2016 Vale of Usk LEADER Funding Application Form T2017

Reference and title of your Project: Schools Cluster Education Project

Main Contact Details

Name: Robert Guy Telephone Number: 01873 830325

Your role in the Gilwern Primary School Email address: Group/Business About your Group

Group/Business Gilwern Primary School When was it established? Name:

Your Group’s Do you have a bank Yes main purpose: Education account?

Section 2: Details about your project – please see attached score sheet to see how your project will be scored.

2a Project Post Code Project Start Date Project End Date NP7 June 2019 Sept 2020

Please give a detailed description of your project starting with its concise Aim.

The Aim of the project is to develop an active partnership with local schools and Food Forum. It is intended to develop a circular pilot project which will encompass all phases of produce /cooking /composting /growing /planting / vegetable harvest.

The project will add and enhance the school education curriculum, focusing on growing, cooking, farming and producing food in a practical way, working with farmers, growers, producers, chefs and businesses in the area.

The intention is to enable the pupils to link directly to food, cooking and farming and influence the curriculum for future development in schools.

It will encourage the development of a programme of learning which will include education about produce /seasonality and growing cycles and to offer practical involvement in all elements of the food cycle where appropriate.

To establish an active engagement in the national curriculum.

Central to our vision is :

 Educate pupils in provenance of foods – the growing cycle and seasonality  Encourage different aspects of food cycle education in a practical manner  Encourage shared experiences and influence curriculum activity  Inspire and educate children about the potential careers ‘food, farming and cooking/processing has to offer’  Develop a “Cooking from scratch” approach to cooking the produce and learning about provenance.  Organise schools to visit each other to engage with the “where does our food come from “ principle- and the varying stages of production  Forge links to education of young people which will identify local produce and have the ability to create and inspire young people to cook /farm /grow and Influence the curriculum to improve education and encourage participation.

To do this the project will initially work one school and broaden to establish a project with a number of schools in the catchment area of Abergavenny.

Gilwern School has a ‘New Deal Pioneer’ status, being the only primary school in Monmouthshire involved in this initiative. New Deal pioneer work is the result of the report written by Professor Graham Donaldson and aims to improve education in . It involves research and contributions to Welsh Government policy, developing school leadership and construction of a new curriculum over the next 10 years.

The areas of work to be established are :

School 1 . Producer visits/cooking

Lead School forming a programme of visits to/from farmers/animals/producers and processors in the Monmouthshire area. The programme will be developed to include visits from all of the above become involved in a programme whereby pupils attending the x4 pilot schools visit, farms, orchards, processing areas, and manufacturers. The school will take a lead in developing relationships, addressing health and safety, and scheduling the schools visits to access education and learning about seasonality (fruit harvest), harvest of crops, lambing and production of eggs etc. The visits to producers will be based around animals, crops, fruit and vegetables and manufactured/cooked items. The children will gain hands on experience from farmers/chefs/growers and producers and will have the opportunity to see a lamb being born, collect eggs, harvest fruit, gather in crops. Producers will teach the children and educate them about the importance of nature (bees), water supply, climate change, welfare for animals, raising animals, and the history of where our food comes from eg. Wimberry’s off of the Welsh Hills.

School 2. Vegetable growing and cooking

Development of a vegetable/flower and growing space. King Henry School will take the lead with the pupils, planning the area, focussing on seasonality, compatible planting etc. They will then grow, and harvest vegetables, flowers herbs etc. Organising visits to this area for planting/harvest and further learning with the other x3 schools.

School 3.Growing seeds/seedlings/cooking –Seed Germination Cultivation of a growing area in which the development would include pupils to be taught about growing seeds and germination. They would grow seedlings on ready for planting out at other areas/schools. They would supply some of the plants to plant out in the growing area. Again the other x3 schools will be able to engage with this activity by visiting at points.

School 4. Composting/cooking

The 4th school to be involved in the cycle, they will take on and lead the project of composting. They will gather organic waste and develop/make compost to hand to the other schools and for local use if appropriate. The children will learn about the need to compost, the environmental benefits as well as the sustainable facts.

Partnership activity.

