# Grant Report: [Project title], [Interim / Final] Report to [Funder]

> An interim or final report to a funder on a grant-funded project:
> summary, progress against objectives and indicators, activities and
> outputs, changes and challenges, safeguarding and risk, lessons,
> financial report with budget-to-actual variance explanations, and the
> declarations and attachments a funder usually asks for. Based on common
> funder reporting practice; for US federal awards, also on the Uniform
> Guidance reporting rules in 2 CFR part 200 (sections 200.308, 200.328,
> 200.329 and 200.344, eCFR text current at 2026-10-01). **The grant
> agreement and the funder's own report form always take precedence**:
> reorder, rename or drop sections to match them. This is a reporting
> format, not legal, financial or audit advice. Replace every
> `[bracketed]` value and every row or passage marked *Example*.

<!--
Guidance: How to use this template
- Open the grant agreement first. Note the reporting period, the due date,
  the required form, the approved budget categories, the variance and
  budget-transfer rules, and any special conditions. Map each funder
  question to a section here before you write anything.
- Report against what was approved: the same objectives, indicator IDs,
  activity IDs and budget lines as the proposal. A report that renames
  things forces the funder to reconcile two documents.
- Write the financial report and the indicator table first, then the
  narrative. The narrative explains the numbers; it never contradicts them.
- Report bad news early and plainly. Funders forgive delays that are
  explained with a credible recovery plan; they rarely forgive surprises.
- The worked example continues the Family Reading Initiative used in
  nonprofit/grant-proposal: a fictional 24-month, USD 149,600 grant to
  expand early-grade reading support to 60 rural schools. This is the
  interim report at month 12.
-->

## Document control

<!-- Guidance: Internal tracking. Many funders do not want this table; remove it from the submitted copy if so, but keep it in your files. The grant reference must match the award letter exactly. -->

| Field | Value |
|---|---|
| Document ID | [GRPT-2026-005-I1] |
| Funder | [Funder name] |
| Grant reference | [Award or agreement number] |
| Programme / call | [Grant programme] |
| Report type | [Interim / Annual / Final / Closeout] |
| Reporting period | YYYY-MM-DD to YYYY-MM-DD |
| Report due date | YYYY-MM-DD |
| Total award | [*Example:* USD 149,600 over 24 months] |
| Version | [0.1] |
| Status | [Draft / In review / Approved for submission / Submitted / Accepted by funder] |
| Owner | [@programme-lead] |
| Approvers / reviewers | [@executive-director, @finance-lead] |
| Last updated | YYYY-MM-DD |
| Classification | [Confidential to funder / Public summary allowed] |

### Approvals

| Role | Name | Decision | Date |
|---|---|---|---|
| Programme lead | [@name] | [Narrative and indicators confirmed] | YYYY-MM-DD |
| Finance lead | [@name] | [Financial report reconciled to the ledger] | YYYY-MM-DD |
| Executive director or authorised signatory | [@name] | [Approved for submission] | YYYY-MM-DD |

### Revision history

| Version | Date | Author | Change summary |
|---|---|---|---|
| 0.1 | YYYY-MM-DD | [@name] | First draft |
| 0.2 | YYYY-MM-DD | [@name] | *Example:* Variance notes added after finance review |
| 1.0 | YYYY-MM-DD | [@name] | *Example:* Submitted to funder portal, receipt saved |

## Contents

<!-- Guidance: Keep in sync with headings. Delete sections the funder does not ask for rather than leaving them empty. -->

1. [Summary](#1-summary)
2. [Grant and reporting basis](#2-grant-and-reporting-basis)
3. [Progress against objectives](#3-progress-against-objectives)
4. [Activities and outputs](#4-activities-and-outputs)
5. [Changes, challenges and corrective actions](#5-changes-challenges-and-corrective-actions)
6. [Participants, equity and feedback](#6-participants-equity-and-feedback)
7. [Safeguarding, risk and compliance](#7-safeguarding-risk-and-compliance)
8. [Financial report](#8-financial-report)
9. [Lessons and learning](#9-lessons-and-learning)
10. [Next period plan or sustainability](#10-next-period-plan-or-sustainability)
11. [Declarations and attachments](#11-declarations-and-attachments)
12. [Glossary and references](#12-glossary-and-references)

