# Impact Report [YYYY]: [Organisation name]

> An annual impact report for donors, partners, the communities served and
> the public: leadership letter, mission, the year in numbers, programme
> outcomes measured against baselines and targets, consented stories,
> methodology and data quality, financial summary, acknowledgements and
> lessons for next year. Based on common nonprofit impact-reporting
> practice. It is a reporting format, not financial, legal or accounting
> advice; financial figures must match your audited or reviewed accounts
> and any regulator filings. Replace every `[bracketed]` value and every
> passage marked *Example*.

<!--
Guidance: How to use this template
- Collect the numbers first (sections 3 and 4) and get them checked by the
  people who own the data; write the narrative around them afterwards.
- Report outcomes (what changed for people), not only outputs (what you
  did). Show baseline, target and actual side by side, including misses.
- Use stories only with documented informed consent, and anonymise unless
  the person has asked to be named.
- Make the financial summary reconcile with the accounts, and state the
  basis (audited, reviewed or management accounts).
- Keep the published version accessible: plain language, alt text, readable tables.
-->

## Document control

<!-- Guidance: Identify the report, its period and its approvals. Status moves Draft -> In review -> Approved -> Published. -->

| Field | Value |
|---|---|
| Document ID | [IMP-REP-YYYY] |
| Organisation | [Legal name, registration number] |
| Reporting period | YYYY-MM-DD to YYYY-MM-DD |
| Version | [0.1] |
| Status | [Draft / In review / Approved / Published] |
| Owner | [@impact-lead] |
| Contributors | [@programme-leads, @finance, @communications] |
| Approvers | [@executive-director, @board-chair] |
| Financial basis | [Audited / Independently reviewed / Unaudited management accounts] |
| Last updated | YYYY-MM-DD |
| Classification | [Public] |

### Approvals

| Role | Name | Decision | Date |
|---|---|---|---|
| Executive director | [@name] | [Approved] | YYYY-MM-DD |
| Finance lead | [@name] | [Figures verified] | YYYY-MM-DD |
| Board chair or committee | [@name] | [Approved for publication] | YYYY-MM-DD |

## Contents

<!-- Guidance: Keep in sync with headings. -->

1. [Letter from leadership](#1-letter-from-leadership)
2. [Our mission](#2-our-mission)
3. [The year in numbers](#3-the-year-in-numbers)
4. [Programmes and outcomes](#4-programmes-and-outcomes)
5. [Stories of change](#5-stories-of-change)
6. [Methodology and data quality](#6-methodology-and-data-quality)
7. [Financial summary](#7-financial-summary)
8. [Partners and donors](#8-partners-and-donors)
9. [Lessons and the year ahead](#9-lessons-and-the-year-ahead)
10. [Governance and accountability](#10-governance-and-accountability)
11. [Appendix A: Indicator reference sheet](#appendix-a-indicator-reference-sheet)
12. [Appendix B: Glossary](#appendix-b-glossary)

## 1. Letter from leadership

<!-- Guidance: One page from the executive director and/or board chair. Name the year's biggest achievement, its biggest challenge and what changes next year. Be candid; readers trust reports that admit difficulty. -->

Dear friends and partners,

[*Example:* This year we reached more families than ever, and we learned
that reaching them is not the same as changing outcomes for them. Our
reading programme expanded from 80 to 120 schools, and the share of
year 3 pupils reading at the national benchmark rose from 58% to 66%.
That is real progress, but short of the 70% we set ourselves.]

[*Example:* We also faced a hard year for funding: two long-term grants
ended, and we reduced central costs to protect programme delivery. In
the year ahead we will focus on coaching quality in the schools where
results lagged, and on building a broader base of individual donors.]

[*Example:* Thank you to the teachers, parents, volunteers, partners and
donors who made this work possible.]