Development of a cooking from scratch programme with participating schools, in partnership with

1 Franco Taruschio (OBE & Chefs) 2 Abergavenny Community Trust 3 All involved schools.

Other partners to be defined may include Incredible Edible Monmouthshire Schools Keep Wales Tidy Abergavenny Community Trust

Social inclusion and rural poverty Gives access to the curriculum to all children in the 4 pilot schools, and will hopefully expand to cover all Monmouthshire pupils. Encouraging a healthy and more nutritious diet with fruit and vegetables, being outdoors and exercise and cooking from scratch. Informing and educating children on making different decisions in relation to diets. Provides access to information and learning to encourage professional interest in careers for food based jobs.

language We will label all the plants in one allotment in Welsh as a learning resource. Our group members will be encouraged to label their plants and produce in Welsh and we will create a small photobook case study about our project in Welsh. Welsh food heritage and farming will be taught covering traditional recipes, and food menu items Wales is known for such as Cawl, Bara Brith, and Leek and Potato soup etc.

We will procure all our seeds, plants, trees, equipment, tools, services etc as locally as possible to support the local economy. More young people will be encouraged to stay within the local area to farm/grow/cook. Pupils may be inspired to become an entrepreneur within

the subject of food/manufacturing/farming which may bring trade/jobs and income to Monmouthshire.

Is the project innovative? (complete section 2f) This is the first community allotment project of its kind in the Vale of Usk region and by sharing our learning, we hope it will inspire other schools to embrace, enhance the environment, their quality of life and have fun. Due to the Donaldson report children have more access to hands on learning and new ways of teaching, which by using this change we will have access to adding to the curriculum from the community of Monmouthshire. 2b Please describe the objectives, benefits and priorities of your project

Objectives: Health and wellbeing – increased physical activity and therapeutic benefits of working outdoors in greenspace, growing plants from seed, nurturing and nourishing our land and immersion in nature. Learning about nutrition and diets for making better decisions, having access to fresh fruit and vegetables, Using the outside space and animals growing/cooking/farming to encourage children who are necessarily academic to excel in a more practical area of learning. Benefits will include a better understanding of food, growth and manufacturing which will lead to creating a new generation of interested individuals which will help us to provide food security and stability for Monmouthshire.

An example below .  Learning, skills development and knowledge transfer - within the schools, parents governors and wider community.  Producers will pass on practical knowledge such as pruning/shearing etc.  Children will have the opportunity to see what farming/growing/cooking careers are really like first hand to help inspire their choice of career.  Engage schools to be active with the local community members which can support the children’s learning and further support schools in providing opportunities to children which previously have been limited to the classroom.

2c How does the project meet the requirements of the Local Development Strategy and what evidence do you have of the need for it? (please list sources, where possible and refer to the Logic Intervention Table)

Vale of Usk Local Development Strategy Our project supports the LAG’s overall intention to establish communities as economically, socially, culturally, and environmentally sustainable. It is a grassroots project that will enable the cultivation of fresh food, provide an attractive and clean environment, contribute to physical & mental wellbeing, promote pride in the local identity and help create solutions to global problems at a local level.

The project directly aligned to the Local Development Strategy, which is driven by Welsh Government Rural Communities – Rural Development Programme 2014- 2020. Our project responds to a number of needs including improving the Welsh environment, encouraging sustainable land management practices, the sustainable management of our natural resources and climate action in Wales; promoting strong, sustainable rural economic growth in Wales and encouraging greater community-led local development. It addresses 4 of the 5 priorities: fostering knowledge transfer and innovation; promoting food chain organisation and risk management; restoring, preserving and enhancing ecosystems; promoting resource efficiency and supporting the shift towards a low carbon

and climate resilient economy; and promoting social inclusion, poverty reduction and economic development in rural areas.

Our project responds to development needs and objectives identified in the Logic intervention table in the following ways:

Theme 3: Exploring new ways of providing non-statutory local services This pilot will directly affect the curriculum development in local schools.

We are planning to learn from and share our knowledge, learning and influence others through networking and events and social media, pass on knowledge and grow and include more Monmouthshire schools.

2d What feasibility/survey and planning work have you undertaken with regard to the proposed project? Please indicate if these are part of the proposed project.

Abergavenny Community Trust is the charity which runs the community centre, which is very keen to work in partnership and works work directly with the community offering community café and training in the food sector. The Charity works with Gilwern School, King Henry School, Gateway Church, Women's Aid and other partners, for example Fareshare, Abergavenny Relief in Need [charity] to distribute food. All leading to expertise and knowledge of the food and health /well being agenda in the local area.

3 schools and their head teachers have discussed the potential for the project all are positive, enthusiastic and will see a period of learning set aside within the curriculum and the pupils education for this project.

