:

• providing resources and developmental workshops for practitioners to help them focus on emerging technological priorities, such as artificial intelligence (AI) and cybersecurity, and develop purposeful learning in the classroom
• facilitating development and enhancement of computing and digital skills through building practitioners’ knowledge and understanding to teach digital competence effectively across the curriculum through a suite of specific professional learning. This should show awareness of evidence regarding the needs of post-16 learning and career pathways in terms of learners’ digital skills, such as labour market intelligence and relevant government reports
• developing awareness and understanding of the impact of generative AI highlighting the opportunities and considerations of using it across education
• for the purposes of developing professional understanding, modelling hands-on workshops with learners on machine learning and how data can be used to train computers to complete tasks – the principle focus should not be providing lessons for learners, rather it should be on developing the skills, knowledge and pedagogy of practitioners
• providing professional learning and guidance for practitioners on progression and how to teach these curriculum aspects in the classroom
• having regard to the development of National Cyber Security Centre’s CyberFirst programmes in Wales
• providing expertise to support schools across a range of local authority areas to facilitate schools’ access to understanding of progression and deliver advice to schools consistent with support developed for understanding of progression

Priority: music

Issues such as access to provision and cost of tuition are among the key barriers for learners engaging and progressing in music education. Equity of music support reflects the need for a focus on more disadvantaged learners, which is at the heart of the National Music Service. Support for schools includes focused, free support, as well as, for example, bespoke projects for learners with ALN. The approach supports learners’ emotional and mental well-being, which is a cross-cutting priority for the grant support programme.

Priority: foundation learning

All children in Wales should have access to equitable high-quality nursery education, regardless of whether that is delivered through a school or setting. 

Ongoing specialist knowledge and skills provides professional support, guidance and advice to practitioners and leaders in funded non-maintained nursey settings. This enables implementation of high-quality nursery education provision that takes account of relevant curriculum and assessment arrangements and aligns with priorities in a developmentally appropriate way. 

Such ongoing support and guidance ensures all practitioners have a firm understanding of developmentally appropriate pedagogy and practice to enable successful realisation of the curriculum. 

Grant awards have considered how the cross-cutting priorities below can be supported in a purposeful and authentic way through support aimed at 1 of the above grant priority areas. 

All awards have sought to address support against at least 1 of the following cross-cutting priorities.

Cross-cutting priority: integral skills

Support for practitioners is included in grant awards that help schools develop these skills which are integral to the four purposes in a holistic way. The integral skills are:

• creativity and innovation
• critical thinking and problem-solving
• personal effectiveness
• planning and organising

Grant awards that have sought to address this cross-cutting priority have set out how it contributes to the well-being goal of ‘a prosperous Wales’.

Cross-cutting priority: cross-curricular skills 

The mandatory cross-curricular skills of literacy, numeracy and digital competence are essential for learners to be able to access knowledge. They enable learners to access the breadth of a school’s curriculum and the wealth of opportunities it offers, equipping them with the lifelong skills to realise the four purposes. These are skills that can be transferred to the world of work, enabling learners to adapt and thrive in the modern world. 

Schools must develop their curriculum to enable learners to develop competence and capability in these skills and, where there are opportunities, to extend and apply them across all areas of learning and experience. Developing these skills is therefore a consideration for all practitioners. Learners must be given opportunities across the curriculum to:

• develop listening, reading, speaking and writing skills
• be able to use numbers and solve problems in real-life situations
• be confident users of a range of technologies to help them function and communicate effectively and make sense of the world

Grant awards that sought to address this cross-cutting priority set out how it contributes to the well-being goal of ‘a prosperous Wales’. 

Cross-cutting priority: health and well-being 

Enhancing support to schools focussed on how they consider learners’ mental health and well-being across the curriculum is a cross-cutting priority for this grant programme. 

Support arrangements should promote awareness with schools of the duty under the Curriculum and Assessment (Wales) Act 2021 to consider learners’ mental health and emotional well-being as part of curriculum design. This should build understanding that, without this, learners cannot be expected to start to learn or learn effectively.

The impact on learners of healthy relationships both online and offline is also an area where support to schools can aim to address issues such as anti-bullying, online safety, violence against women, domestic abuse and sexual violence.

Grant awards that sought to address this cross-cutting priority set out how it contributes to the well-being goal of ‘a healthier Wales’.

Cross-cutting priority: diversity 

Diversity refers to recognising and celebrating the diverse nature of social groups and communities. It means providing a curriculum in schools reflecting that diversity and one that is responsive to the experiences of those groups and communities.

