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2021-08-31-accounts

Charity number 1077106, company number 03819888

annafreud.org

Trustees’ annual report and financial statements for the year ended 31 August 2021

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Contents

References and administrative details

A message from the chair and the chief executive

Objectives and activities

Achievements and performance

Financial review

Structure, governance and management

Plans for the future

Trustees and auditors

Independent auditor’s report to the members of The Anna Freud Centre Statement of financial activities, incorporating an income and expenditure account Balance sheet Statement of cash flow

Notes to the financial statements

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Reference and administrative details

The Anna Freud Centre, operating as the Anna Freud National Centre for Children and Families, is a registered charity, number 1077106, and a company limited by guarantee, company number 03819888.

Board of Trustees

The Hon Michael Samuel MBE (Chair) Ms Catherine Bedford Ms Sally Cairns Melanie Chatfield (resigned 07.09.21) Ms Pamela Hutchinson OBE (appointed 08.12.20) Dr Moshe Kantor (resigned 16.03.22) Ms Nicola Loftus (resigned 14.04.21) Professor Linda Mayes MD Mr Peter Oppenheimer Mr Daniel Peltz OBE (Treasurer) Professor Stephen Pilling Mr Dominic Shorthouse (Deputy Chair) Dr Sarah Wood OBE (appointed 08.02.21)

Chief Financial Officer and Company Secretary

Registered addresss

David Fowler (to 31.03.22) Christine Kanu (from 28.02.22)

4-8 Rodney Street, London, N1 9JH www.annafreud.org 020 7794 2313 info@annafreud.org


Professor Linda Mayes MD
Mr Peter Oppenheimer
Mr Daniel Peltz OBE (Treasurer)
Professor Stephen Pilling
Mr Dominic Shorthouse (Deputy Chair)
Dr Sarah Wood OBE (appointed 08.02.21)
Auditors Haysmacintyre LLP, 10 Queen Street Place,
London, EC4R 1AG
Bankers Barclays, Level 12, 1 Churchill Place, Canary Wharf,
London E14 5HP
Investment managers Sarasin Asset Management Limited, Juxon House,
100 St Paul’s Churchyard, London, EC4M 8BU
Patron Her Royal Highness The Duchess of Cambridge
Chief Executive Professor Peter Fonagy OBE
FMedSci, FBA, FBPSA, PhD, DipPsy
Chief Operating Ofcer Ros Bidmead

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A message from the chair and the chief executive

This year has seen a great deal of action at the Centre in meeting the immediate and growing demand for more mental health support for children and young people. We have spent a second year living under the shadow of the pandemic and the mental health of the most underserved children and families has suffered the most.

The Centre has continued to respond to these real and immediate mental health needs of children, young people and their families. We’ve helped children directly, through our therapeutic support services, but also through the research knowledge the Centre has compiled, collated and shared. Our Mentally Healthy Schools resources and expertise are more widely available than ever before, launching the site to secondary schools in the year to reach millions of pupils across the UK. We’ve also reached unprecedented numbers of professionals through our free learning networks, nearly doubling membership to over 74,000 people, and through our short courses and events. All in all, over 32,500 took up our training offer and attendance at our learning events rose by 130% from last year.

These are extraordinary figures and a testament to the skills, creativity and hard work of all our staff. They are also a tribute to the generosity of our donors, without whom our work would not be possible. This growth also marks the start of a strategic ambition of the Centre to disseminate its unique and valuable work even more widely, particularly to

professionals working with children and young people who need support. This year we’ve shown that we can work together to meet current need while also providing a platform to build on for the future.

The Board is supporting the Centre to take the long view; mental health needs won’t go away. We will respond to this need. This means increasing our capacity further, thinking differently about mental health, and developing a new culture in the Centre to help us equip even more adults - professionals, parents and carers - to support the children, young people and their families who need it.

The Hon. Michael Samuel MBE, Chair of the Board of Trustees

7 4 0 0 0 , network members 3 5 0 0 0 , took up our training offer 1 3 0 % increase in learning events

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The purpose of charity is to rise to the challenge of adversity. It’s what we’re here for and it underwrites what we do. The challenge we face now is that the demand for mental health support for children, young people and their families has never been greater than it is now.

To meet this, we need to look at ourselves as an organisation and ask how we can do things better while at the same time continuing to deliver the support that is so desperately needed. Getting this balance right is essential. We have been open about our failure to address issues around equity, diversity and inclusion (EDI). Following the murder of George Floyd in May 2020, it became clear that the values that we aspire to were not matched by our actions, particularly when it came to being an inclusive and actively anti-racist organisation. We know we must change profoundly and our commitment to do this is absolute. This year we have started to put in place plans which will change us for the better.

In September we started working with an external consultant on a two-year programme to create and deliver a sustainable strategy to embed EDI in every aspect of our policy and practice. All divisions of the Centre are working to embed EDI into all aspects of what they do and how they do it.

also learned from the pandemic about how we can use digital to widen the populations we reach. Our emerging strategy, ‘Closing the Gap’, which will be finalised next year, is at the heart of our ambitions to build new platforms to extend training and learning opportunities so that we can support more young people in the UK and play an increasingly powerful role in tackling social injustice.

I believe that adversity has allowed us not only to reflect on our limitations and to start to address them, but also to build on our strengths and to make us a better, stronger organisation, fit to respond to the crisis we face in mental health.

Our greatest strength is, and always has been, our staff, our supporters and the children, young people and families we work with, and I would like to thank them all. Through their skills, support and insight, the Centre has negotiated the challenges of the pandemic. With their continued energy the Centre’s future looks very bright indeed.

Professor Peter Fonagy OBE, Chief Executive

Closing the gap St a f f

Our EDI programme will bring new learning into the Centre, enrich our work and allow us to reach out to new groups of people. We have

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Objectives and activities

Anna Freud National Centre for Children and Families (the Centre) has been pioneering mental health care for 70 years. The Centre improves the lives of thousands of children and young people with mental health problems every year. It provides a vital lifeline for families under pressure and is the UK’s only children’s mental health organisation to combine practice, training and world-class research, with a focus on family wellbeing. The trustees confirm that they have complied with the duty in section 17 of the Charities Act 2011 to have due regard to the general guidance issued by the Charity Commission on public benefit.

Aim

To transform mental health provision for children and young people in the United Kingdom by improving the quality, accessibility and effectiveness of treatment. We believe that every child and their family should be at the heart of the care they receive, working in partnership with professionals.

Mission

To further the charity’s purposes for the public benefit, we advance, translate, deliver and share the best science and practice with everyone who impacts the lives of children and families

Vision

A world where all children and young people are able to achieve their full potential and where they and their families get support that is designed with their input, available at the right time, and meets their needs, so that they can develop their emotional and mental health.

Values

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Principles

We listen to and learn from the views of children and young people, work with them to build better solutions, and amplify their voices to aid better understanding of mental health issues.

We work with those who bring up children or work directly with them, from parents to foster carers, teachers, social workers and mental health professionals – those who know them best and know what works.

We partner with national and local government, public bodies, philanthropists, trusts and other stakeholders to change the system – and with families and communities to change lives.

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Achievements

and performance

Highlights of the year

September 2020

We expand our free Mentally Healthy Schools website to support primary schools and secondary schools across the UK. For the first time we provide schools with resources and information to address the curricula in Northern Ireland, Scotland and Wales.

Public Health England launches its Every Mind Matters website, part of a mental health campaign developed in partnership with the Anna Freud Centre, YoungMinds, The Mix and Place2Be.

The UK Trauma Council (UKTC), a new UK-wide expert body hosted and supported by the Anna Freud Centre, is launched. The UKTC brings together leading experts in research, policy and practice from all four nations of the UK to nurture and protect children and young people following trauma.

We launch 5 Steps to mental health and wellbeing, our free, interactive framework to support schools to develop whole-school approaches to mental health and wellbeing. Each of the 5 Steps is accompanied by a free seminar to support staff to use the framework.

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October 2020

The National i-THRIVE Programme Team launches an animation promoting the THRIVE Framework, developed by the Anna Freud Centre. The animation is made with the support of the Young Champions at the Anna Freud Centre and the Patient and Public Involvement Team within the Tavistock and Portman NHS Foundation Trust. The THRIVE Framework now supports over 65% of the population of children and young people in England.

November 2020

Our Patron The Duchess of Cambridge unveils the findings of the biggest ever UK study on the early years. The Centre’s Chief Executive, Professor Peter Fonagy and Education and Training Director, Professor Eamon McCrory, were members of The Royal Foundation steering group for the study.

January 2021

“At the Anna Freud Centre and in the Pears Family School, so many people do extraordinary things every single day. I am humbled to have my small contribution identified for this honour, but I like to think of this as recognition of all the amazing work and dedication of everyone involved.”

- Brenda McHugh

December 2020

Professor Sir Michael Marmot, the world authority on health inequality, launches our new series of Transformation Seminars at which speakers are invited to respond to a simple question: what is the one big idea you have that could transform children’s and families’ mental health?

Brenda McHugh, Co-Founder of Pears Family School is awarded an MBE for services to education in the New Year Honours List.

We launch the Schools Support Service which provides free resilience support via schools for pupils, staff, parents and carers. The service is part of the Anna Freud Centre’s response to the enormous pressures of the coronavirus pandemic – with a significant gap in mental health support, particularly for children and young people experiencing low to moderate difficulties who could be helped earlier, before their difficulties get worse.