This project will foster interest in teaching and passing on knowledge in relation to cooking to help provide the pupils with hands on experience of food, once they have grown, raised, and harvested it. It is anticipated that local chefs will engage in the teaching process.

2e Does this project have links to other projects and initiatives? (please list and explain)  Pollinator plants project – plant lists and grant provided to enhance our environment for bees  Bee Friendly Monmouthshire – purchase of wildflower seed mix  Wildlife Trust – ecological advice  Abergavenny Community Trust – keen to work in partnership (BTEC Award)  Abergavenny Community Orchard/Incredible Edibles  Community Allotment Abergavenny Food Forum

2f Describe how the project is innovative (see guidance for definition) and has a similar project been successfully undertaken in any other area (details, if possible)? . There is no other project engaged in directly affecting education and curriculum which gives hands on development to young people – and includes a combined effort by schools. The idea of using different schools for activity as the key interactions will foster a “cluster” approach and offered a wider experience for the children. It could foster key expertise in each school which can then be used as a knowledge exchange. We will also actively engage the immediate and local community in our project. 2g Are any of the Welsh Government strategies listed in the guidance notes covered by your project (please list)

This project is aligned with the following strategies

1 Donaldson Report

Here are the main points from the Donaldson Report:

 Incorporates all learners aged three to 16, from Foundation Phase to Key Stage 4 (GCSE)  Bids to develop: ambitious, capable learners, ready to learn throughout their lives; enterprising creative contributors, ready to play a full part in life and work; ethical informed citizens of Wales and the world; and healthy, confident individuals ready to live fulfilling lives as valued members of society  Replaces existing key stages with “progression steps”, relating broadly to expectations at ages five, eight, 11, 14 and 16  Progression steps to provide reference points for teachers and parents, while providing a “road map” for pupils according to their individual needs  Organised into six “areas of learning and experience”: expressive arts; health and wellbeing; humanities; languages, literacy and communication; maths and numeracy; and science and technology  Introduces three “cross-curriculum responsibilities” – literacy, numeracy and digital competence – that would be expected of all teachers  Teacher assessment remains the “main vehicle for assessment before qualifications”  Teaching of the Welsh language remains compulsory up to the age of 16, but new expectation that learners gain “transactional competence” by end of studies  Welsh-medium schools to act as hubs for the Welsh language, supporting teachers and practitioners in English-medium schools  All teaching and learning to be directed to achieving the four curriculum purposes  External, standardised testing to provide important benchmarking information – but its frequency “kept to a minimum” in view of its impact on the curriculum and teaching and learning  Programme of professional learning to be developed to ensure that the implications of the review for the skills and knowledge of teachers are fully met

 Wales’ national school categorisation system to be adjusted to reflect the recommendations of the review

Gilwern Primary School is participating in the Eco-Schools Programme which encourages pupils to engage with environmental and sustainable development issues. It provides a highly structured system for the environmental management of schools. It is based on the ISO 14001 process, with emphasis on Litter and Waste Minimisation, although schools can also focus on Transport, Global Citizenship,Healthy Living, Energy and Water Saving or School Grounds Development.

The Welsh Government Rural Communities – Rural Development Programme 2014- 2020

ensuring the sustainable management of natural resources, and climate action achieving a balanced territorial development of rural economies and communities including the creation and maintenance of employment.

Action plan for pollinators - This plan aims to reduce, and reverse, the decline in wild and managed pollinator populations. Pollinators include bees, some wasps, butterflies, moths and hoverflies, some beetles and flies

Well-being of Future Generations (Wales) Act 2015 This Act supports the improving the social, economic, environmental and cultural well-being of Wales. It suggest it is better to work with people and communities, and take a more long term, collaborative working approach.

One Wales, One Planet – Welsh Government Sustainable development in Wales is defined as enhancing the economic, social and environmental wellbeing of people and communities, achieving a better quality of life for our own and future generations in ways which promote social justice and equality of opportunity; enhance the natural and cultural environment and respect its limits, living sustainably and reducing our Ecological Footprint - this project will support all of the ethos of this programme.

2h Does your project consider the following cross-cutting themes and economic benefits? Link for information on Cross-Cutting Themes Download Key Document.