Support for addressing the needs of our most disadvantaged learners should be a key consideration for all proposals under this grant programme. Assisting schools in their efforts to ensure access for all to learning experiences and opportunities that could enhance learning progression, access to opportunities or career choices (for example, girls in STEM) has formed part of considerations. Maintaining learner engagement in their learning from an early age through the learning continuum may also be a factor. Together with countering gender stereotyping and approaches that support schools, this will ensure social equity.

Grant awards that sought to address this cross-cutting priority set out how it contributes to the well-being goal of ‘a more equal Wales’.

Cross-cutting priority: local, national and international contexts

Local, national and international contexts provide key perspectives for learners and are of particular importance in supporting them to realise the four purposes. They help learners make sense of the skills and knowledge they are developing by making connections with surroundings, experiences and events they may be more familiar with. They also introduce learners to less familiar contexts, broadening their horizons, engaging with perspectives different from their own and appreciating wider challenges and issues.

Grant awards that sought to address this cross-cutting priority set out how it contributes to the well-being goal of ‘being a globally responsible Wales’.

By law Welsh is an official language in Wales. The Welsh Language Standards place a statutory duty on the Welsh Government to consider opportunities to promote the use of the Welsh language when we provide grant funding. The Standards also require us to take into account what effects our funding would have on treating the Welsh language no less favourably than English.

Our ambitions for the Welsh language are set out in Cymraeg 2050: a million Welsh speakers. Proposals should include support that:

• is in the preferred language medium of the school (either through Welsh or English)
• presents all support materials in both Welsh and English at the same time

We invite applications to be submitted through the medium of Welsh.

Grant awards will operate over 1 to 3 financial years in duration, with most completing by 31 March 2028.

This Curriculum for Wales grant support programme includes a benchmarking approach to assess against policy objectives and performance when considering grant extension beyond the initial grant award period. 

Benchmarking considerations take into account a wide range of factors and are proportionate to the level of grant funding awarded. These factors can include, for example:

• the availability of funding and Government priorities at the time
• performance of the grant against agreed targets and outcomes set out in the grant award
• the quality and impact of delivery
• how well delivery aligned with the support priorities set out for the programme
• the outcome of independent programme impact evaluations
• feedback from schools, settings, learners, parents and carers as appropriate
• how close delivery aligned with the ethos and principles of the curriculum

Therefore to support a benchmarking approach in due course, grant recipients’ applications:

• demonstrated commitment to capacity building and collaboration
• evidenced how they are building links within and across the education sector to continue delivering value for money and impact
• evidenced how funded activities could, with the support of Welsh Government grant managers, work towards becoming self-sustaining so they are not over reliant on Welsh Government funding
• provided exit strategies for the initial funding being considered 

Not all organisations who are successful in gaining a grant award under this programme will receive extensions to their grant through a benchmarking approach. 

Successful applications may not be awarded further funding beyond any initial grant offer period following a benchmarking exercise. This will have no bearing on grant recipients’ reputation or prevent applications from them for other Welsh Government funding.

We are not considering further applications at this time.

Application appraisal 

The full applications were appraised in accordance with the programme guidance and eligibility rules. Appraisal was undertaken by Welsh Government curriculum policy officials, with advice from corporate governance colleagues and practitioners. 

The information provided in applications was assessed and given a rating against the following criteria.

• High – The applicant provided robust and detailed responses against all evidence requirements, with proposals providing strong focus on meeting support priorities.
• Medium – The applicant provided satisfactory and detailed responses against most of the evidence requirements, with proposals providing sufficient focus on support priorities.
• Low – The applicant provided potentially incomplete or insufficient responses against 1 or more of the evidence requirements, with proposals providing insufficient focus on support priorities. 

The quality threshold to award a grant is a rating of ‘Medium’ across all categories. 

Decisions to award a grant are also budget dependant, so ranking may need to be applied to proposals within the same rating criteria. 

In order to decide whether a grant should be awarded, and at what level, appraisal criteria includes:

• eligibility and compliance with the programme criteria set out in this guidance, including but not limited to the specified priorities for support and associated indicative funding
• aims and objectives of the proposal, and how it aligns with the ethos and principles of the Curriculum for Wales
• evidence of need for the activities set out in the proposal and what impacts it plans to deliver against the programme’s objectives and priorities, including clear and realistic performance measures, targets and outcomes
• implementation of the proposal, including management arrangements and how you propose to work with schools, settings and/or other key delivery stakeholders
• technical aspects of the proposal, including evidence of requisite expertise and capacity to deliver
• evidence of value added by the proposal, over and above support being made available through other Government funding for education in Wales
• assessment of any risks associated with the proposal in terms of financial viability, safeguarding and stewardship of public funds
• value for money and quality assessments
• contribution towards our sustainable development, Welsh language and well-being of future generations goals

The applications were also subject to full due diligence (where required) and eligibility checks before any final decisions were taken to offer a grant or reject an application.