We launch #BeeWell, a major new partnership, with The University of Manchester, leaders from Greater Manchester Combined Authority and all of the cityregion’s secondary schools. In the wake of the coronavirus pandemic, the project will survey children about their wellbeing and preparedness for life beyond school and is the first in the UK to cover all secondary schools in a city-region.

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February 2021

The Anna Freud Centre celebrates this year’s Children’s Mental Health Week by encouraging children and young people, their families and those who work with them to open up to mental health. Through our Mentally Healthy Schools toolkits, we share self-care activities and our animations. We work with Johnny Benjamin’s charity Beyond to promote teacher wellbeing, and hold a public conversation between our Medical Director Dickon Bevington, and Newsreader, Strictly star and mental health campaigner, Kate Silverton.

We publish a survey of early years workers revealing that a high proportion of nursery staff have worked with children facing complex problems including domestic violence, parental substance use, abuse, and bereavement. Many staff admitted that they had found these needs difficult to manage. Based on these findings we develop a programme of free seminars to help early years workers support these children.

March 2021

We publish a survey of young people as we launch Mentally Healthy Schools for secondary schools and FE settings. The site is the UK’s first information and resource hub offering free, quality-assured mental health resources and guidance for schools and colleges. The survey of 3,000 young people finds that 93% want mental health to be brought into the classroom and for conversations about mental health to be normalised in schools and further education (FE) colleges.

“We are delighted to be working with West London NHS Trust together on this national training contract, supporting the development in competence and confidence of the workforce to understand and respond to the needs of people with complex mental health difficulties associated with a diagnosis of ‘personality disorder.’”

- Claire Evans, Head of Children and Young People’s Mental Health Workforce Development at the Anna Freud Centre

April 2021

In partnership with the West London NHS Trust and UCL, we are awarded the contract to deliver the National Hub for the Knowledge and Understanding Framework (KUF) training by NHS England and NHS Improvement, Health Education England and HM Prison and Probation Service. The KUF Hub will support the growth of skills and knowledge of professionals working with service users who have complex mental health difficulties, across health, social care, criminal justice and the third sector

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May 2021

The UKTC launches a new portfolio of free, - evidence based resources for school staf, bereavement services and NHS mental health services in collaboration with Child Bereavement UK, Winston’s Wish and the Childhood Bereavement Network. The development of the portfolio is funded by the government’s Coronavirus Community Support Fund, distributed by The National Lottery Community Fund.

A new initiative, Drumathon LIVE 2021, is launched to raise funds for the Centre and the UKTC. The event starts in Mental Health Awareness Week with a drum fest that continues for a week. Fifty world class drummers take part, including Will Champion of Coldplay, Nick Hodgson of Kaiser Chiefs, Phil Gould of Level 42, Cherisse Osei of Simple Minds, and Ian Matthews of Kasabian.

To mark Mental Health Awareness Week, we accompany The Duke and Duchess of Cambridge on their visit to The Way Youth Zone in Wolverhampton, which supports children and young people with their mental health and wellbeing. The project is part of HeadStart, a six-year, £67.4 million National Lottery funded programme set up by The National Lottery Community Fund which enables young people to thrive by building their resilience and providing support when and where it is needed. We are leading the national evaluation of HeadStart.

The Secretary of State for Education, the Rt Hon Gavin Williamson MP, announces the launch of the National Centre for Family Hubs (NCFH) which will be led by the Anna Freud Centre. The NCHF will support the scaling up of family hubs across England. The hubs provide integrated early help services that aim to improve the accessibility and quality of early intervention for families as soon as difficulties arise – from the early years of children’s lives and in the years following.

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June 2021

We announce the start of our Reflective Fostering Study, the largest ever UK study to evaluate the impact of a foster carer support programme. This randomised controlled trial will run from September 2021 until late 2023. It will work with 720 foster carers in over 12 local authorities. The Reflective Fostering Study is funded by the National Institute for Health Research (NIHR).

“Mental health disorders are a leading cause of disability in the UK. The focus of the Health and Social Care Select Committee on successive governments’ performance in this area is most welcome.”

July 2021

- Peter Fonagy

We publish Early years staff wellbeing: a resource for managers and teams, in partnership with five local authorities and the National Day Nurseries Association. Based on a survey of 1,500 nursery staff and workshops with 22 nurseries, the resource uses the perspectives of staff to help settings create their own wellbeing policies and activities.

“I am honoured to receive this acknowledgement of the work the entire Schools Division is achieving. I work with a fantastic team in an amazing organisation and that’s where the credit lies.”

- Jaime Smith

A research team led by our Chief Executive, Professor Peter Fonagy, wins a major UK Prevention Research Partnership (UKPRP) Consortium award for the Kailo project. The project aims to improve adolescent mental health in communities experiencing different forms of disadvantage. It is a collaboration between a wide range of universities and expert groups and is informed by an expert advisory group co-chaired by Professor Sir Michael Marmot (Director of the UCL Institute of Health Equity) and Dame Rachel de Souza (Children’s Commissioner for England).

Jaime Smith, Director of the Centre’s Schools Division, is awarded an MBE for services to education in the 2021 Queen’s Birthday Honours List.

Our Patron, Her Royal Highness The Duchess of Cambridge, launches The Royal Foundation Centre for Early Childhood. Our Chief Executive, Professor Peter Fonagy, and Director of our Education and Training Division, Professor Eamon McCrory, have been part of the steering group and provided expert guidance on the importance of the early years.

Professor Peter Fonagy, Chief Executive of the Centre, is appointed to the Health and Social Care Committee’s Expert Panel to evaluate the government’s pledges on mental health.

August 2021

The Centre’s Schools and Colleges Early Support Service announces a series of free, online workshops for parents and carers on how to support their child’s wellbeing as exam results come out. The workshops are run by Anna Freud Centre experts with a background in both education and mental health. They offer support for parents and carers who are worried about their child’s reaction to their results. The workshops help parents and carers to reflect on how best to continue supporting their child, and to identify new strategies if they are needed.

The Department for Education announces plans to expand its family hubs programme, led by the Anna Freud Centre, to support local areas across England. Thousands of families will benefit from this investment as it will improve their access to early intervention as soon as difficulties arise.

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Changing ourselves

This year we have carefully reviewed, revised and redeveloped our organisational strategy. This strategy – Closing the Gap – is a transformational initiative, focussing our efforts on identifying the gaps in the mental health support for children and young people in the UK and collaborating with others to meet the unprecedented demand for help. To achieve our ambition of closing the gap, we have also identified a need to change ourselves, and we have articulated several enabling conditions to underpin the delivery of our five-year strategy.

Digital transformation Adapting our interventions to work online means we can reach new audiences. And while face-to-face work will always remain important, one of the questions we have been grappling with this year is: how do we respond to such demand?

This is what Closing the Gap is about. This year we have been identifying some of the infrastructure issues, including our digital capability, that we need to address to reach wider and new audiences. This year we have created a sub-committee of the Board dedicated to digital transformation, and a crossorganisation working group to champion digital transformation across the Centre to ensure good governance and effective prioritisation and planning.

We have carried out consultations with staff to understand our operational and strategic needs and develop our digital capability to meet our ambitions. We have also completed a capability mapping exercise across the Centre which identified over 100 opportunities for digital development.

As part of our investigation into what the Centre needs to achieve transformation, we ran a series of workshops with key teams, identifying requirements and opportunities for a customer relationship management (CRM) platform and learning management system (LMS). This has enabled us to start a procurement process to identify organisations to meet the needs .

Review of IT operations

Online security remains a priority for the Centre, particularly in light of remote working, and we have carried out a great deal of work to ensure that we maintain the highest safety standards.

This year we have renewed our Cyber Essentials certification and we are now working towards Cyber Essentials Plus. We have made significant steps forward with the introduction of a new mobile device management solution already used to protect our laptops and PCs. This will ensure that mobile phones are securely configured. It means that when a device is lost, security settings are in place and encryption is enabled so hackers cannot access our data. The system can also be used to remotely remove the Centre’s data from devices to further ensure that the data can never fall into the wrong hands.

As part of our developing security activities, we have carried out penetration testing against infrastructure, systems, and websites and are expecting penetration test reports in November 2021. The report will identify the actions we need to prioritise to continue to develop our online security.

We have taken a holistic approach to cyber security by including regular reminders of risks and how to avoid them in our internal communications. All staff have completed cyber security awareness refresher training. As a result of these activities and initiatives there have been no successful phishing or ransomware attacks.

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“As a person of colour working at the Centre and a member of the Anti-Racism Working Group, it’s been really reassuring knowing that the Anna Freud Centre has begun making the steps towards becoming a truly anti-racist organisation. It makes me feel more comfortable suggesting possible areas of improvement or flagging any issues that arise. I hope that we can continue building on this work to uplift other marginalised communities both in terms of staff in the Centre but also the young people we work with.”

Equity, diversity and inclusion (EDI)

We have been open about our failings regarding EDI in the aftermath of the murder of George Floyd. This year, we began our strategic commitment to building an organisation with the principles of EDI at its heart, to promote social justice. Without an absolute commitment to reform, we will not develop the skills, insight or values we need to become the inclusive organisation that our emerging Closing the Gap strategy demands.