[Name], Executive Director
[Name], Board Chair

## 2. Our mission

<!-- Guidance: Restate mission, vision and the theory of change in brief so new readers understand what the numbers measure. Link the full theory of change. -->

- **Mission**: [*Example:* Every child in [Region] reads with confidence by age nine.]
- **Vision**: [*Example:* Communities where learning starts at home and continues for life.]
- **How we work**: [*Example:* We train and coach teachers, put books in classrooms and homes, and support parents to read with their children. See our theory of change: [link].]
- **Where we work**: [*Example:* 3 districts, 120 schools, [N] communities]

## 3. The year in numbers

<!-- Guidance: Six to ten headline figures. Separate reach (outputs) from results (outcomes). Every number must trace to section 4 or 7 and to a source. -->

| Measure | This year | Last year | Type |
|---|---|---|---|
| *Example:* Schools supported | 120 | 80 | Output |
| *Example:* Teachers trained and coached | 480 | 310 | Output |
| *Example:* Books distributed | 52,000 | 30,500 | Output |
| *Example:* Families in parent sessions | 5,400 | 3,100 | Output |
| *Example:* Year 3 pupils at reading benchmark | 66% | 58% | Outcome |
| *Example:* Lessons using structured method (observed) | 61% | 34% | Outcome |
| *Example:* Total expenditure | $1,240,000 | $1,080,000 | Finance |
| *Example:* Programme share of expenditure | 81% | 78% | Finance |
| [Measure] | [N] | [N] | [Type] |

## 4. Programmes and outcomes

<!-- Guidance: One subsection per programme. State the outcome, the indicators with baseline, target and actual, and a short explanation of variance. Do not hide misses. -->

### 4.1 [Programme A: *Example:* Teacher training and coaching]

[*Example:* Five-day initial training followed by monthly classroom coaching
for teachers of years 1 to 3.]

| Indicator | Baseline (YYYY) | Target | Actual | Status |
|---|---|---|---|---|
| *Example:* % of observed lessons using structured method | 8% | 60% | 61% | Met |
| *Example:* Coaching visits completed vs planned | n/a | 90% | 74% | Not met |
| *Example:* Teachers retained in programme schools | 88% | 90% | 91% | Met |

Variance explanation: [*Example:* Coaching visits fell short in the rainy
season when 30 schools were unreachable for six weeks; we are piloting
phone-based coaching for those months.]

### 4.2 [Programme B: *Example:* Books and libraries]

[Short description.]

| Indicator | Baseline (YYYY) | Target | Actual | Status |
|---|---|---|---|---|
| *Example:* Books borrowed per child per month | 0.3 | 3.0 | 3.4 | Met |
| *Example:* Schools with functioning library corner | 12% | 90% | 95% | Met |

Variance explanation: [Explanation].

### 4.3 [Programme C: *Example:* Family reading]

[Short description.]

| Indicator | Baseline (YYYY) | Target | Actual | Status |
|---|---|---|---|---|
| *Example:* % of parents reading or storytelling weekly | 21% | 45% | 39% | Partly met |
| *Example:* Sessions held in local language | n/a | 100% | 100% | Met |

Variance explanation: [Explanation].

### 4.4 Overall outcome

| Goal indicator | Baseline | Target | Actual | Source |
|---|---|---|---|---|
| *Example:* % of year 3 pupils at national reading benchmark | 58% | 70% | 66% | National assessment, YYYY |

Contribution, not attribution: [*Example:* other actors, including a
national curriculum reform, also influenced results; our comparison with
non-programme schools in the same districts (52% to 55%) suggests our
work contributed a meaningful part of the change.]

## 5. Stories of change

<!-- Guidance: Two or three short stories that show what the numbers mean for real people. Obtain documented informed consent for every story and image; for children, consent from a parent or guardian and the child's own agreement. Anonymise by default: change names and remove identifying details unless the person asked to be named. Never use stories that could put someone at risk. -->

All stories are shared with the informed consent of the people involved.
Names marked with an asterisk have been changed.

### 5.1 [Story title: *Example:* "Now I teach the sounds first"]

[*Example:* Grace*, a year 2 teacher with 61 pupils, used to start with
whole words. After training and four coaching visits she now begins each
lesson with five minutes of letter sounds. By the end of the year, 40 of
her pupils could read a short paragraph, up from 12 at the start.]

Consent reference: [CONSENT-YYYY-014], obtained YYYY-MM-DD.