## 1. Summary

<!-- Guidance: Half a page that a busy grant officer can read alone. State the period, the headline progress against each objective with numbers, spending against budget, the one or two biggest issues and what you are doing about them, and any request (budget transfer, extension, change of key staff). Write it last. -->

[*Example:* This interim report covers months 1 to 12 of the Family
Reading Initiative in [District]. All 60 participating schools received
classroom libraries, and 238 of the 240 planned teachers completed the
five-day training. At the month 12 midline assessment, 55% of year 3
pupils read at the national benchmark, up from 47% at baseline; the
month 24 target is 65%. Structured reading methods were seen in 52% of
observed lessons (baseline 9%, target 70% by month 18). Parents reporting
weekly shared reading rose from 20% to 31% (target 50%).]

[*Example:* We spent USD 82,665 against a year 1 budget of USD 84,700, an
underspend of USD 2,035 (2.4%). Family reading sessions ran behind plan
(171 of 240 sessions) after the partner organisation lost volunteers
during the harvest season; a revised schedule and a volunteer stipend
pilot are described in section 5. Training costs ran 19% over the line
budget because of a fuel price rise, covered by savings in personnel and
books.
We request no change to the total award. We ask the funder to note the
USD 2,035 underspend carried into year 2 for the delayed family sessions.]

## 2. Grant and reporting basis

<!-- Guidance: Restate the key terms so the reader does not need the agreement open. Check each line against the award letter and any amendment. If the reporting rules come from a regulation (for example US federal awards), name the section and the date you checked it. -->

| Item | Value |
|---|---|
| Award date and period of performance | [*Example:* YYYY-MM-DD, 24 months, months 1 to 24] |
| Approved budget | [*Example:* USD 149,600: year 1 USD 84,700, year 2 USD 64,900] |
| Payments received to date | [*Example:* USD 84,700 (first annual instalment)] |
| Reporting schedule | [*Example:* interim narrative and financial report at month 12, final report within 90 days of the end date] |
| Variance rule in the agreement | [*Example:* explain any budget line that differs from budget by more than 10% and more than USD 1,000] |
| Budget transfer rule | [*Example:* transfers between lines up to 10% of the total award without prior approval] |
| Special conditions | [*Example:* safeguarding incidents reported to the funder within 72 hours; funder logo on printed materials] |
| Amendments since award | [*Example:* none] |

### 2.1 If the award is US federal funding

For a US federal award, or a subaward of one, the Uniform Guidance
(2 CFR part 200) sets the outer limits for reporting. Read the terms of
your award first, because the agency or the pass-through entity sets the
actual dates within these limits. As published on eCFR (text current at
2026-10-01):

- **Financial reports** (2 CFR 200.328): collected no less often than
  annually and, unless a specific condition applies, no more often than
  quarterly, using the government-wide data elements approved by OMB (at
  publication, the Federal Financial Report, SF-425). Annual reports are
  due no later than 90 calendar days after the reporting period;
  quarterly or semiannual reports no later than 30 calendar days after it.
- **Performance reports** (2 CFR 200.329): the same frequency limits and
  due dates. Where applicable, the report compares accomplishments with
  the award's objectives for the period, explains why goals were not met,
  and explains cost overruns or higher than expected unit costs. Report
  significant developments between due dates (200.329(e)).
- **Final reports and closeout** (2 CFR 200.344): a recipient submits all
  final reports no later than 120 calendar days after the end of the
  period of performance; a subrecipient reports to its pass-through
  entity no later than 90 calendar days after the end of its subaward,
  or earlier if agreed.
- **Budget deviations** (2 CFR 200.308): deviations from the approved
  budget, scope or objectives are reported under 200.329, and certain
  changes need prior written approval, such as a change in scope or
  objectives, a change in named key personnel, or moving participant
  support costs to other categories. An agency may restrict transfers
  among direct cost categories when the federal share exceeds the
  simplified acquisition threshold and cumulative transfers exceed or
  are expected to exceed 10% of the total approved budget (200.308(i)).

Check the current text at
https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200 and
your award terms before each report. Other governments and most private
foundations have their own rules; this section is only one dated example.