This year we have established our EDI Committee, which is chaired by our new trustee, Pamela Hutchinson OBE. The committee reports directly to the Board of Trustees. The Board provides oversight of the EDI agenda, and of the execution of the EDI strategy and plan. Membership of the committee comes from across the organisation.

We also set up the Anti-Racism Working Group to advise and support the Executive in the development of a Centre-wide antiracism workplan. The group’s main goal is to ensure that the culture of the Centre is a racially inclusive, self-aware, diverse and equitable workplace for all staff. Membership is voluntary and open to all, with some posts being financially supported to ensure that the work is prioritised. These staff-led groups have run online discussions with internal and external speakers to promote understanding of EDI on issues including allyship.

In October 2020 we secured the services of Laurelle Brown Training and Consultancy (LBTC) on a two-year contract so that we can develop an EDI strategy and embed it in our

work. As part of this work, we ran regular staff surveys about EDI to monitor progress and encourage and support staff to take actions within their teams. The findings will shape our new strategy. The findings are distributed in real time to promote an open, transparent and safe conversation about EDI.

All staff were invited to EDI training which was rolled out across the organisation and completed in November 2020. There is now an ongoing commitment to EDI training which will be extended to new starters on a regular basis in future.

In July 2021, LBTC published a snapshot EDI review which looked at the work across the Centre and included ten recommendations, all of which have been endorsed by the Executive. This was followed by a series of reflective workshops to engage colleagues and understand views from across the organisation. We have also run workshops to shape and advise on the EDI delivery plan.

We have run affinity groups on race, gender and sexuality, and we provide opportunities for staff to contribute to EDI thinking anonymously to ensure that all contributions can be made safely.

All staff are encouraged to reflect on their practice and to be open to change. For example, with input from staff we have issued a style guide to promote a consistent and inclusive approach to the language we use. Our research teams have produced reports documenting the impact of the pandemic on minoritised groups. To promote active engagement with all staff, every week our staff newsletter has a section on EDI outlining the latest action and activities under the strapline “Discuss, join, share, act”. All information is available to staff on the intranet as part of our commitment to transparency.

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“I agree with the report’s conclusions that we need to do better, and I feel confident that with the full commitment of the Board and the Executive we will be able to do better but only if we work together with energy and imagination to implement a fairer vision for the Centre and work from within it toward creating a more socially just world for the children and families we serve.”

We have established an LGBTQI+ Working Group, which is developing along similar lines to the Anti-Racism Working Group by helping to advise us and guide our work. The group has invited external speakers, such as Leng Montgomery, to contribute to our thinking on LGBTQI+ issues.

We have issued public statements on the gender clinical judicial review rulings in October and December; violence against women and girls; and to commemorate the first anniversary of the murder of George Floyd.

In August we put out calls to set up additional working groups on neurodiversity and mental health, accessibility, and anti-classism, which will operate on a similar basis to the existing working groups.

We are aware this is only the first step to developing a new culture but we are greatly encouraged by the active leadership of staff from around the organisation.

We successfully established a summer internship programme for early career researchers from minoritised ethnic backgrounds. Training components included shadowing, working on projects, learning sessions, journal clubs and mentoring.

We have worked alongside the University of Nottingham to found and develop a youth mental health and racism special interest group funded by Emerging Minds. As part of this special interest group we are working on a study to hear from young people from minoritised ethnic groups about how we can make mental health research more inclusive.

We incorporated spotlights on race and ethnicity into our Emerging evidence: coronavirus and children and young people’s mental health series. We also published a research bite focusing on protective factors for young people of colour. A second research bite on youth mental health and racism, though behind schedule, is now underway in partnership with the Centre for Mental Health.

Both the Child Outcomes Research Consortium (CORC) and the Evidence Based Practice Unit (EBPU) have both published reflections one year on from our initial statements around our commitment to EDI.

These can be found below:

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Supporting staff

Our staff are our most important asset. We want the Anna Freud Centre to be a great place to work where every contribution is appreciated and acknowledged. The pandemic has affected staff in different ways. In addition to our commitments outlined in our EDI strategy, we are determined to make sure that staff wellbeing is a primary consideration during this difficult period and beyond.

In recognition of the additional pressures brought on by working from home, we now end our working week at 3pm on Fridays. This policy will be reviewed in the future once restrictions have been lifted.

Additionally, we encourage all staff to take a Wellbeing Wednesday afternoon off once a month. We ask staff to use this time specifically to take part in activities that will improve their wellbeing to help alleviate any stress that may result from changes to working conditions caused by the pandemic.

as we move forward with Closing the Gap, and we will increase our central support resources to support our staff. We will build on our wellbeing surveys to identify how we can continually improve and develop our internal communications to promote staff involvement and participation in decision-making.

We have an employee assistance programme available to all staff. It offers counselling, information and advice on a range of issues. The service is provided by an external company and all conversations remain confidential.

We also have a Mental Health First Aiders programme run by trained staff volunteers. The programme supports people who are experiencing, or know someone who is experiencing, a mental health issue or the worsening of an existing mental illness or emotional distress. The first aid is given until appropriate professional help is received or until the crisis appears to have been resolved.

Regular emails are sent out from the Executive to make sure that all members of staff are clear about pandemic-related working practices. All new government advisory announcements are followed by briefings explaining the impact on staff. The staff newsletter, Staff in Mind, includes further information about working practices during the pandemic and all major updates are posted on the intranet.

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We have already improved our family leave policy and we will continue to work with staff and volunteers to support their wellbeing. We will engage staff in developing our work

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Environmental responsibility

We are acutely aware of our environmental responsibility. Our award-winning new building opened in May 2019 and was built to conform with the highest standards of energy conservation and sustainability.

The building includes a natural ventilation system; a rainwater harvesting system that collects rainwater for use in toilets; automatic lighting systems; green roofs planted with wildflowers; nesting boxes; solar panels; and automatic windows which operate based on levels of CO2, precipitation and temperature. In January 2021 the building was certified as ‘excellent’ by BREEAM (Building Research Establishment Environmental Assessment Method). We are making ongoing amendments to our building at Rodney Street in London to ensure it provides a safe environment during the coronavirus pandemic while continuing to operate in the most sustainable way. This includes a focus on the building’s ventilation system.

We are carrying out an eco-audit with external consultants, which will be completed in October 2021. This report focuses on greenhouse gas emissions, policy, energy, waste and water, procurement, travel, and health and wellbeing, and makes a series of recommendations under each item.

Our auditors, Sustain Quality, say the Anna Freud Centre “is aware of the environmental challenges organisations face when managing businesses and buildings, as well as its role regarding sustainable practices.”

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Approach

We want all settings to be mentally healthy schools and colleges so that all children and young people, whatever their circumstances can thrive. This year we continued to deliver the Department for Education (DfE) funded Link Programme, adapting it for online delivery, to bring together education and health professionals. We have developed new training and resources to encourage schools and parents and carers to work together, particularly when children are struggling at school, are at risk of exclusion or have been excluded.

We expanded our digital reach by developing new resources and expanding Mentally Healthy Schools across the UK. We launched our digital 5 Steps programme which offers a framework for schools and FE colleges to develop their own whole-school approach.

To further support mental health in schools we launched the pilot of our Schools and College Support Service, which offers resilience support to teachers, pupils and parents and carers via schools.

We have also developed our clinical work in schools, providing outreach support for children with complex difficulties.

Extending our clinical offer

Our Schools Outreach team is a London-based schools service for children and young people who are struggling with a range of complex difficulties in the classroom. This year, during the pandemic, our team rapidly adapted to delivering support remotely to 17 London schools, reaching 114 young people and building capacity across the school community. The service received high satisfaction ratings.

In Brent West, the service continued throughout the pandemic working with children aged 4–18 and with young people with special educational needs up to the age of 25. This year our work included 199 individual interventions for young people, running reflective group programmes for 19 foster carers, and 64 consultation sessions for professionals.

In addition, the team provided training to school staff on challenging behaviour and traumainformed care.

Our services are in demand globally and we are developing mental health support to a family of international schools.

Schools and FE colleges

By bringing together clinical and training expertise with our new digital platforms, we are in strong position to develop our emerging Closing the Gap strategy so that all schools and FE colleges can provide a whole-setting approach to mental health.

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“We have seen our most hardto-reach parents and carers access the support service available, and they have spoken very positively around the support they have received. Staff across the school have chosen to access the teacher wellbeing consultations to help them during these very challenging times… It has proved to be a safe space, open platform and a source for support for everyone connected to the school community.”

Developing innovative interventions

The Schools and College Support Service is part of the Centre’s response to the enormous pressures of the coronavirus pandemic and aims to fill a significant gap in mental health support, particularly for children and young people experiencing low to moderate difficulties. This year we ran our pilot programme in 60 schools, training hundreds of students in peer support, providing wellbeing consultations for teachers, and delivering parenting support for parents and carers. The service also provided post-exam workshops for parents and carers.

In total, 90 young people completed a structured intervention to treat anxiety or low mood. Improvement was evident in all cases with high levels of satisfaction reported by parents and carers, teachers and young people. The pilot service was generously supported by Hands Family Trust, the Garfield Weston Foundation, the Berkeley Foundation, the Foyle Foundation and Barclays Bank PLC.

Working together: health and education

The Link Programme, funded by the DfE, brings mental health professionals together with schools and colleges throughout England with the support of CCG leads. It gives professionals a shared language to pool local knowledge and plan services together.

