Docusign Envdope ID.. F03F689D-346B4498_B8A7.C3F5F6FA1 F04 Charity registration number 1016894 Company registration number 02780168 (England artd Wales) BLOOMFIELD LEARNING CENTRE FOR CHILDREN LIMITED ANNUAL REPORT AND FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 AUGUST 2024 Docutyign Envelope ID.. F03F689D-34684498-B8A7-C3F5F6FA1 F04 BLOONFIELD LEARNING CENTRE FOR CHILDREN LIMITED LEGAL AND ADMINISTRATIVE INFORMATION TheTrustees J Bramhall Jorr J Welch W Bloomfield S Lemer R Anders C Bromby (Appointed 30 April 2025) Secretary J Bramhall Charlty number 1016894 Cornpany number 02780168 Reglrtered office Munro Centre 66 Snowfields London SEI 3SS Audltor TC Group Statutory Auditor Lynton House 7-12 Tavistock Square London WCIH 9BQ Docu$'"gn Envelgpe ID.. F03F6890.346B4498.B8A7-C3F5F6FA1F04 BLOOMFIELD LEARNING CENTRE FOR CHILDREN LIMITED CONTENTS Page Trustees, report i-io Statement of Trustees, responsibilities li Independent auditor's report 12-15 Statement of financial activities 16 Statement of financial position 17 Notes to the financial statements 18-27 Docus',gn Envelope ID= F03F689D_34684498_B8A7_C3F5F6FAIF04 BLOOMFIELD LEARNING CENTRE FOR CHILDREN LIMITED TRUSTEES, REPORT (INCLUDING DIREcfoRS' REPORTI FOR THE YEAR ENDED 31 AUGUST 2024 The the trustees present their annual report and financial statements for the year ended 31 August 2024. The fi nancial statements have been prepared in accordance with the accounting policies set out in note I to the rinancial statements and comply with the charity's governing document, the Companies Act 2006 and 'Accountin8 and Reporting by Charities.. Statement of Recommended Practice applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FR5 102} (effective l January 20191. Objectives and activities The objectives of the charity are as follows.. To provide and maintain, a learning centre for young persons, between the age5 of 6 years and adult, who posses5 some degree of specific learning disorder, particularly reading, writing, language, and spelling disorders, vlsual spatial disorders. motor co-ordination disorders, auditory discrimination, dyslexia and all other associated disorders. so as to enable these young people to acce55 the National Curriculum in school and achieve their academic potential. To provide assessments and one to one teaching for all th05e referred, regardless of their family's ability to pay. To provide Covid Catch-up Ilteracy programmes. in schools. Working with small groups of children in Years 5 and 6, teaching multi-sensory strategies aimed at improving language and spellin8 Skills. To prioritise under-privileged children from low-income families, offering a5 many full bursaries and subsidised lessons as p055ible. To increase self-esteem and confidence and to promote the mental and psychological development and improvement of young people. To spread dyslexia awareness and good teaching practice through the provision of training for teachers, classroom assistants and parents. To promote social mobility by equipping children with the literacy skills they need to pass exams and access further education or training, as young adults. The charity aims that all pupils. receiving lessons, should achieve their academic potential. • We engage children who are at risk of exclusion, or are already excluded, because schools are unable to ater for their learriing and behavioural needs. Since the first closure of schools, due to Covid, Sn March 2020, the charity has provided a hybrid service, teaching pupils face to fate at the Bloomfield Centre. face to face in schools and virtually using zoom, both in schools and to children at home. The result is a flexible service which enable5 U5 to accommodate student5 at varying times of day and different stages of their academic careers. The majority of lessons are delivered one to one and last for one hour. Online le550ns are accessed on Pcs, tablets, laptops and even phones. Pupils attend for one 5ession/week, with a small number attending twice. DoCU￿1gn Envelope ID.. F03F6890-346B4498-B8A7-C3F5F6FA1 F04 BLOOMFIELD LEARNING CENTRE FOR CHILDREN LIMITED TRUSTEES, REPORT (INCLUDING DIREcfoRS' REPORT) (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2024 The charity ernploys 8 paft-time specialist teacher5, all with OCR level 5 and 7 qualifications. the highest level of dyslexia training. They are all trained in the quality first phonics programme, Sounds Write. The work is performed on a charitable basis because there is a lack of funding to employ specialist teacher5 in schools, and there is an absence of government funding to assist the Learning Centre. 