(delete) Explain how Equal opportunities YES The project is open to all members of our community and Gender regardless of age, ability, gender, race and orientation Mainstreaming Our approach values the diversity among both women and men Make provision for YES the use of the Welsh Social inclusion and rural poverty Language

Gives access to the curriculum to all children in the 4 pilot schools, and will hopefully expand to cover all Monmouthshire pupils. Encouraging a healthy and more nutritious diet with fruit and vegetables, being outdoors and exercise and cooking from scratch. Informing and educating children on making different decisions in relation to diets. Provides access to information and learning to encourage professional interest in careers for food based jobs.

Tackling Poverty YES Learning to cook from basic ingredients can offer a and Social Exclusion pathway to use of fresh produce and reduction of food poverty.) Gives access to the curriculum to all children in the 4 pilot schools, and will hopefully expand to cover all Monmouthshire pupils. Encouraging a healthy and more nutritious diet with fruit and vegetables, being outdoors and exercise and cooking from scratch. Informing and educating children on making different decisions in relation to diets. Provides access to information and learning to encourage professional interest in careers for food based jobs.

Sustainable YES Enhancing the environment to support biodiversity; Development organic gardening; supporting food security; reduction in food miles/carbon footprint. Learning about preservation of water supply, recycling.

Children’s rights YES The project will positively encourage direct Impact Assessment involvement in activity for children and in education and by extention into communies/family life. Will your local YES Fundamental to the success of our project is facilitating economy benefit knowledge transfer and skills development within the from the project? school and externally to parents, Governors and community. Procurement of services, equipment, tools, seeds, plants and trees will be sources locally.

2i Please give details and supply evidence of all other sources of funding secured or being sought for the project.

Is this project dependent upon finding additional funding? NO

Source of funding Amount Date of decision

Section 3: Delivering & managing your project

3a What do you hope to achieve with this project and explain when you think the key steps will be achieved?

1. May – June - project development – initial development of the project framework and terms of reference, develop cluster links and visit partners 2. May – June develop a plan for new school year activity and purchase of equipment etc start planting 3. Sept (new term) – detailed project planning; procurement - tools and equipment, materials, trees, plants, seeds etc); infrastructure works (fencing, groundworks, beds, paths, soil conditioning);Planting, develop community links and activities; 4. Sept - autumn planting vegetables, salad greens in polytunnel 5. Oct/ Nov – planting fruit bushes, pollinators, 6. Mar/ April /May - soil prep, spring planting, community group visits

3b What risks have you identified that might affect your project? Health and safety limits on site visits. School will engage under protocols under DBS etc as appropriate

3c How do you intend to deal with these risks? (support may be available if you require it) Enlist the professional support from teaching staff to do site visits to do a health and safety report to either reduce risks or minimise.

3d Please submit a copy of your Group’s constitution and explain what experience members of the group might have that will be of benefit to the project.

Section 4: Long term impact of your project

4a What do you expect to be the next steps for this project, and how will the project be sustained following this funding? (We may be able to help you find capital funding)

Other schools will be brought into the project and the group expanded. As other schools join further projects could be incorporated such as orchard, small animal holding, poly tunnels etc.

At the end of the pilot, we will reflect on our experiences and learning and use the knowledge gained to inform the direction of any future projects.

The legacy for the schools will be the ability to learn from the process and to expand and share this knowledge - it may directly influence future curriculum activity.

Continued share knowledge and learning within the cluster schools.

The long term concept to sustain this project will be for the schools to sell items such as strawberry plants/sunflower seeds/vegetable boxes from surplus produce. Cooking and selling biscuits/cookies/cakes and other items using their grown produce such as rhubarb, apples, carrots.

4b How will you raise awareness of your project to your community and maintain the community interest in the future (if applicable)?

Regular communications to raise awareness of what we are doing via schools magazine Governors and other networks celebrate our achievements at key points to encourage

Regular meetings, task parties and events to encourage participation.

A photobook case study will be produced and we will publicise our project through local media and Monmouthshire CC and school Communication Channels.

Publicity from Abergavenny Food Forum as a new pilot project led and supported by the group.

Abergavenny Community Trust can directly feed to the families of children within the area what is happening within the centre.

Schools may engage directly with parents and governors.