This is our fifth year of running the programme, and in response to the restrictions imposed by the pandemic, we adopted a blended learning approach and delivered a total of 151 online workshops to 1,287 participants. These included 663 mental health professionals and staff from 617 schools and FE colleges. Over 80% of delegates reported improvements in each of the six key aspects of joint working.

In May 2021 we delivered an online learning event to 152 attendees from local authorities, CCGs, schools/FE colleges and mental health services across the country. Speakers included representatives from the Anna Freud Centre and the Department of Health and Social Care (DHSC) along with stakeholders who had participated in the programme.

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“One brilliant example is the Pears Family School, an alternative provision that not only supports pupils excluded from school but draws on its expertise as an alternative provision with a reputation for exceptional parental engagement to build the capacity of mainstream teachers to support those learners in their classrooms. It does that by offering continuous professional development focused on parental engagement, supporting teachers with strategies to engage with parents. Its approach has been found to re-engage disaffected pupils, and it offers holistic support to vulnerable pupils and their families.”

Working together: schools and parents and carers

Developing engagement between schools and parents and carers is a key element of building our whole-school approach to mental health and wellbeing.

This year we developed a Level 2 Qualification in Parent and Carer Engagement in Child Mental Health in partnership with experts at Pears Family School. The qualification is accredited by OCN London, a not-for-profit qualificationawarding organisation.

This course was co-developed with the parents and carers of Pears Family School, the school we founded for young children aged 8–13 who have been excluded or who are at risk of exclusion. The resources include a series of podcasts to supplement the course materials.

We also completed delivery of the All on Board training programme in parent and carer engagement. The training programme was designed to develop the skills and knowledge of education professionals from up to 10 alternative provision and 30 mainstream schools across two to three hubs in England. The project was made possible through the generous support of the KPMG Foundation and Porticus.

We secured £200,000 from the Esmée Fairbairn Foundation to deliver free training in parent and carer engagement to 400 mainstream school leaders and staff, to manage complex pupil behaviour and reduce school exclusions.

We also completed the delivery of the DfEfunded Parent Coaching for Pupil Progress programme. The programme supported three

“The All on Board training and consultation work was of the highest quality. The knowledge and expertise was tailored so well to the needs of our Academy Trust. The training was delivered in a relaxed and bespoke way. It has resulted in helping to change mindsets that in turn has had far reaching impact.”

alternative provision hubs in Cornwall, London and Barnsley. The programme was recognised in the Alternative Provision Innovation Fund evaluation report for inclusive practice.

We also ran consultations with organisations in Cornwall, Devon, Norfolk and Lambeth on parent and carer engagement. We developed and disseminated The Parent and Carer Engagement Scale (PCES). This was co-developed with the parents and carers at the Pears Family School through focus groups and consultation around accessibility of the scale for a variety of communities. The PCES tool was included as part of training for senior school staff in parent and carer engagement to reduce school exclusions. This training was funded by the Esmée Fairbairn Foundation. Delegates were given access to the PCES tool and trained in its use and how to implement it in their settings.

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Expanding our digital resources to support whole-school approaches

Mentally Healthy Schools brings together, on a single website, quality-assured mental health resources, information and advice for schools and FE settings in England, Northern Ireland, Scotland and Wales. On 1 September 2020, Mentally Healthy Schools extended its offer by providing all secondary schools with resources adapted to meet the needs of curricula across the UK. Preparatory work with agencies and government departments allowed us to launch the site with endorsements from organisations throughout the UK.

The number of secondary resources uploaded to the site was exceeded, with over 200 secondary resources uploaded to the Mentally Healthy Schools resource library during the year. Over 269,600 users were reached and over 2,095 secondary schools or FE colleges signed up to the mailing list. We added a new range of topics for secondary schools and FE colleges, including puberty; gender diversity; LGBTQI+ children; and young people and drugs and alcohol.

“As services become more and more stretched in underfunded schools, there are fewer outside agencies coming in to support children. As a result of this, teachers are having to broaden their knowledge base to meet the needs of the children in their classes. The Mentally Healthy Schools resource bank is ideal to support this. I especially find the search utility so useful. There is a wealth of information and resources for everything to do with mental health.”

“[Mentally Healthy Schools] is a key part of what we use when it comes to mental health and wellbeing resources. The website is outstanding. I wish I could get it out to more teachers as there is nothing like what you offer in Northern Ireland.”

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To complement our Mentally Healthy Schools resources we launched our 5 Steps framework on 29 September 2020. This is a unique, evidence-based framework allowing schools and colleges to create their own tailor-made whole-school approach to mental health and wellbeing. It simplifies the task of developing a whole-school approach by providing resources in a single place online, and by bringing together ideas to engage the wider community, lead change, understand need, promote wellbeing and support staff.

The framework is interactive, simple and free. It has been developed for teachers by mental health experts and teachers. Our target to register 2,500 members on the site was exceeded by 29%, with 3,214 members signed up by 31 August 2021. During this period there were 201,245 pageviews on all the 5 Steps pages and 22,495 resources were downloaded or accessed.

Information, training and resources are shared through our free Schools in Mind learning network whose membership expanded from 19,067 to 30,966.

“I have found this framework has been my ‘rock’ to setting out and planning ahead how our school can develop [and] progress continuously.

“It [5 Steps] has given a clear and concise package of instruction which has helped form the basis of a strategic framework which I have been able to share with SLT [the Senior Leadership Team] and governors. The stages are clear and, as a result, I have been able to put mental health provision at the forefront of the school agenda, for staff, students and community.”

3 2 1 4 , 5 Steps members by August 2021 2 2 4 9 6 , 5 Steps resources downloaded 3 0 9 6 6 , Schools in Mind network members

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International work

Our work has expanded beyond the UK. Mentally Healthy Schools is accessed globally and in September 2020, we ran a remote training session on a whole-school approach to mental health and wellbeing which was delivered to 60 delegates from the Council of International Schools.

We were commissioned by Nord Anglia Education, a family of international schools operating across the Americas, Europe, Asia and the Middle East, to provide mental health awareness training to over 12,000 school staff. Nord Anglia Education also commissioned us to provide mental health training for senior leaders, for up to 120 delegates. Nord Anglia Education has 76 schools in over 31 countries delivering to 68,000 students.

The courses we developed this year will be rolled out in September 2021 with a target to reach over 5,000 delegates between September 2021 and September 2022.

Other

sucesses

In April this year we launched a 12-week pilot course in leading a mentally healthy school. The course aims to help senior mental health leads identify at-risk children and young people and those exhibiting signs of mental ill health, and at improving the knowledge of the mental health services in local areas.

The seven-module course included interactive and self-guided elements and was attended by 17 delegates from a range of secondary and primary schools. One delegate commented, “I really enjoyed it and hope that we can all meet again and keep this network going”.

SmartGym is a reactive wall that was originally developed to support elite athletes. We have adapted it to suit the needs of young people by providing targeted physical and mental activities to support the development of core life skills. This year we designed the SmartGym CardioWall Resilience Programme (SCRP) and delivered it as a pilot to Gloucestershire Health and Care NHS Foundation Trust and Newent Community School and Sixth Form Centre. This intervention, funded by the Academic Health and Science Network (AHSN), was delivered to children at risk of exclusion. Teachers reported that a high percentage of children using SmartGym are no longer a cause for concern. A report detailing the positive outcomes for children, including improvements in mood, motivation and attention, is due for publication in February 2022.

The Anna Freud Centre became a partner of IntegratED, a network which aims both to reduce preventable school exclusions and improve the quality of education for children excluded from school. Our practice was featured in their annual report and we contributed to the Alternative provision quality benchmark toolkit.

In collaboration with the Communications team at the Centre, we shared knowledge and good practice through the creation and launch of digital resources on the Anna Freud Centre site, including the Turning things around booklet and a booklet sharing expertise about running an alternative provision during lockdown.

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Applied research and evaluation

This year we focused on implementing and delivering our new research strategy. We researched and disseminated findings on the impact of the coronavirus pandemic. We built on our EDI work, with a focus on involving young people from traditionally underserved groups in the design and delivery of research. We also developed new and accessible training resources and published a series of video-based bite-size training sessions for practitioners. These sessions focused on mental health measurement and outcomes feedback.

Emerging evidence

Last year we started to publish a series of research reports, summarising the emerging evidence on the impact of the coronavirus pandemic on children and young people’s mental health. We have continued this series, with five new research findings published this year.

The publications aimed to answer three questions:

The series brought together findings drawn from rapid reviews of research literature from around the world. The publications were shared with key audiences and provide an immediate snapshot to help professionals understand and respond to the impact of the pandemic on children and young people’s mental health.

We also continued to publish our series of research bites, offering concise and timely insights on topical issues, based on rapid reviews of existing research. Two research bites were published: Supporting pupil mental health and wellbeing during the return to school and A brief review of protective factors for positive mental health among children and young people of colour.

Supporting young people to manage their mental health using digital technology

We completed our research project examining the impact of MeeToo, a digital peer support tool that allows users to post anonymously about anything troubling them and to receive replies and support from other users in their age group. All posts and replies are checked by moderators before they go live and in-house counsellors provide extra support if it is needed. Our research found that MeeToo is an effective source of peer support for young people, which is particularly important given the high levels of need among its users. We shared findings with young people through a video and a leaflet we created.