## 3. Progress against objectives

<!-- Guidance: One row per approved objective and indicator, using the IDs from the proposal and the monitoring and evaluation plan. Give baseline, target, the value for this period and the cumulative value, then a short status. "Progress to target" is (current minus baseline) divided by (target minus baseline); state that formula so readers interpret it the same way. Never change a target in the report: request the change separately. -->

**Goal**: [*Example:* children in rural [District] read with
comprehension by the end of year 3.]

| Objective | Indicator ID | Indicator | Baseline | Target (date) | This period | Progress to target | Status |
|---|---|---|---|---|---|---|---|
| OBJ-1 *(Example)* | IND-001 | % of year 3 pupils at the reading benchmark | 47% | 65% (month 24) | 55% (midline, month 12) | 44% | On track |
| OBJ-2 *(Example)* | IND-002 | % of observed lessons using the structured method | 9% | 70% (month 18) | 52% (term 3 observations) | 70% | On track |
| OBJ-3 *(Example)* | IND-003 | % of parents reporting weekly shared reading | 20% | 50% (month 24) | 31% (midline sample) | 37% | Behind, see CHG-001 |
| [OBJ-N] | [IND-NNN] | [Indicator] | [Baseline] | [Target] | [Value] | [%] | [On track / Behind / Achieved] |

Worked check for the *Example* rows: IND-001 (55 − 47) / (65 − 47) =
8 / 18 = 44%; IND-002 (52 − 9) / (70 − 9) = 43 / 61 = 70%; IND-003
(31 − 20) / (50 − 20) = 11 / 30 = 37%. At month 12, half the project
period has passed, so IND-001 and IND-002 are on or ahead of a straight
line path, and IND-003 is behind.

**Narrative per objective.** For each objective, write three to five
sentences: what changed, the evidence, how confident you are in it, and
what explains any gap.

[*Example:* OBJ-1. The midline assessment tested 768 of the 800 enrolled
year 3 pupils (96%) with the same oral reading tool as the baseline,
administered by assessors who had not coached the schools. Gains were
largest in schools whose teachers joined cohort 1 and so had nine months
of coaching. The 20 comparison schools moved from 46% to 48% over the
same period, which suggests most of the gain is linked to the project,
although the comparison schools were not randomly chosen.]

[OBJ-N narrative]

## 4. Activities and outputs

<!-- Guidance: Report each approved activity with planned and actual outputs to date. Outputs are what you delivered (sessions, people trained, kits installed); outcomes belong in section 3. Use the same activity IDs as the work plan. Explain any output below 90% of plan in section 5. -->

| Activity | Output measure | Planned to date | Actual to date | % of plan | Note |
|---|---|---|---|---|---|
| ACT-1 *(Example)* Baseline assessment | Schools assessed | 60 | 60 | 100% | Completed month 2 |
| ACT-2 *(Example)* Teacher training | Teachers completing 5-day course | 240 | 238 | 99% | 2 teachers transferred out of district |
| ACT-3 *(Example)* Coaching visits | Visits completed | 1,700 | 1,620 | 95% | Road closures in month 8 |
| ACT-4 *(Example)* Classroom libraries | Libraries installed | 60 | 60 | 100% | |
| ACT-5 *(Example)* Family reading sessions | Sessions held | 240 | 171 | 71% | See CHG-001 |
| ACT-6 *(Example)* Midline assessment | Midline report | 1 | 1 | 100% | Annex B |
| [ACT-N] | [Measure] | [N] | [N] | [%] | [Note] |

Add one or two short case examples if the funder asks for them. Use
them only with the written consent of the people involved (and of a
parent or carer for a child), remove identifying details, and never use
images of children without consent and a safeguarding check.

## 5. Changes, challenges and corrective actions

<!-- Guidance: List every deviation from the approved plan, its cause, its effect on objectives and budget, the corrective action and whether funder approval is needed. Separate "for information" changes from "approval requested" changes. Check the agreement: some changes (scope, key staff, end date) usually need written approval before you act. -->