The ability of a proposal to draw in match funding from non-Welsh Government sources is encouraged and welcomed. However, it has not formed part of the application appraisal process in respect of eligibility under this programme. Where match funding (either cash or ‘in kind’) did form part of a proposal’s delivery, we expected information on the match funding to be included in the grant application. This included the nature, amount and source of the match funding. 

Appraisal outcome and grant offer

There is no guarantee that a proposal would be approved for a grant. We aimed to complete the appraisal of the application within 90 days of the application window closing. 

There were 2 possible outcomes from application appraisal.

1. A proposal was not approved for an award. Applicants were informed by email. Applicants may apply again should a further application window be made available in the future.
2. A proposal was eligible and approved for an award. A grant offer was issued to successful applicants by email setting out grant terms and conditions. Successful applicants needed to accept or decline the grant offer within 21 business days. Failure to do so would lead to the offer being withdrawn. Only a formal grant offer agreed, signed and returned by the successful applicant provided the authority to start work.

The grant award is made on the basis of statements and declarations made by applicants or their representatives in the application form and, subsequently, the claim form and any related correspondence. The making of false or misleading statements is an offence.

Applicants were required to read and understand the relevant programme rules and guidance.

Applicants must not begin any work on the project without first obtaining written authority from the Welsh Government through a grant offer which has been formally accepted by them.

No alterations may be made to the project without the written approval of the Welsh Government.

The Welsh Government may need to update rules and conditions to take account of changes to the UK’s legislative requirements.

Applicants must meet any legal obligations imposed and UK law.

Applicants agree to abide by any changes following notification by the Welsh Ministers.

Applicants have given details that are true, accurate and complete to the best of your knowledge and belief on the applications and any supporting documentation.

Applicants acknowledge that neither the Welsh Government nor any adviser appointed by the Welsh Government shall be responsible for any advice given, including without limit any advice given in relation to the applications and that the applicant is solely responsible for all business decisions undertaken.

Applicants are required to comply with the rules on eligible costs as detailed in the programme guidance.

Projects should be completed within the timetable agreed with the Welsh Government. Applicants should not deviate from this without prior written agreement from the Welsh Government.

Equipment purchased with grant aid may not be disposed of, transferred or sold during the project and for 5 years from the contract end date without the prior written consent of the Welsh Government. The grant awarded must be re-paid in full.

The grant can only be paid on expenditure that has been defrayed, that is, on payments that have cleared from a bank account. We will not approve claims for activity in advance of expenditure. 

Applicants must provide confirmation that no other public funding has been sought. If it is found that an applicant has received public funding from another source their claim may be rejected, payments may be recovered, and penalties may be applied.

Applicants must undertake to meet any statutory obligations such as health and safety, employment, hygiene, environmental management and protection, animal or crop health and welfare that apply during the time of this project.

Applicants must ensure any staff engaging directly with learners undertake any necessary Disclosure and Barring Service (DBS) checks and all associated schools and settings are made aware in advance of applicant’s staff’s status in this regard. 

Applicants must allow representatives of the Welsh Government, the Auditor General for Wales, or their representatives to access and inspect. On request, they must provide information and/or access to original documentation in relation to the project.

The information provided in the application and any supporting documentation is subject to the requirements of the Welsh Government’s Code of Practice on Public Access to Information, the Freedom of Information Act 2000 and the Environmental Information Regulations 2004.

Applicants should be aware that, if successful, the Welsh Government reserves the right to publish the name of your business, company or organisation, the amount of grant you were awarded and a summary of your project. We also reserve the right to publish evaluation reports on the effectiveness of activity funded through the grant.

The information provided in the application is subject to the Privacy notice: Welsh Government grants. The privacy notice explains the Welsh Government’s processing and use of your personal data and your rights under the General Data Protection Regulation (GDPR).

All Welsh Government grant awards are monitored and the impact of grant funding is evaluated. 

Monitoring

Applications have set out targets against which grant-funded activity will be monitored. 

Clear performance measures have been established during the planning stages of applications to ensure that the impact of funding can be measured.

Identification of expected outcomes, outputs and performance indicators in applications ensures that the aims and objectives of the scheme are achievable and focussed on making real impact. 