### 5.2 [Story title]

[Story text, 100 to 200 words, with one specific detail and one result.]

Consent reference: [CONSENT-YYYY-NNN], obtained YYYY-MM-DD.

## 6. Methodology and data quality

<!-- Guidance: Explain how each key figure was produced so readers can judge it: data sources, sample sizes, who collected the data, limitations and any independent verification. -->

| Indicator | Method | Sample | Collected by | Limitations |
|---|---|---|---|---|
| *Example:* Reading benchmark | National assessment results for programme schools | All year 3 pupils, n = 6,820 | Ministry of Education | Comparison schools not randomly selected |
| *Example:* Structured method use | Classroom observation with standard tool | 360 lessons, random visit schedule | Trained programme staff | Observer presence may change behaviour |
| *Example:* Parent reading | Household survey | 600 households, stratified random sample | Independent enumerators | Self-reported |
| [Indicator] | [Method] | [Sample] | [Who] | [Limitations] |

- **Data protection**: [*Example:* personal data is collected with consent, stored encrypted, accessed only by named staff and reported only in aggregate, in line with applicable data protection law].
- **Verification**: [*Example:* an external evaluator reviewed the observation data for 20% of schools].
- **Changes from last year**: [*Example:* new observation tool; results are not directly comparable for that indicator].
- **Safeguarding**: [*Example:* all staff collecting data with children completed safeguarding training].

## 7. Financial summary

<!-- Guidance: Summarise income and expenditure for the period. Figures must match the financial statements; state the basis and link the full accounts. Check that each table adds up. -->

Basis: [Audited / Reviewed / Unaudited] accounts for the year ended
YYYY-MM-DD. Full statements: [link].

### 7.1 Income

| Source | Amount | Share |
|---|---|---|
| *Example:* Foundations and trusts | $640,000 | 50% |
| *Example:* Institutional and government grants | $320,000 | 25% |
| *Example:* Individual donors | $192,000 | 15% |
| *Example:* Corporate partners | $89,600 | 7% |
| *Example:* Earned income and other | $38,400 | 3% |
| **Total income** | **$1,280,000** | **100%** |

### 7.2 Expenditure

| Category | Amount | Share |
|---|---|---|
| *Example:* Programme: teacher training and coaching | $520,800 | 42% |
| *Example:* Programme: books and libraries | $297,600 | 24% |
| *Example:* Programme: family reading | $186,000 | 15% |
| *Example:* Fundraising | $111,600 | 9% |
| *Example:* Management and administration | $124,000 | 10% |
| **Total expenditure** | **$1,240,000** | **100%** |

Net result for the year: [*Example:* surplus of $40,000, added to
reserves]. Reserves at year end: [*Example:* $310,000, about 3 months of
operating costs; policy target 3 to 6 months].

## 8. Partners and donors

<!-- Guidance: Thank partners and donors by name only where they have agreed to be named; respect requests for anonymity. Group by type or level if your policy allows. -->

We thank everyone who made this year's work possible.

| Type | Names |
|---|---|
| Delivery partners | [*Example:* District education offices of [A], [B] and [C]] |
| Foundations and trusts | [Names, with permission] |
| Institutional funders | [Names] |
| Corporate partners | [Names] |
| Individual donors | [*Example:* 1,420 individual donors, including [N] monthly givers; names listed with permission at [link]] |
| Volunteers | [*Example:* 230 community volunteers gave about 9,800 hours] |

Anonymous donors: [*Example:* we also thank the donors who asked not to be named].

## 9. Lessons and the year ahead

<!-- Guidance: What did you learn, what will you change and what are next year's targets? Readers value honest learning over polished success stories. -->

### 9.1 Lessons learned

| Lesson | Evidence | What we will change |
|---|---|---|
| *Example:* Coaching quality matters more than training days | Schools with 8+ coaching visits improved twice as much | Reallocate budget from initial training to coaching |
| *Example:* Fathers rarely attend daytime sessions | Attendance data: 9% fathers | Pilot evening and weekend sessions |
| [Lesson] | [Evidence] | [Change] |

### 9.2 Priorities and targets for next year

| Priority | Target | By |
|---|---|---|
| *Example:* Raise benchmark rate | 72% of year 3 pupils | YYYY-MM-DD |
| *Example:* Complete coaching visits | 90% of planned visits | YYYY-MM-DD |
| *Example:* Diversify income | Individual giving to 20% of income | YYYY-MM-DD |
| [Priority] | [Target] | YYYY-MM-DD |

Contact: [Name, role, email]. Registered office: [address]. Registration: [charity or nonprofit number].