5-10% of children in every classroom have some degree of specific learning difficulty which effects the acquisition of fluent literacy ski115. A5 teenagers, many become disengaged and, as young adults, find themselves on the fringes of society. In a post-covid report pu blished by The Fairness Foundation, it was reported that children from poor homes are 18.1 months behind their peers, at the time of GCSE5,' many of these have undiagnosed dyslexia. Research has shown that poor educational attainment leads to lack of opportunity, unemployment, poverty, poor mental health, poor parenting ski Ils and even homelessness. The Bloomfield Learning Centre aims to give some of the most disadvantaged and vulnerable of these students the opportunity to lead a more hopeful and fulfilled life, through the provision of bespoke specialist teaching. "l am so appreciative of whot you hove done for my 50n, I hove no words. Lucy wa5 amazing and Nehemiah was very responsive with her. which was great. We now hove the report ond it just makes sense all these years the struggle thot Nehemioh hosfoced ond the 1055 of confidence thot just kept growing. I have read ond discu55ed with Nehemiah the finding5 in the a55e55ment. I do not know if he knows whot to do with oll the informotion, he had a cry butdidn't express with no words.........I reollyjust wonted to soy 'Thonk you" Sabina Au8USt 2023 Public benefit The the trustees have paid due regard to guidance issued by the Charity Commission in deciding what activities the charity should undertake. Docusign Envelope ID.. F03F689D-346B4498-B8A7-C3F5F6FA1 F04 BLOOMFIELD LEARNING CENTRE FOR CHILDREN LIMITED TRUSTEES. REPORT (INCLUDING DIREcfoRS' REPORT) {CONTINUEDI FOR THE YEAR ENDED 31 AUGUST2024 Achievements and performance The Bloomfield Dyslexia Centre has a long history of helping children and young people who are left behind. Based in Southwark since 1973, we have taught thousands of children to read. Our aim is to enable all our students to access the opportunlties that school and education hold for them. The skllls we teach complement and enable classroom learning. Dylon seerns to be thriving with Donol's input. he commented how he can leorn more in 5 mins with Donol thon he does in o whole school English period, which mokes us really hoppy., Poulo, mum October2023 The tnain benchmarks of our annual success are the number of young people taught, the proportion from under- privile8ed backgrounds and the progress made by pupils in 'catching up, with their peers and achieving their potential. We operate a hybrid teachin8 service, in a range of setting5. In order to reach as many under-privileged children as POS5ible our teachers go into a number of schools in economically deprived areas providing one to one and small Eroup support. Other lessons are provided face to face in the Centre and virtually, on zoom, both in and outside of traditional School hours. The 2023 2024 academic year was busy and productive. We worked with a record number of students supporting more than three hundred and fifty, 100% of whom had special educational needs. The Star programme was an outstanding success with 100% of children improving their literacy skills. Breakdown of students: Diagnostic Assessments: 166 Screening in sthools: 17 One to one le550ns." 36 students/week Palred teaching in schools: 30 students/week Star programme: 97 children Teachlng Asslstants Tralned: 5 Between September 2023 and July 2024, the average increase In readlng age of Bloomfield students was 14.9 months. Docuarign Envelope ID.. F03F689D-346B4498-B8A7-C3F5F6FA1 F04 BLOONFIELD LEARNING CENTRE FOR CHILDREN LIMITED TRUSTEES, REPORT (INCLUDING DIREcfoRS' REPORT) {CONTINUED) FOR THE YEAR ENDED 31 AUGusf2024 Star Programme Vocabulary and spelllng strate8ies for chlldren In Years 4, 5 and 6 + TralnSn8 for Teachlng Asslstants Format., In school. Small groups. 