Section 5: Financial information

5.1 Project Costs (This section will be completed jointly with the project officer) 5.2 Cost breakdown How is this cost calculated. (Please indicate where the cost is estimated. If you are able to reclaim the £ VAT paid please add costs without VAT Production of case studies/photobooks, leaflets to Marketing & PR sell produced items, £200

Incorporation and building of raised timber beds £2,000 and offer water access,

£160 Procured Services Hire of rotavater,

Hire of transport for visits - contribution to petrol /diesel costs - 16 visits app in total x £30 app per visit 480.00

Pollinating Plants (through Pollinators project)

Vegetable/flower/herb seeds

£200 Compost bins (individual field units)

£600 Watering hoses

Plant pots/compost Purchased items £100

<£10,000 Gardening tools £150

Fruit bushes £100

Mulch £100

Cooking equipment (bowls/spoons/pans) £100

Cooking ingredients £100

£200 Disabled access – raised beds materials

Timber nails/cement/sand etc

£2500

Health and safety visits /cost of teacher going to do site visits for 1-2 days @ 150 per day

Professional input from Chef ( 15 per hours) (x4 hours a session) x6 sessions £360 x4 schools 300.00 £1440

Hire of kitchen and utilities £960 4hrs sessions x 6 1440.00 sessions @ £15.00 per hour

Evaluation 960.00 Other - 750.00 Project Management x 30 hrs @ !5 ph

450.00

Schools planning time and teacher engagement 3,600

PTA – volunteer time for growing and fundraising activities for seeds etc and funding for following 985.20 season

Total Project Cost (Do NOT include VAT if you are VAT registered).

Please include your Match Funding total in this section 12,635.20

£15 an hour £15 an hour £2,880

Match Funding Must be a minimum of 20% of the total project cost. (Refer to Appendix 1)

Type Provide details of your sources of match funding £ below

Cash Contributions 0

In-kind funding you will provide PTA – volunteer time for growing and fundraising 985.20 activities for seeds etc and funding for following season

Volunteer time from governers and PTA 3,600

Total match funding 4585.20

LEADER Funding Must be a maximum of 80% of the total project cost.

Funding Required of total project cost £8,050 36.28% (Maximum 80%)

5.2 Profile of Expenditure (This section will be completed jointly with the project officer)

Type of expenditure First Qtr. Sept – Nov . Third Qtr. Fourth Qtr. Total June 2019 3,000 3000 1000 1050 8,050

6 What will this project achieve in summary, these are called indicators.

6a Indicator:- LD-CL.006. Number of information dissemination actions/promotional and/ or marketing activities to raise awareness of the LDS and/ or its projects. Definition:- The number of actions undertaken by the Local Action Group to raise awareness and explain the aim, objectives and activities undertaken via the Local Development Strategy to the rural population. The number of planned and targeted activities undertaken by the Local Action Group that promote the Local Development Strategy and its projects OR the production and distribution of materials aimed at marketing and promoting the Local Development Strategy and its projects.

Quantity Brief 3 details Press release ? Events ? School and community group visits ? Case study/photobooks ?

6b Indicator:- LD-CL.008. Number of participants supported.

Definition:- Participants: number of people who attend an event to disseminate information, etc. Please note that the number on receipt of any kind of mail-shot associated with the dissemination of information (e.g. the distribution of a report summary) cannot be counted as participants.

Quantity Brief details 20 Participants within our community 5 Farmers or food producers engaged in the programme

60 School children & people from local community groups

5 Volunteers

6c Indicator:- LD-Cl.001. Number of Feasibility Studies Definition:- Number of specific feasibility studies commissioned or undertaken through the programme to provide the background research for a specific problem or issue and the production of a comprehensive written appraisal of the issues, the alternative solutions, the financial costings, a detailed risk analysis and recommendations for the next steps. (refer to LEADER guidance Version 1 Sept 2015 paragraph 31). Available as a download from the web site

Quantity Brief 0 details

6d Indicator:- LD-CL.004. Number of pilot activities undertaken/ supported. Definition:- Number of pilot activities undertaken/ supported through the capacity building activities, broken down as defined in characteristics breakdown. Characteristics:- New approaches, new products, new processes, new services

1 Brief Pilot to develop a new approach to key educational practices Quantity details

6e Indicator:- LD-CL.007. Number of stakeholders engaged. Definition:- Stakeholder: Any group or individual who can affect or is affected by the achievement of the project objectives. These can be people, groups or entities that have a role and interest in the objectives and implementation of a project. They include the community whose situation the project or programme seeks to change. Engagement: Stakeholders who become actively involved in the project’s implementation at any stage. Quantity Brief details Bee Friendly Monmouthshire Need Gwent Wildlife numbers Abergavenny Community Trust & Orchard Local schools & Community Groups Volunteers