## 10. Governance and accountability

<!-- Guidance: Show readers how the organisation is governed and held to account. Keep it factual and link to full policies and filings. -->

Readers can hold us to account through the following structures and
documents.

| Area | How we manage it | Where to find more |
|---|---|---|
| *Example:* Board oversight | Board of 9 trustees meets quarterly; finance and safeguarding committees | [Board list link] |
| *Example:* Financial controls | Annual independent audit; dual authorisation for payments above $5,000 | [Audited accounts link] |
| *Example:* Safeguarding | Designated lead; incidents reported to board each quarter; [N] concerns raised and handled this year | [Policy link] |
| *Example:* Data protection | Privacy notice; data protection lead; no breaches reported this year | [Privacy notice link] |
| *Example:* Complaints and feedback | Community feedback line and email; [N] complaints received, all answered within 15 days | [Feedback page] |
| *Example:* Participant voice | Parent representatives sit on the programme advisory group | [Link] |

Regulatory filings: [*Example:* annual return filed with [regulator] on
YYYY-MM-DD; registration number [N]].

## Appendix A: Indicator reference sheet

<!-- Guidance: Define every indicator reported above precisely enough that someone else could reproduce the figure next year. Changing a definition breaks comparability; note it when it happens. -->

Each indicator reported in sections 3 and 4 is defined below.

| Indicator | Definition | Numerator / denominator | Disaggregation | Owner |
|---|---|---|---|---|
| *Example:* Year 3 pupils at reading benchmark | Pupils scoring at or above the national benchmark on the year 3 reading assessment | Pupils at benchmark / pupils assessed | Sex, school, disability status | M&E lead |
| *Example:* Structured method use | Observed lessons scoring at least 3 of 4 on the observation tool | Qualifying lessons / lessons observed | District, teacher years of experience | M&E lead |
| *Example:* Weekly shared reading | Parents reporting reading or storytelling with the child at least once in the past 7 days | Yes answers / respondents | Sex of parent, literacy level | M&E lead |
| *Example:* Programme share of expenditure | Programme costs as a share of total expenditure, per audited accounts | Programme costs / total expenditure | Programme | Finance lead |

## Appendix B: Glossary

<!-- Guidance: Define terms a general reader may not know. Keep definitions short. -->

| Term | Meaning in this report |
|---|---|
| Output | A direct product of our activities, such as teachers trained or books distributed |
| Outcome | A change for people as a result of activities, such as improved reading |
| Baseline | The value of an indicator before the programme started or at the start of the period |
| Target | The value we committed to reach by a stated date |
| Benchmark | The national reading standard for year 3 set by the education ministry |
| Contribution | Our share in a change that several actors influence, as opposed to sole attribution |
| Restricted funds | Donations or grants that may only be spent on a specified purpose |
| Reserves | Unrestricted funds held to manage risk and continuity |

## Revision history

<!-- Guidance: Record drafts, reviews and any correction after publication. Corrections to published figures should be noted publicly. -->

| Version | Date | Author | Change summary |
|---|---|---|---|
| 0.1 | YYYY-MM-DD | [@name] | First draft with programme data |
| 0.2 | YYYY-MM-DD | [@name] | *Example:* Financial figures reconciled with audited accounts |
| 1.0 | YYYY-MM-DD | [@name] | *Example:* Approved by board and published |

## Standard and licence note

Based on common nonprofit impact-reporting practice (outputs and outcomes
against baseline and target, contribution analysis, consented
storytelling and transparent methodology). This is a reporting format,
not financial, legal or accounting advice; follow your regulator's and
funders' reporting requirements. Template licence: MIT.