| ID | Change or challenge | Cause | Effect on objectives and budget | Corrective action | Funder approval |
|---|---|---|---|---|---|
| CHG-001 *(Example)* | Family reading sessions at 71% of plan | Partner lost 14 of 40 volunteers during the harvest season (months 7 to 9) | IND-003 behind; USD 1,725 underspend on the partner line | Sessions moved to evenings and weekends; volunteer stipend pilot in 10 schools from month 13; 69 sessions rescheduled into months 13 to 18 | For information; underspend carried forward |
| CHG-002 *(Example)* | Training costs above budget | Fuel prices rose about 30% between budget and delivery | USD 1,900 over the training line; no effect on outputs | Covered by transfers from personnel (USD 1,600) and books (USD 300); cohort 2 travel shared with the district office | For information; transfer within the 10% limit (section 8.3) |
| CHG-003 *(Example)* | Coaching visits at 95% of plan | Road closures after flooding in month 8 | Minor; visits concentrated in months 9 to 11 | Phone coaching used for 6 remote schools during closures | None needed |
| [CHG-NNN] | [Change] | [Cause] | [Effect] | [Action] | [None / For information / Approval requested] |

**Approval requests in this report**: [*Example:* none. If a request is
needed, state exactly what you ask for, the reason, the budget effect
and the date you need a decision.]

## 6. Participants, equity and feedback

<!-- Guidance: Who was reached, disaggregated the way the agreement asks (commonly sex, age, disability, location), and whether the people you aimed to reach were in fact reached. Summarise feedback and complaints from participants and what you changed as a result. Keep personal data out of the report. -->

| Group | Target | Reached to date | Note |
|---|---|---|---|
| Children in years 1 to 3 in participating schools *(Example)* | 2,400 | 2,400 enrolled, including 800 in year 3 (768 assessed at midline) | 51% girls, 49% boys |
| Pupils with a disability identified by the school *(Example)* | Not set | 86 | Large-print books added to 18 libraries |
| Teachers trained *(Example)* | 240 | 238 | 64% women |
| Families attending at least one session *(Example)* | 2,000 by month 24 | 1,130 | Lower attendance in the 12 most remote schools |
| [Group] | [Target] | [Reached] | [Note] |

Feedback and complaints received this period: [*Example:* 23 feedback
items through school suggestion boxes and a phone line, of which 3 were
complaints (session times, book language). Session times changed in
month 10; local-language books ordered for year 2.]

## 7. Safeguarding, risk and compliance

<!-- Guidance: Funders increasingly ask for this explicitly. Report numbers and handling, never names or identifying details. State whether every incident that met the agreement's reporting threshold was reported to the funder on time. Link to your safeguarding policy and risk register rather than copying them. -->

- **Safeguarding incidents this period**: [*Example:* 2 concerns
  recorded; both handled under the safeguarding policy
  (nonprofit/safeguarding-policy); 1 referred to the local child
  protection authority; the funder was notified within the 72 hours the
  agreement requires.]
- **Safeguarding training**: [*Example:* 238 teachers, 6 staff and 26
  partner volunteers completed the safeguarding module.]
- **Vetting**: [*Example:* all staff and volunteers in roles with
  unsupervised contact with children have completed the check level set
  in the role risk assessment.]
- **Top risks and their status**: link to the project risk register
  (compliance/risk-register).

| Risk ID | Risk | Rating last period | Rating now | Action |
|---|---|---|---|---|
| RSK-03 *(Example)* | Volunteer attrition reduces family sessions | Medium | High | Stipend pilot, evening sessions |
| RSK-05 *(Example)* | Flooding blocks access to remote schools | Medium | Medium | Phone coaching protocol |
| [RSK-NN] | [Risk] | [Rating] | [Rating] | [Action] |

- **Compliance with special conditions**: [*Example:* all conditions
  met; funder logo used on 60 library signs.]
- **Audit or monitoring visits**: [*Example:* funder monitoring visit in
  month 9; two recommendations, both closed.]

## 8. Financial report

<!-- Guidance: Use the funder's form and categories if they provide one. Reconcile every figure to the general ledger before writing. Report on the basis the agreement requires (cash or accrual) and say which. Explain every variance that meets the agreement's threshold; a variance explanation states the cause, whether it affects outputs, and what happens next. Show indirect costs on the base the agreement allows. -->

Reporting basis: [*Example:* accrual basis, figures in US dollars, from
the general ledger as at YYYY-MM-DD, reconciled by [@finance-lead].]