6f Indicator:- LD-CL.005. Community hubs. Definition:- The number of new community hubs that were formed as a direct result of this project. Quantity 1 Brief Community Allotment details

6g Indicator:- LD-CL.002. Number of networks established. Definition:- Number of formal networks that have been created as a direct result of this project and were not in existence prior to programme involvement. (Each network can be scored only once over the life of the approved LEADER programme) Quantity Brief Monmouthshire County Council details BEES project Pollinators project KWT Abergavenny Community Trust Mind Gwent Beekeeping Society

6h Indicator:- LD-CL.003. Number of jobs safeguarded through supported projects. Definition:- Jobs safeguarded are where jobs are known to be at risk over the next 12 months. Jobs should be scored as FTE and permanent (a seasonal job may be scored provided the job is expected to recur indefinitely; the proportion of the year worked should also be recorded). The job itself should be scored, not an estimate of how many people may occupy the job. If the job is not fulltime then the hours per week will need to be divided by 30 to find the proportion of FTE represents (e.g. 18 hours per week would be 0.6 FTE). Quantity Brief details

6i Indicator:- R.24. Jobs created through this LEADER project Definition:- Total number of jobs created in FTE through support for implementation of operations under the LDS funded through the RDP under LEADER. Quantity Brief details

7 The Rules and Regulations

7.1 Statutory requirements and permissions

Do you require: Yes No Attached (Please tick) (Please tick) (Please tick) Landlord, landowner or lease holder consent x

Planning permission x

Building regulations x

Licences X

Specific permission for continued general public x access Any other statutory permission e.g. Natural X Resources Wales consent etc. Permission from Brecon Beacon National If yes please state: Park Authority for the polytunnel If yes to any of the above, please provide copies of the approval documentation with this application. If “no” where appropriate please provide written confirmation from the relevant authority that permission is not needed.

7.2 Data Protection and Publicity

The information provided on this application will be used in connection with the processing of the projects application and publicising, administration, evaluation and monitoring of the LEADER programme. To progress this application we may disclose the information we receive from you to others including public bodies and other Government Departments. To publicise, administer, monitor and evaluate the programme we may also disclose information to other Groups or consultants which we consider appropriate. The project description and details, if approved, may be used in various forms of publicity for the Vale of Usk LEADER programme, including being placed on the Vale of Usk web site. We will not however disclose personal details submitted as part of this application.

7.3 Signed and confirmed on behalf of the applicant.

I declare that to the best of my knowledge the factual information contained in this form is correct and complete. I understand that if I have given information that is incorrect or incomplete, the offer of any LEADER funding may be withheld and action taken against me or my Group. I also declare, unless otherwise stated in this application form, that I/the Group has not started activity or committed expenditure that relates to this project. If any information changes I will inform the Vale of Usk LAG project immediately.

Signed: Elaine Blanchard

Name: Mrs Elaine Blanchard

Position: Member Of Abergavenny Food Forum

Date: 15/4/19

Check list:

Have you attached a copy of the group’s constitution (if applicable)

Do you need support or training for project delivery?

Do you need support finding additional funding?

PLEASE RETURN TO: [email protected] or to the relevant officer

Appendix 1. Additional Guidance for In Kind Match Funding (Link to Welsh Government LEADER Guidance), more detail is provided in the Application Guidance form.

Contributions in kind in the form of:-

 Provision of works, goods, services, land and real estate for which no cash payment has been made (must comply with ESI rules – see Leader Guidance)

 Equipment and Raw Materials may be provided to a project as a form of in kind match funding but the LAG must ensure that evidence is maintained about the value of the amount committed.

 Research or other professional work may be provided as a form of in kind match funding but the LAG must ensure evidence is maintained (see Leader Guidance)

 Unpaid Voluntary work – Only persons acting in a wholly voluntary capacity will be eligible, signed time sheets should be maintained to support the hours claimed towards the project. Below are a list of rates provided by Welsh Government which can be applied as acceptable rates for voluntary work:

Job Title SOC Code* Hourly Rate £ Annual Rate £

Project Manager 2424 21.72 42,756

Project Researcher 2426 16.55 31,880

Project Coordinator 3539 14.94 28,944

Trainer 3563 14.26 27,775

Project Administrator 4159 10.13 19,812

* Standard Occupational Classification