It is a requirement of the grant award that grant recipients complete monitoring reports as part of their quarterly claim process.

Officials from the Welsh Government, or their representatives, have access to information regarding the delivery of grant-funded activity. 

Evaluation

The Curriculum for Wales grant support programme will have a Welsh Government contractor undertaking the independent, systematic and longitudinal impact evaluation of all grants awarded through the programme. Each year particular grant awards will provide the focus for analysis and reporting publicly. The evaluation contractor will need access to monitoring data and other information on grant-funded activity for the purposes of impact analysis.

The schedule for the evaluation programme will be discussed with successful applicants as part of grant management arrangements.

Record keeping

Grant recipients must keep all records and information concerning the application and claims for this grant, including all original invoices and any other related documents, for at least 5 years after the project end date.

There are no grounds for appeal for unsuccessful applications under the Curriculum for Wales grant support programme. The Welsh Government’s decision is final. 

Complaints will be dealt with under the Welsh Government’s procedure on complaints. 

Further advice on how to make a complaint can be obtained from the Complaints Advice Team:

Welsh Government
Crown Buildings
Cathays Park
Cardiff
CF10 3NQ

Telephone: 03000 251378

email: complaints@gov.wales

Website: Complain about Welsh Government

You may also choose to contact the Public Services Ombudsman for Wales:

1 Ffordd yr Hen Gae
Pencoed
CF35 5LJ

Telephone: 0300 790 0203

Website: Ombudsman website

The Welsh Government provides a wide range of grant schemes to help deliver our policies and create a fairer, more prosperous Wales.

This privacy notice for Welsh Government grants explains how we will handle any personal data grant recipients have provided in relation to their grant application or request for grant funding.

The Welsh Government will be data controller for any personal data grant recipients provided in relation to their grant application or request for grant funding. The information will be processed as part of our public task (for example, exercising our official authority to undertake the core role and functions of the Welsh Government) and has helped us assess their eligibility for funding.

Before we provide grant funding, we undertake checks for the purposes of preventing fraud and money laundering, and to verify grant recipients’ identity. These checks require us to process personal data about them to third party fraud prevention agencies.

If we, or a fraud prevention agency, determine that grant recipients pose a fraud or money laundering risk, we may refuse to provide the grant funding they applied for, or we may stop providing existing grant funding to them.

A record of any fraud or money laundering risk will be retained by the fraud prevention agencies, and may result in others refusing to provide services, financing or employment to them.

In order to assess eligibility, we may also need to share personal information relating to an application with regulatory authorities, such as HM Revenue and Customs, local authorities, Health and Safety Executive, and the police.

We may share grant recipients’ information with organisations which deliver training, knowledge transfer and innovation advice and support on behalf of the Welsh Government for the purposes of appropriate targeting of support.

We may also share grant recipients’ information with organisations contracted by the Welsh Government to undertake evaluations of activity funded through any grant awards under this programme.

Grant recipients’ information, including personal information, may be the subject of a request by another member of the public. When responding to such requests the Welsh Government may be required to release information, including their personal information, to fulfil its obligations under the Freedom of Information Act 2000, the Environmental information Act 2004 or the Data Protection Act 2018.

The Welsh Government has published details of the amounts awarded under this grant programme on its website. The data will be updated annually. 

We will keep personal information contained in files in line with our retention policy. Successful applicants’ personal data will be kept for 7 years after the date when they, as grant recipient, are free from all conditions relating to the grant awarded and all payments have been made. Unsuccessful applications details will be kept for 1 year after the date they were provided.

Under the data protection legislation, applicants have the right:

• to access the personal data the Welsh Government holds on you
• to require us to rectify inaccuracies in that data
• to (in certain circumstances) object to or restrict processing
• for (in certain circumstances) your data to be ‘erased’
• to lodge a complaint with the Information Commissioner’s Office (ICO) who is the independent regulator for data protection

For further details about the information the Welsh Government holds and its use, or if you want to exercise your rights under the GDPR, please see contact details below:

Data Protection Officer
Welsh Government
Cathays Park
Cardiff
CF10 3NQ

email: dataprotectionofficer@gov.wales

The contact details for the Information Commissioner’s Office are:

2nd Floor, Churchill House
Churchill Way
Cardiff
CF10 2HH

Telephone: 0330 414 6421

Website: ico website

If you have any queries regarding the Curriculum for Wales grant support programme, please send them by email to the curriculumforwales@gov.wales mailbox or by post to:

Policy Delivery Branch 
Curriculum and Assessment Division 
Education Directorate 
Welsh Government
Cathays Park 
Cardiff 
CF10 3NQ