### 8.1 Budget to actual for the period

| Budget line | Budget (year 1) | Actual (year 1) | Variance | Variance % | Explanation required? |
|---|---|---|---|---|---|
| Personnel *(Example)* | USD 38,000 | USD 36,400 | −USD 1,600 | −4.2% | No |
| Training and coaching *(Example)* | USD 10,000 | USD 11,900 | +USD 1,900 | +19.0% | Yes, VAR-01 |
| Books and library kits *(Example)* | USD 18,000 | USD 17,250 | −USD 750 | −4.2% | No |
| Family sessions, partner sub-grant *(Example)* | USD 6,000 | USD 4,275 | −USD 1,725 | −28.8% | Yes, VAR-02 |
| Monitoring and evaluation *(Example)* | USD 5,000 | USD 5,325 | +USD 325 | +6.5% | No |
| **Total direct costs** | **USD 77,000** | **USD 75,150** | **−USD 1,850** | **−2.4%** | |
| Indirect costs at 10% of total direct costs *(Example)* | USD 7,700 | USD 7,515 | −USD 185 | −2.4% | No |
| **Total** | **USD 84,700** | **USD 82,665** | **−USD 2,035** | **−2.4%** | |

Sign convention: variance = actual minus budget, so a negative value is
an underspend. "Explanation required" applies the *Example* rule from
section 2: more than 10% and more than USD 1,000 on a line.

### 8.2 Variance explanations

| ID | Line | Variance | Cause | Effect on outputs | Action |
|---|---|---|---|---|---|
| VAR-01 *(Example)* | Training and coaching | +USD 1,900 (+19.0%) | Fuel and transport prices rose after the budget was set; coaching travel to remote schools cost more per visit | None: 238 teachers trained, 1,620 visits | Covered by savings on other lines (8.3); car-sharing with district coaches in year 2 |
| VAR-02 *(Example)* | Family sessions | −USD 1,725 (−28.8%) | 171 sessions held against 240 planned, at USD 25 per session (USD 4,275) | IND-003 behind plan | 69 sessions rescheduled into months 13 to 18; underspend carried forward |
| [VAR-NN] | [Line] | [Amount and %] | [Cause] | [Effect] | [Action] |

### 8.3 Transfers between lines

| From line | To line | Amount | Cumulative transfers | Limit in agreement | Within limit? |
|---|---|---|---|---|---|
| Personnel *(Example)* | Training and coaching | USD 1,600 | USD 1,600 | 10% of USD 149,600 = USD 14,960 | Yes |
| Books and library kits *(Example)* | Training and coaching | USD 300 | USD 1,900 (1.3% of award) | USD 14,960 | Yes |
| [Line] | [Line] | [USD N] | [USD N] | [Limit] | [Yes / No: approval requested] |

### 8.4 Funds received, spent and remaining

| Item | Amount |
|---|---|
| Funds received to date *(Example)* | USD 84,700 |
| Expenditure to date *(Example)* | USD 82,665 |
| Balance held *(Example)* | USD 2,035 |
| Year 2 approved budget *(Example)* | USD 64,900 |
| Year 2 budget plus carried-forward balance *(Example)* | USD 66,935 |
| Share of total award spent to date *(Example)* | 55.3% (USD 82,665 of USD 149,600) |
| Interest earned on grant funds, if any | [USD N, and how it was treated under the agreement] |

### 8.5 Match funding and in-kind contributions

| Source | Committed | Received or provided to date | Evidence |
|---|---|---|---|
| District education office, in-kind venues and trainer time *(Example)* | USD 18,000 equivalent | USD 9,400 equivalent | Signed timesheets, venue log |
| [Source] | [USD N] | [USD N] | [Evidence] |

## 9. Lessons and learning

<!-- Guidance: What you learned that changes how you work, not a list of successes. Separate lessons about the intervention (does it work, for whom) from lessons about delivery (how to run it). Say what you will do differently and whether the funder or other grantees could use it. -->

| ID | Lesson | Evidence | What we will change |
|---|---|---|---|
| LES-01 *(Example)* | Teachers with nine months of coaching gained more than those with three | Midline results by cohort | Front-load coaching visits for cohort 2 in months 13 to 15 |
| LES-02 *(Example)* | Volunteer-led family sessions are fragile in the farming season | Session logs months 7 to 9 | Plan around the agricultural calendar; test stipends |
| [LES-NN] | [Lesson] | [Evidence] | [Change] |