Led by CORC, we have been working with Kooth, the leading online counselling service provider in the UK, in developing a measure to assess the impact of their single-session support.

To date, the emerging evidence and research bite publications have been downloaded over 8,000 times from annafreud.org.

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Developing an approach to pragmatic evaluation

EBPU and CORC have a number of pragmatic evaluations – evaluations which use appropriate mixed-methods combining different tools and techniques at a practical level - in planning or underway to test our approach. The approach is being refined based on these early projects. Examples include:

In total our staff contributed to 37 peerreviewed articles. We have maintained activity in all four areas of our research strategy: risk, resilience, change and choice. Examples include:

programme, around the trajectory of mental health problems in adolescent boys and girls (change)

We continued to help shape the research agenda and promote the voices of user groups by working with young people and other stakeholders to set research priorities on digital and mental health for young people as part of the Mental Health Policy Research Unit (MHPRU). This unit was established by UCL and King’s College London to help the Department of Health and others involved in making nationwide plans for mental health services to take decisions based on good evidence.

National evaluations of community forensic child and adolescent mental health services and the Framework for Integrated Care (SECURE STAIRS)

We completed the final reports for the national evaluation of community forensic child and adolescent mental health services (F:CAMHS) and the Framework for Integrated Care (SECURE STAIRS), which addresses the needs of children and young people in secure children’s homes, secure training centres and young offender institutions.

The F:CAMHS study is a national cohort study and includes secondary data on 1,311 advice cases and 1,406 referrals in the analysis. It found

that over a quarter of young people referred to community F:CAMHS had not previously been in contact with mainstream child and adolescent mental health services (CAMHS), despite high proportions of young people in forensic services having unmet mental health needs. The study also found that 50.9% had experienced or witnessed multiple traumatic events and that 58.4% presented with multiple difficulties, highlighting a need for community F:CAMHS, and other services working with this group of young people, to be trauma-informed and developmentally-attuned. The full findings were written this financial year, and will be published in September 2021.

The evaluation of the Framework for Integrated Care (SECURE STAIRS) was also completed and we are now working with NHS England and NHS Improvement to finalise the report.

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Education and training

Training

This year we have focused on broadening our reach as well as increasing revenue, and we have seen an exceptional growth in our paidfor training and free events. Our free events have allowed us to reach new audiences, while our marketing strategy has targeted underrepresented groups.

We also trialled a bursary and scholarship offer. We have awarded 15 bursaries to date and we are working on developing a more comprehensive programme to launch in autumn 2021.

We now routinely collect EDI data which show that our efforts are paying off: the percentage of delegates from non-White groups is almost 50% higher than the national average and the percentage of delegates with a nonheterosexual identity is more than double the national average. However, people with disabilities are half as likely to attend.

We reached 42.3% more people across short course training, learning events and conferences compared to last year, with numbers rising from 22,864 to 32,536. Feedback on our online platforms has been positive and has helped make training more accessible by removing the need to travel, the cost of travel and the need in some cases to provide carer support.

This year we ran 39 free events, attended by 22,745 people, an increase of 131.4% over the previous year.

Numbers attending training commissioned by Health Education England also rose, and through our Educational Mental Health Practitioner training we have attracted a more

“Brilliant! For me the Zoom and other online platforms have removed the accessibility and capacity barriers that training such as this has historically had. A positive impact of the pandemic!”

“Zoom allowed me to attend when I wouldn’t have been able to otherwise (no money for travel, hotels etc). So it was incredible. Please consider keeping zoom training even when the pandemic is over. This is such valuable training, and I heard many say they attended due to the Zoom opportunity. If I lived nearby, of course I’d love [to be there] in person. But the energy, passion and connection with people was very present in the Zoom format which is a testament to the skill of the presenters.”

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Postgraduate studies

This year we focused on sustaining a highquality student learning experience for 202021, while continuing to implement of a hybrid teaching model across all postgraduate study (PGS) programmes.

This was achieved across the department with robust student recruitment for all nine postgraduate programmes, which were delivered successfully via an online format for most of the academic year. Students noted their appreciation for the efforts made by staff during the pandemic in feedback, which is collected on a regular basis by programmes in a range of different formats.

Overall student satisfaction with the quality of their course was rated above 80% in the Postgraduate Taught Experience Survey (PTES 2021), across all Anna Freud Centre programmes. Two programmes received an overall satisfaction rating of 100%.

Launching the first set of blended learning resources

We launched the blended learning programme for the Postgraduate Certificate in Child and Young Person’s Psychological Wellbeing Practice and the Postgraduate Diploma for Educational Mental Health Practitioners. These resources were created and launched in time to deliver the Postgraduate Certificate in Child and Young Person’s Psychological Wellbeing Practice (CWP) and have also been used in the Educational Mental Health Practitioner Postgraduate Diploma.

indicated they found the course intellectually stimulating in the PTES 2021. Students have also fed back that they enjoy working flexibly using an asynchronous learning model where they are able to go through teaching materials at their own pace. This has supported students with diverse needs, including parents and carers and those with additional learning needs.

The Educational Mental Health Practitioner Postgraduate Diploma course focused its delivery on a synchronous model (livestreamed teaching online). Some of the blended learning resources created for the CWP programmes were also adopted here. The programme received a satisfaction rating of 100% in the PTES 2021, where students indicated the learning materials provided on their course were useful.

Seeking formal UCL approval for the implementation of a major programme amendment to the MSc in Psychoanalytic Developmental Psychology

The programme has successfully recruited its first MPhil/PhD student who enrolled with UCL in September 2021. It means that the programme will transition from a one-year to a two-year programme. It will include a placement in the Early Years Clinical Services. The programme is looking to secure funding and/or other sources of sustainable income to support new student intake in future years.

Establishing a PGS Staff-Student Equality Committee (SSEDO)

We set up this group to develop and oversee implementation of a departmental EDI strategy. The group includes members of staff, students and alumni.

For the CWP programme 95% of students

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Clinical

innovation

Adaptive mentalization-based integrative treatment (AMBIT)

AMBIT is an approach for teams who work with clients who have multiple needs but who find it hard to make use of help. It is applied in a variety of settings with people in a range of different age groups.

Impact of the coronavirus pandemic and EDI on our work

Both the pandemic and increased reflection on the need for attention to EDI had a major impact on our work and its delivery. In August 2020, all members of the team returned from furlough for a limited period to adapt our programme to remote training and remote versions of our trainings before returning full-time in September. We identified platforms to create online training that would mirror the relational, collaborative and experiential nature of our traditional in-person training.

We also reflected on the impact of EDI, adding three new items to the AMBIT integrated measure (AIM) and AIM cards, creating a new subscale that we have called, power and control, to acknowledge and assess the impact of discrimination and abuses of power on young people.

The core of our work continues to be the delivery of consultation, training and supervision to a range of professional groups (from boxing coaches to family therapists) in a wide range of services (from prisons to schools).

Increased demand

The AMBIT programme was also commissioned by Health Education England to deliver a pilot programme of training for the children and young people’s crisis pathway workforce across England.

In total 176 training places were available, but the response to the training offer was extraordinary, with nearly 1,000 workers applying to be on the waiting list for training places.

As part of this crisis training programme, we delivered two new courses (in addition to AMBIT and motivational interviewing training), which were well received:

Our training extends internationally. This year we provided bespoke training to organisations from eight countries. We delivered 87 days of training, 14 consultation days and eight webinars. In April 2021 we held a consultation event with key members of the AMBIT community of practice across the world. The consultation sought to seek feedback on our ideas for establishing a system of accrediting international organisations to provide (and charge for) AMBIT training. Our resulting proposal has been agreed by the Centre and we plan to begin by accrediting two international centres by the end of 2021.

Supporting new projects

Other aspects of work include both supporting research and developing projects. This year we supported the forensic child and adolescent mental health services (F:CAMHS) evaluation, and the evaluation of the Framework for Integrated Care (SECURE STAIRS).

We also helped develop the Schools Support Service using AMBIT principles to create a peer support programme and associated training for secondary schools, funded by the Berkeley Foundation. Other projects we supported included delivering training for 1,000 Children in Need-funded youth projects.

Publications

Finally, the team published three papers, including one with the AMBIT-trained Child and Adolescent Substance Use Service (CASUS), reporting on outcomes over a five-year period and showing significant improvements in overall functioning for those receiving interventions from the CASUS team. We also published an introductory paper on mentalizing and its role in mental health practice. Significant progress was made towards our second AMBIT book, which will include chapters authored by teams implementing AMBIT across the world.

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Family trauma

Adapting our Reflecting Parenting model for online delivery

This year we adapted trainings for online delivery so we could continue to provide support. Under the leadership of Dr Theresa Schwaiger in our Family Trauma Department, we adapted the Reflective Parenting (RP) model to several different populations. We also developed the following interventions for online delivery:

We also increased the pool of trained facilitators in-house to run more groups in the Centre, including early years and trauma-specific populations.

This year, five members of early years staff trained in the Reflective Parenting (RP) model and have run groups for dads, special guardians and adoptive parents. In the Family Trauma department, we trained facilitators and consultants from within the Anna Freud Centre staff. We also recruited RP consultants externally to support both the in-house facilitators and other nationally and internationally trained facilitators in the delivery of the model in groups.