35 minute sessions The pandemic deepened the attalnment gap between disadvantaged children and their wealthier peers, h3vin8 a hugely ne8ative irnpact on language skills and literaLry attainment amongst primary pupils. The Bloomfield team launched the Star Programme in 2021, in response to this crisis. Our vision was to create a speedy, effective prograrnme of 'catch-up' to be delivered in schoo15, to equip children with strate8ies for life-long learnin8. The programme is based on 10 words taken from the Government's National Statutory spelling lists. The impact is quantifiable as each child is tested on their ability to comprehend and spell the words at the start and end of the programme. A teaching a5515tant 15 simultaneously trained to use the structured, multl-sensory language activities across other year groups throughout the school. The Star programme proved outstandlngly successful in 5 schools, durin8 the 2023-2024 academic year. The Bloomfield team worked with 97 children, in Friars, Bellenden, Michael Faraday, Surrey Square and Hill Mead prirna ry schools; all located in the economically deprived boroughs of Southwark and Lambeth. The positive change5 achieved were: • Improved spelling skills Widened vocabulary and improved sentence construction Increased motivation and enjoyment of learnin8 Increased confidence Up-skilled teaching assistants Spelling strategies to use in the classroom Effective literacy programme to use Eoine forwards The final scores in spelling and com prehension showed significant quantifiable improvements in both areas. All of the children improved their skills. '1 am so impressedl This 5how5 Nylah s huge progre55 in the area of spelling, and how She has gone from having spelling (75 on area of difficulty, to now being ahead of her peers......, Matilda Senco Hill Mead Docusign Envelope ID.. F03F689D_346B4498_B8A7_C3F5F6FA1 F04 BLOOMFIELD LEARNING CENTRE FOR CHILDREN LIMITED TRUSTEES. REPORT (INCLUDING DIREcfoRS' REPORT} {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2024 STAR Programme Resulls IFrlar5, Bellenden, Mlchael Faraday, Surrey Square and Hlll Meld) ItyJ16 SW 2¢1b o* Spoiuni VgcobU￿ry Iloothfitld l•x**C• 202>24 The Star Programme 15 effective and fun. The small group format gives children the opportunity to discuss and listen. This has resulted In improvements In confldence and motivation, observed by the pupils as well as by thelr teachers. Feedback from teacher5, pupils and teaching assistants was resoundingly positive,. As Angel 10 yeors, commented, '1 hove enjoyed learning how to spell these word5, 1 was really bod at spelling before., Julian, 11 years, commented, "I reolly enjoyed the progromme becouse we leornt all obout shwas, how to flnd Ihern and to use a spelling voice to help me spell word5. Thonk you." rhe teocher ot 8ellenden school recorded o typical example of how the sessions were used to discuss problem- solving misconceptions... Whilst learning the word 'pecullor' l asked the children if they could think of ony onimols thot could be described os peculior and one child Said camels because they store their babies on their backs. Nobody in the gnjup disagreed but onother child thought they We￿ gi¢7nt egg5 stored in their hump5. 1 agreed that the hump5 on a cornel'5 back did look like giont eggs or bobies, but they actually hod o different job. We spoke obout where cornels live and estobllshed th¢7t they often live in de5ert5 where there wasn't much food. I was then able to the draw out from the group the purpose of a camels humps wos to store fat so they could survive in the desert environment. Five teaching assistants were trained in multi-sensory teathing methods, to be used throughout their schools. In response to a follow-up questionnaire, the teaching a5SiStant at Friars school wrote.. 2. How do you feel the child￿n have benefitted fr +u mthepr ramme? *YLLndS cxli WJCY ds K(x& Koipe