## 10. Next period plan or sustainability

<!-- Guidance: In an interim report, give the plan for the next period with milestones and any revised dates. In a final report, replace this with what continues after the grant, who pays for it, and how the results will be used, and delete the milestone table. -->

**Interim report: plan for the next period**

| Milestone | Activity | Planned date | Revised date | Note |
|---|---|---|---|---|
| MS-05 *(Example)* | ACT-5 catch-up: 69 rescheduled sessions | Months 13 to 18 | | Evening and weekend slots |
| MS-06 *(Example)* | IND-002 target review | Month 18 | | Classroom observation round |
| MS-07 *(Example)* | ACT-6 endline assessment | Months 23 to 24 | | Same tool and assessors as baseline |
| [MS-NN] | [Activity] | [Date] | [Date] | [Note] |

**Final report: sustainability and closeout**

- What continues and who funds it: [*Example:* the district education
  office absorbs coaching from month 25 under the signed agreement.]
- Assets and their ownership: [*Example:* libraries remain with schools.]
- Unspent funds: [amount, and whether returned or reallocated with
  written approval].
- Closeout items: final financial report, final performance report,
  equipment and property records, and any audit the agreement requires.

## 11. Declarations and attachments

<!-- Guidance: Funders usually want a signed statement that the report is accurate and funds were used as agreed. Use their wording if they supply it. Attach only what is asked for, and name files the way the funder's portal expects. -->

**Declaration** [*Example:* I confirm that, to the best of my knowledge,
the information in this report is accurate and complete, that the grant
funds were spent on the purposes set out in the agreement, and that the
financial figures agree with the organisation's accounting records.]

| Name | Title | Signature | Date |
|---|---|---|---|
| [Name] | [Executive director / authorised signatory] | [Signature] | YYYY-MM-DD |

Attachments checklist:

- [ ] Funder's financial report form (or SF-425 for US federal awards)
- [ ] Ledger extract or transaction listing, if requested
- [ ] Midline or evaluation report (Annex B)
- [ ] Indicator data table with sources and dates
- [ ] Photographs or materials, only with consent and safeguarding check
- [ ] Audit report or management letter, if one fell due in the period
- [ ] Evidence of match funding and in-kind contributions

Final pre-submission checks:

- [ ] Every funder question answered in the order asked, within limits
- [ ] Figures identical in the summary, tables and the financial form
- [ ] Indicator and activity IDs match the proposal and the monitoring and evaluation plan
- [ ] Every variance above the threshold explained in 8.2
- [ ] Approval requests stated separately and clearly
- [ ] Submitted before the due date; receipt saved with this document

## 12. Glossary and references

<!-- Guidance: Define terms the funder may read differently, and list the documents this report relies on. -->

| Term | Meaning in this report |
|---|---|
| Output | Something the project delivered, such as a session held or a teacher trained |
| Outcome | A change in people or institutions that the outputs contribute to |
| Baseline, midline, endline | Measurements at the start, middle and end of the project |
| Variance | Actual minus budget for a line and period |
| Carry forward | Moving an unspent balance into a later budget period with the funder's agreement |
| Indirect costs | Shared organisational costs charged as a rate on an agreed base |
| Pass-through entity | An organisation that receives an award and passes part of it to a subrecipient |

Related templates: nonprofit/grant-proposal (the approved plan),
nonprofit/monitoring-evaluation-plan (indicator definitions and data
sources), nonprofit/theory-of-change, nonprofit/impact-report (the
annual public report), finance/variance-analysis,
compliance/risk-register and nonprofit/safeguarding-policy.

## Standard and licence note

Based on common funder reporting practice (narrative progress against
approved objectives and indicators, budget-to-actual financial report
with variance explanations, and signed declarations). For US federal
awards it also refers to the Uniform Guidance, 2 CFR part 200, sections
200.308 (revision of budget and program plans), 200.328 (financial
reporting), 200.329 (monitoring and reporting program performance) and
200.344 (closeout), as published on eCFR with text current at
2026-10-01 (https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200).
Other governments and foundations set their own rules, and the grant
agreement always takes precedence. The text is original and paraphrases
public law; check the current official version before use. This is a
reporting format, not legal, financial or audit advice. Template
licence: MIT.