Delivering RP remotely

The RP model was incorporated into a wider offer from the Family Trauma Service but was

not offered exclusively as the model of parent support due to an executive decision taken by the Family Trauma Service regarding parental needs. A plan to adapt the RP model for parents of adolescents was not progressed this year because of the focus required on some of the prioritised remote services, but this will be included in future work.

We published information about the development of the core model for the Reflective Fostering adaptation, but we still need to write a paper about the original model.

Setting up the randomised control trial

We successfully set up the clinical side of the Reflective Fostering Programme (RFP) randomised controlled trial (RCT) and the adaptation of the programme to online delivery in light of the coronavirus pandemic.

We are very proud to have achieved this thanks to some excellent cross-divisional work, bringing together clinical and research teams. An RCT is coming to the end of its first year of implementation, and the following has been achieved:

“I know I’m not alone and there are people. It’s all of those times when someone shared something and the rest of the group has gone: ‘I understand and I get it and it’s not you, it’s a situation’.

It has made a huge difference to how we manage behaviour. So it has been a huge benefit to us, but also how to deal with my daughter as well. So I think the content of course, it’s quite, you know, universal on how you can use it, and also about looking at yourself and how you are feeling as well.

I think it’s helped me understand them a bit more and taking the time for myself because, be honest, I think it’s where I was so tired and they know that and it became a vicious circle; like I’d wake up tired and then the whole day would be tired. I think I’ve taken ‘me time’ so I’m not tired so I’m able to deal with the behaviours and they’re so different when you’re not tired.”

- Special guardians and parents who have adopted children on the online Reflective Parenting groups

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Early years

Testing and sharing protocols for remote interventions

Online therapeutic support for young children presents particular challenges. This year our team worked with Dr Sheila Redfern (Consultant Clinical Psychologist and co-creator of the Reflective Parenting Programme) to adapt the intervention for virtual delivery of the Reflective Parenting Programme (mentalization-based parenting groups), which has involved writing a new wiki manual for the approach.

Parent-infant psychotherapy (PIP) with children under the age of one usually takes place on the floor surrounded by toys and a play environment. We developed specific protocols to support the observation and engagement of the infant in the delivery of this therapy. These protocols include guidance for the clinician on how to support the parent or carer to set up the space and manage the interaction to include the infant effectively. The guidance has also been made into a publicly available wiki manual – and its dissemination was made possible via a series of webinars targeted at international PIP therapists.

Video-interactive feedback to promote Positive Parenting (ViPP)

The early years ViPP therapist led on forming an international working group with the intervention developers and other infant mental health experts, including professors from Oxford University, Cambridge University, the New School in New York, Leiden University, City University and the University of Surrey. The working group aims to finalise and test a digital protocol that clearly outlines how best to deliver the intervention remotely, without losing the core components that make it effective. This working group has also tested out different

video platforms to find the most suitable one that meets the requirements for this particular video-feedback intervention. This protocol is again available as a wiki manual.

Developing and testing support for the perinatal period

We developed and tested a training and supervision programme for parents in the perinatal period who are struggling with their mental health and parenting, and helping them to access evidence-based interventions.

Developing a staff wellbeing resource

In response to a request from a local authority, we developed a new resource for early years practitioners to promote staff wellbeing in early years settings. We worked with five local authorities and the National Day Nurseries Association to produce and promote a survey of 1,458 early years staf f. Together we ran a series of workshops identifying best practice a resource and, using the findings, produced which was downloaded over 2,000 times.

Leading the largest RCT of a parent-infant intervention (in perinatal mental health teams across England)

The Circle of Security Parenting Intervention (COSI) study is a four-year National Institute for Health Research (NIHR) Health Technology Assessment-funded RCT to explore the clinical and cost effectiveness of a group-based intervention called Circle of Security Parenting (COS-P) for women in the care of NHS perinatal mental health services.

The intervention is designed to help parents manage their difficult emotions and understand the impact of these on the mother-infant relationship. The study started in March this year funded by NIHR Health Technology Assessment. The aims of the trial are to

identify clinical and cost effectiveness, with improvements in maternal psychopathology – measured by the CORE Outcome Measure (CORE-OM) – as the primary outcome. This year we obtained research ethics approval and we finalised our collaboration agreement with partners, training trial staff from nine participating NHS perinatal mental health services, setting up oversight committees, and training COS-P facilitators. Recruitment start has been delayed from September 2021 to January 2022.

Refining and continuing to scale the Mind the Dad project across the UK

Mind the Dad focuses on fathers who feel they could benefit from mental health and parenting support during the first two years of their baby’s life. It enables dads whose partners experience complex and severe mental illness to access evidence-based mental health and parenting support. Free online support is provided to dads either individually, with their baby, or in virtual groups with other fathers.

This year 52 fathers were referred to Mind the Dad. Of these, 18 went on to take part in a range of interventions including the RP group, while two did ViPP and PIP. Only two fathers dropped out of an intervention (the RP group). The fathers who completed the intervention gave very positive feedback on the service. They found it a great support in times of isolation (due to the coronavirus pandemic) and felt enriched and more equipped, which increased their self-confidence as parents.

Working across three different NHS trusts, the Mind the Dad team also provided training workshops on the importance of involving fathers in their work to over 40 perinatal specialist professionals working in community perinatal mental health services. These covered a range of different barriers dads face when accessing services, including societal

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barriers, unconscious biases, organisational and individual factors and what can be done about them in the mental health sector to make the Mind the Dad service more father-inclusive. Finally, a full training day was delivered to 20 professionals on how to engage fathers in the perinatal period and make their services more father-inclusive.

Drawing on the experience of setting up Mind the Dad, learnings and lessons on how to set up and deliver a more father-inclusive service were shared.

Delivering therapeutic interventions to adoptive families in the early years

We delivered four half-day online training sessions to adoption social workers, on the therapeutic principles of working with families with adopted children in their early years. The training was attended by 200 social workers in total.

We developed and delivered online psychoanalytically-informed parent-toddler groups for four parents and four adopted toddlers between March and November.

Our online RP group was delivered to four parents with five adopted children aged between four and eight years old. In collaboration with the Family Trauma team, we adapted the Reflective Parenting Programme to meet the needs and experiences of parents who have adopted. This adapted programme will be used with future groups. We delivered a RP group for four special guardians/kinship carers, who had seven children between them.

We started a third in-person, psychoanalyticallyinformed parent-toddler group for parents and their adopted toddlers. The group had six toddlers and eight parents (July to December 2021). We set up an adoption support fund care pathway for families with adopted children

in their early years, with a focus on offering preventive support to families at the earliest stage possible, and we delivered individual family therapy to four parents and their children.

Continued expansion of the Early Years in Mind digital learning network

The Early Years in Mind learning network was launched in September, following a pilot. Its aim was to provide a free network where early years staff and other professionals can learn about attachment-based practice and share and develop resources themselves.

The target was to build a network of,000 members in 12 months, a target that we surpassed easily, reaching a total of 14,699 members by the end of August 2021.

We developed resources including an A-Z guide to common difficulties in the early years; information about working with families facing challenges; coronavirus support materials; and a range of other resources. We also ran a series of free online webinars on issues identified by network members.

We engaged our audience throughout the year, running two surveys to identify early years professionals’ needs. The first survey of over 900 early years practitioners resulted in the report Their challenges are our challenges, which identified some of the difficulties that staff faced at work. From these we developed Early Years in Mind webinars to help support staff.

“Yeah, I don’t think I expected it to be as much of a support, and that I would need it as much, and that [child’s name] would need it as much, and how important it would be.

There was a similar level of openness amongst us all and quite a high level of willingness to share – both the good and the not so good. There was no judgement, there was no negativity, just lots of, well, just positive sharing really. So, it worked…I think it was really good, really good […] but it also was a great safe space for us as adults, as parents to explore the things we were going through and vent a bit and share and offer some solutions and help.

- Members of the online psychoanalytic parent-toddler group

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Financial position of the charity

The financial statements for the Anna Freud National Centre for Children and Families for the year are shown on page 92 onwards.

income through the pandemic. Income from education and training £4.6 million (2020: £3.0 million), short courses and conferences activity £3.6 million (2020: £2.2 million) has increased by 54%. This reflects the benefit of increased reach and volume of activity partly driven by use of online technology and through increasing the number of courses delivered.

Expenditure

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The surplus for the year to 31 August 2021 is £0.1 million (2020: -£0.4 million) before investment gains. To deliver a small surplus through the pandemic is an impressive performance and reflects the success of our programme to ensure our services can be delivered online. We have prioritised maintaining our service delivery to ensure that our activity supporting child mental health has continued through the pandemic and associated restrictions.

Our expectation is that coronavirus-related restrictions will continue to ease through 2022. While we are committed to expanding delivery of virtual services to expand our reach and impact, we will also strengthen our face-to-face delivery, recognising that virtual delivery does not work in all circumstances or for all people.

The success of major programmes within our schools, academic teaching and short courses has continued in 2021 and is expected to continue in 2022. The development of additional teachings and trainings is central to our strategic priority of increasing awareness of information and interventions to support improved child mental health.

