News and publications

Jenny Ayres, artist on Trestle Theatre’s Teacher Development Fund programme, Create, Speak, Thrive, reflects on what makes TDF distinct and shares some of the insights she gained over the past two years.

The 28 grants described here have been awarded between July and September 2024 and total over £3.73 million.

Our Director of Grants, Abdou Sidibe, examines the results of our most recent racial justice audit.

This report outlines the findings of our fourth annual racial justice audit of Paul Hamlyn Foundation (PHF)’s UK grant-making for the year 2023/24.

We are delighted to announce the 10 recipients of Awards for Artists 2024 – the largest individual awards given to visual artists and composers in the UK. 

Spark Inside is an award-winning charity that has transformed the lives of over 1,500 people living and working in UK prisons. For more than a decade its has pioneered coaching in prisons, showing the value of coaching to change lives and systems. Spark Inside is the only charity taking professional coaching to young people in prison.

Supporting the arts in the UK has always been important to Paul Hamlyn Foundation. Awards for Artists supports individuals at a timely moment in their careers, giving them the freedom to develop their creative ideas and contributing to their personal and professional growth.

Professor Teresa Cremin, Co-Director, Literacy and Social Justice Centre at The Open University and Chair of the TDF Advisory Group, shares her cautious optimism for the re-valuing of the arts within the ​‘refreshed’ curriculum and encourages all those involved in the Teacher Development Fund programme, both past and present, to add their voices to the ongoing review.

Sarah Eastaff, Director (Arts and Education) for darts, Doncaster’s leading creative health and learning charity, shares the learning from their Teacher Development Fund programme which partners with eight schools from the Rose Learning Trust in and around Doncaster. Along with year one observations, Sarah considers some of the challenges and discusses their intentions for year two, as they aim to embed the practice across their schools.