Our Funding

Funded projects

We have been steadily increasing our grant making capacity since 2014.  For a copy of our latest annual report please see Annual report 2016 (9 months)

We work with 360Giving to publish all our grants data – you can see a spreadsheet of all our grants here – 360G-blagravetrust 2017 – and their locations in the map below.  We believe that by sharing our data openly and being able to access the data of others, we will be able to make better funding decisions.

Licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit Creative Commons. The data must be attributed to The Blagrave Trust.


Here are some of the major research projects and reports we have been involved with:

  • Young people’s participation in Child Sexual Exploitation services: We funded research with young people about their experiences of CSE services, conducted by the University of Bedfordshire. Working with a Young Researcher’s Advisory Panel, they synthesised what young people told them into 10 principles for working with young people affected by CSE. These have been turned these into 10 postcards.
  • Missing children study: With our support ECPAT-UK published new research with Missing People into the extent of the issue of trafficked children going missing from care in November 2016. Read more here.
  • Outdoor learning study: In 2015, the Blagrave Trust brought together partners including the Institute of Outdoor Learning to ask: what do we know about the effectiveness of outdoor learning? What is its scale? What outcomes are organisations working towards? What is known about good practice? Read more here.

Our partners’ impact

A snapshot of the work of three recent partners, and why we decided to fund them.

  • Artswork: To offer young care leavers an insight into careers in the arts

We awarded a three year grant to national Arts charity Artswork to offer a small group of young care leavers in Portsmouth the chance to take part in a bespoke, full time career placement with an arts organisation, alongside a programme of mentoring and group based support. In the first year, 8 of the 9 young people left the programme for further work or training opportunities and two of these will be entering arts related careers.

We liked this project because careers in the arts sector are often closed to young people without supportive families or the right introductions. Young care leavers are at a particular disadvantage at transition points and this project provides extra key work support, addressing formal needs such as functional skills, and informal needs of young people for confidence, reassurance and understanding. Also, by working with employers and volunteer mentors we felt the project would improve future opportunities for disadvantaged young people.

Education charity Achievement for All piloted the provision of flexibile and tailored expert support to FE colleges. Feedback from the colleges demonstrated the impact on culture and ethos changes so colleges were better able to meet the needs of disadvantaged young people. A4A will now take forward the learning to other colleges and settings. We valued this project as an opportunity not just to improve outcomes within 22 colleges serving disadvantaged young people at at key transition point in their lives, but potentially also to influence national policy and practice at a time of instability in the sector.

We supported the charity’s Youth Adventure Programme over three years. This is a combination of outdoor residential adventure camps, and day activities for young people aged 11-14 over a 3 school year period. 240 disadvantaged young people from Wiltshire and Swindon took part, facing a variety of problems including financial hardship, bereavement or social isolation. We liked this project because of the sustained and repeat nature of the experiences, each one building on the last. YAT has evidence from young people, their schools and their families that this led to increases in self-confidence and self-esteem, improved behaviour at home and school, improved engagement at school and increased resilience and aspiration.