Income

Income for the year is £16.9 million (2020: £16.2 million), an increase of 4%. The Centre’s income continues to be generated from several sources: donations to major statutory contracts and individual purchases. This has reduced our exposure to any one source of

Charitable expenditure in the year to 31 August 2021 was £16.8 million (2020: £16.6 million), an increase of 1% and broadly in line with our increased income. Expenditure increased in schools by 10% to £3.1 million (2020: £2.9 million), reflecting our continued focus on programmes to support child mental health in schools and colleges. In addition, research expenditure of £4.1 million (2020: £2.6 million) increased by 57% reflecting increases of: £0.73 million spent on strategic work to increase our delivery and reach (Closing the Gap), £0.66 million on mentalization training delivery, and £0.24 million on developing the UKTC.

Reserves

Total funds at 31 August 2021 were £32.0 million (2020: £31.6 million) of which £2.9 million (2020: £1.2 million) were free and unrestricted. The increase in free reserves of £1.7 million represents strong operational performance across all our activity.

Our policy remains investing available funds in the expansion of our charitable work and through our strategy expanding our reach and impact. We will retain sufficient levels of free reserves (i.e., excluding fixed assets) to enable us to continue to deliver our core activities in the event of any significant disruption to income or economic downturn. The trustees have reviewed the free reserves and consider the level or free reserves to be reasonable.

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Young people’s experiences of HeadStart: 2017-2021 6565
Trustees’ annual report and financial statements for the year ended 31 August 2021
Campus real estate
development
User participation,
library and dissemination
Research and policy
development
Education and training
Applied research
Clinical and
preventative services
Fundraising
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£17 mil
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Campus real estate
Other
development
2.2%
0.02%
Schools
Schools
11.6%
18.8%
User participation,
library and dissemination
Short courses and 2%
conferences
21.1%
Research and policy
development
24.4%
Research
9.6%
Clinical and
preventative services
5.7%
Education and training
22.2%
Education and training
27.2%
Applied research
11.5%
Investments
0.4%
Clinical and
Grants, donations and
preventative services
legacies
18.6%
22.3%
Fundraising
2.3%
Income Expenditure
£16.9 million £16.8 million
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Investment performance

Our investment policy is reviewed by the Board on an annual basis, with interim reviews of performance at Finance committee meetings. In the year, the overall objective remained to achieve income and capital growth over and above inflation. The trustees reviewed the investment portfolio in the light of the continuing pandemic and concluded that the existing investment strategy remained appropriate.

Funds under investment at 31 August 2021 were £2.7 million (2020: £1.9 million). This reflected an investment gain in the year of £0.2 million (2020: £43,519) and an additional £0.5 million added to investment funds from free cash. The £0.5 million additional investment reflects the trustees’ belief that over a five-year period the returns from investments will deliver capital and income growth. Income derived from investments to 31 August 2021 was £61,184 (2020: £58,967).

The trustees consider that holding £2.7 million of investments provide an appropriate level of funds to support the reserves policy and in the current economic environment provides a balanced opportunity for both capital growth and income.

A challenge arose following the resignation in March 2022 of one of our trustees who had also been a donor of the Centre. In the following month, the individual was designated on the UK sanctions list and the Charity Commission opened a statutory inquiry into two charities headed by the individual. The Charity Commission approached the Centre, as a beneficiary of one of charities, for assistance in their enquiries to which the Board gave their full cooperation. The Charity Commission confirmed in June 2022 that they had no further enquiries of the Centre.

The Board have carefully considered the potential likelihood and impact of various risks, including the loss of future income from the donor which was circa 2% of annual income. Trustees are satisfied that our organisation has robust risk management in place and also has adequate resources to continue in operational existence for the foreseeable future. Therefore, the Board continues to adopt the going concern basis of accounting in preparing the accounts. The trustees remain confident that the Centre will continue to deliver on its strategic objectives for the foreseeable future.

Going concern

The Board of Trustees have reviewed the financial position and believe that there are sufficient resources to manage any strategic, operational or financial risks.

Since the start of the pandemic the Centre has successfully re-engineered our services so that they can be delivered in person and virtually. Adapting the last two years we have flexed our delivery model dependent on coronavirusrelated restrictions and our stakeholders’ requests.

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Fundraising

The Centre’s Fundraising team had a target to raise £2.7 million in grants and donations for the year, including £600,000 in unrestricted funding. Overall, we exceeded our grants and donations target by almost 40%, with £3.8 million received in the year. And while we did not meet our target for unrestricted funding, the Fundraising team secured two new grants from Pears Foundation and Fidelity UK Foundation towards the delivery of the Closing the Gap initiative. The incredible support from Pears Foundation and Fidelity UK Foundation has enabled the whole charity to engage in and rethink the best ways to maximise our reach, engagement and impact, so that all children, young people and families have access to flexible and evidence-based mental health care.

In addition to fundraising successes for the Closing the Gap initiative and Mental Healthy Academy, we secured new grants from Barclays, The Foyle Foundation and National Emergencies Trust to support the pilot of the Schools and Colleges Early Support Service. We were also delighted to secure a new grant from Barclays towards the Pears Family School and made excellent progress in the delivery of our alternative provision innovation project, to train alternative provision and mainstream settings in the Family School approach. With the continued generosity of Jo Malone London, we were even able to host virtual volunteering with the families of Pears Family School, and their donations enabled the expansion of Mentally Healthy Schools to all nations in the UK and to secondary schools.

In the year we were also able to launch the UKTC, funded by The National Lottery Community Fund. In partnership with The National Lottery Community Fund, the UKTC were able to revise their plans to release resources, guidance and training on traumatic bereavement – which has been vital help as

the coronavirus pandemic continues to impact families globally. The Centre and the UKTC felt privileged to also be the beneficiaries of the extraordinary efforts of DrumathonLIVE 2020, raising over £25,000 for our projects, Child Bereavement UK, Mind and NHS Charities.

The increasing recognition of the desperate need to prioritise children and young people’s mental health has helped us to raise the profile of our work – including our research and evaluation projects across digital health, children’s social care and education. We’ve even been able to launch new bursaries and scholarships to widen access to our world-class training and education programmes.

Vitally, our partners’ and supporters’ flexibility and understanding has meant we’ve been able to continue to support those most in need. This has included a range of activity to better support families in the perinatal period or with very young children, and early years workers across different settings. The innovative practice at the core of the Centre’s clinical services – possible with grants and donations from the Sylvia Adams Charitable Trust, Berry Street Foundation and KPMG Foundation to name a few – ultimately supported the team in securing the major contract to deliver the DfE’s National Centre for Family Hubs.

Supporting education, social care, and early years settings will continue to be crucial in the recovery from the pandemic. The impacts of the pandemic on child mental health are significant, and we’ve continued to collaborate with our supporters to adapt to the emerging needs of children, young people and families. Unrestricted funding therefore continues to be a priority area for the Fundraising team, which enables us to provide our services through new means, and to actively reach out to and engage more children, young people and families across the UK.

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Fundraising approach

We undertake fundraising activity to our supporters via our website, through emails and through direct contact at meetings and events, managed and monitored centrally at our head office. We are registered with the Fundraising Regulator in line with the Code of fundraising practice and operate a Fundraising and donations policy which all volunteers, employees and hired fundraisers must adhere to. We are committed to ensuring that we are completely open and transparent about our fundraising and spending. As members of the Fundraising Regulator’s self-regulatory scheme we comply with its principles in all our fundraising:

reason to do so.

We received no complaints about our fundraising activity in 2021 (2020: nil).

Thank you

Without the support of charitable trusts and foundations, companies, organisations and individuals, we would not be able to continue our vital work with children, young people and their families who need our help. Particularly in response to the coronavirus pandemic, we have been humbled by your continued generosity to help the Centre support those most in need. Thank you.

When we benefit from commercial companies raising funds on our behalf through the sale of products, we operate within a written commercial participator agreement to ensure that their activities are not harmful to the Centre, our beneficiaries or supporters. We monitor the activities carried out by those on behalf of the charity for the purpose of fundraising in donor gift agreements and a donor database, recording relevant communications, transactions and agreements.

To protect vulnerable people and other members of the public during fundraising we:

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Principal risks and uncertainties

Approach to risk management

As a children’s mental health charity, we face a range of different risks across all our activity. We make every effort to identify and put plans into place to mitigate and manage these risks. The Board of Trustees carries out a top-level risk assessment each year and monitors progress quarterly. This process is supported by our Finance Audit and Risk Sub-Committee and Quality Assurance Sub-Committees. These groups aim to identify and assess major risks to the Centre and to ensure that steps are taken to mitigate these risks as far as possible. The Trustees continue to review the register of risks, which identifies the types of risk and assesses their likelihood of occurrence, potential impact and means of mitigation. Internal risk management processes are integrated into the annual business planning and reporting cycle. Departments and teams identify and manage local activity and project risks.

Summary of potential risks the Board has identified

Strategic

There is continued risk and uncertainty around the long-term impact of the coronavirus pandemic, particularly on underserved children and families.

The Centre’s new Closing the Gap strategy to build delivery capacity and infrastructure for strategy development, implementation and monitoring will require a collaborative approach with a number of organisations and government bodies, who may not support our proposed approach.

We are maintaining and developing strong relationships with government, NHS, UCL and other mental health and children’s charities to come together and deliver consistent messages.

Fundraising

There is reduced funding available to all charities due to a combination of economic downturn in the UK, Brexit and the pandemic. These factors contribute to reduced ability of other charities to fundraise from the public, increasing competition for institutional and statutory funding, and will likely lead to a distribution of funds away from London through levelling up. This will limit the funding available to pursue our charitable purpose in the medium term. Uncertainty around Brexit makes it difficult to forecast the impact on EU students and income to the Education and Training Division.

To ensure the Centre has the capacity and resources to deliver on its ambitions, we are working in close partnership with existing major donors, trusts and foundations, and maintaining high-quality performance on statutory contracts. We also continue to drive diversity amongst our funding portfolio to reduce our risk profile. With additional funding for Closing the Gap, and a continued emphasis on unrestricted grants and donations, we are also able to develop a wider market for our training and support packages to reach and engage a greater number of individuals, schools and communities.

Operational delivery

Our building at Rodney Street in London has been under used due to the pandemic and there is a risk that reduced occupancy, due to social distancing and other precautions impacts service delivery. While most staff are working remotely, maintenance and security are still required, and reduced demand for office and conference space also reduces our ability to drive income from the building. The potential for

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changed working practices and less physical presence in London poses a risk in our ability to make the building a hub for child mental health. The Centre’s business continuity plans are regularly reviewed and updated to ensure we can maintain our operation through disruption, and reoccupation plans for key workers delivering clinical appointments and teaching are being maintained. In the medium term we will also identify changes to ways of working to make the most of our building at Rodney Street in London and increase collaboration and community relationships.

Child protection

Safeguarding the children and families is a priority. We have safeguarding procedures in place, with mandatory safeguarding levels 1 and 2 training for all staff and level 3 for those working directly with children. All clinicians undertake continuous training and development and have regular supervision. Our Safeguarding Oversight Group (SOG) oversees any safeguarding concerns, escalating issues to external agencies as appropriate. The Clinical Governance Leadership Group reviews clinical risk at a strategic level, setting policy and guidance for clinical staff.

Failure to maintain safeguarding standards and knowledge would result in the potential for harm to vulnerable children. The coronavirus pandemic has increased risk and instance of harm in the general population and online service delivery reduces opportunity and ability to identify potential/actual harm. The frequency of SOG meetings has increased during remote working.

IT systems and information governance Associated risks for our IT systems are routinely managed by an external company. Identified risks, including cyber-attacks and unauthorised access to or loss of personal data, are monitored and regularly reviewed. The risks are further mitigated with staff guidance

and training. We have robust IT and information governance (IG) policies in place to ensure data is collected, managed and stored appropriately, safely and in line with prevailing legislation. This is overseen by the Information Governance Leadership Group. The move to remote working during pandemic and delivery of services increases possibility of attack or error causing data or security breach.

All new staff complete introductory IG training and tailored training and guidance are provided to teams. An IG Manager and a Caldicott Guardian are in place to support staff and advise on data risks. We have reviewed our processes and staff guidance to ensure we comply with the General Data Protection Regulation (GDPR) and the Data Protection Act 2018. We are NHS IG Toolkit (version 14) and Data Security and Protection Toolkit (DSP Toolkit) compliant and use the ICO Accountability Framework to evidence compliance. Preparations are being made for implementation of UK GDPR postBrexit.

Equity, diversity and inclusion

The Centre is committed to ensuring that our services and resources are inclusive and representative to reduce mental health inequalities. We are focused on strengthening diversity and equity on stakeholder engagements and partnerships as we recognise that failure to advance meaningful change in these areas could have negative impact on the quality of services and activities leading to a decline in community engagement and high staff turnover which would hinder our ability to achieve strategic objectives.

Participation

Failure to live our values and ensure participation opportunities to children, young people and families could result in services that do not reflect our communities. A participation strategy and team are in place and development of new

services includes the participation team and Young and Parent Champions. Within the year we have also widened our pool of Champions from across the UK.

Working culture

The move to our building in Rodney Street, London required a change in working culture and the move to remote working during the pandemic within the first year at Rodney Street has further impacted ways of working. There is a risk to staff morale, an interruption of relationships with service users and potential for increased dissatisfaction amongst our people, families and students.

An extensive communication and engagement plan to keep collaboration and dialogue open during remote working and service delivery is being implemented. This includes development of work and social Microsoft Teams sites. We have increased the frequency of all staff meetings for feedback and engagement and continue regular staff surveys to understand the impact of remote working and measures to support staff wellbeing.

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Structure, governance and management

The Anna Freud Centre, operating as the Anna Freud National Centre for Children and Families, is a registered charity, number 1077106. It is set up under its Memorandum and Articles of Association as a company limited by guarantee, number 03819888.

The Board of Trustees comprises the charity’s trustees and the legal directors of the company. Trustees serve a four-year term, after which they are eligible for reappointment. New trustees are selected through open recruitment. Emphasis is placed on ensuring representation from key stakeholders and any identified skills gap within the Board at the time of recruiting.

On appointment, trustees are provided with copies of relevant documents, including the Charity Commission guidance note CC3, The essential trustee: what you need to know. New Trustees undergo an induction programme that comprises meetings with senior management to understand the objectives and operational delivery of the Centre and training in safeguarding, information governance and the role and responsibilities of trustees. Trustees are encouraged to keep abreast of their duties and responsibilities by reading Charity Commission and other updates and by attending appropriate training courses.

The Board of Trustees sets and reviews strategy, monitoring operational matters supported by subcommittees that report

directly to the Board. The performance of individual trustees and the Board is assessed annually. The Board of Trustees met five times in the year.

The Finance, Audit and Risk Sub-Committee’s membership includes the chair and the treasurer . Before submission to the full Board, the Finance Committee reviews the annual accounts, issues relating to internal or external audits, investment and reserves policies, and the remuneration of senior staff. Matters not reserved for decision by the Board of Trustees are delegated to the Centre’s Executive, consisting of its chief executive, chief operating officer and chief financial officer.

The Quality Sub-Committee has oversight of the Clinical Governance Leadership Board; the Safeguarding Oversight Group; any clinical risks; operations, health and safety; and research activity. This sub-committee meets termly and is chaired by a Trustee. Its remit is to ensure the Board of Trustees is properly informed about the quality of clinical services provided by the Centre; to provide assurance to the Board that the standards of clinical services fully comply with all professional and regulatory standards; to provide oversight of the clinical quality assurance systems for the Centre; and to ensure that the Centre has effective mechanisms for managing clinical risk, learning from incidents and taking action to reduce risks and improve quality.

The Nominations and Succession Planning

Sub-Committee has responsibility for the fair and transparent nominations process for trustee appointments and meets annually or as required. It is also responsible for reviewing the structure, size and composition (including the skills, knowledge and experience) of the Board and making any recommendations for change, as well as keeping under review the leadership needs of the organisation, with a view to ensuring the continued ability of the organisation to achieve its aims. This subcommittee also supports recruitment to the Executive and review of senior personnel remuneration and performance.

The Digital and Technology Sub-

Committee’s purpose is to help the Board and the Executive team effectively harness the potential of digital technologies across the organisation to grow our impact and better serve children and families. It is responsible for sharing insights, ideas and challenges as well as using resources such as the Charity digital code of practice to help ensure the Centre has effective mechanisms in place for managing digital and technology risks.

The Equity, Diversity and Inclusion

Committee provides support, guidance and oversight of the EDI agenda and implementation of the EDI strategy and plan. It is responsible for monitoring the progress of the EDI plan, determining priorities, developing the EDI strategy, and providing robust scrutiny

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and challenge pertaining to EDI across the Centre’s activities. The EDI Committee is a visible and proactive point of contact between the Centre’s divisions and departments and the Board.

The Fundraising Sub-Committee supports the Centre’s voluntary income streams, particularly from philanthropists, major donors and corporates. The Fundraising Sub-Committee is responsible for identifying, engaging and introducing prospective donors as well as suggesting and supporting engagement events and activities.

The People and Culture Sub-Committee is responsible for overseeing the organisational pay and reward, performance and continuous professional development policies and procedures. It regularly reviews people statistics – including staff turnover, satisfaction, disciplinaries and grievances – to make recommendations for improvements across the Centre’s divisional and departmental teams. It is also responsible for reporting on the Centre’s gender pay gap and working with the EDI Committee to increase staff diversity, inclusion and equitable opportunity.

Key management personnel

Trustees

The Hon Michael Samuel MBE (Chair) Ms Catherine Bedford (appointed 12.11.19) Ms Sally Cairns Ms Melanie Chatfield (resigned 07.09.21) Ms Pamela Hutchinson (appointed 08.12.20) Dr Moshe Kantor (resigned 16.03.22) Ms Nicola Loftus (resigned 14.04.21) Professor Linda Mayes MD Mr Peter Oppenheimer Mr Daniel Peltz OBE (Treasurer) Professor Stephen Pilling Mr Dominic Shorthouse (Deputy Chair) Dr Sarah Wood OBE (appointed 08.02.21)

Executive

Professor Peter Fonagy, CEO Ms Ros Bidmead, Chief Operating Officer Mr David Fowler, Chief Financial Officer (to 31.03.22) Mrs Christine Kanu, Chief Financial Officer (from 28.02.22)

Mr Jonathan Robinson, Strategic Consultant Mr Peter Fuggle, Clinical Director (to 28.09.21) Ms Andrea King, Clinical Director (from 29.09.21)

Professor Jessica Deighton, Applied Research and Evaluation Director

Ms Jaime Smith, Schools Director Professor Eamon McCrory, Education and Training Director Dr Dickon Bevington, Medical Director

For key management remuneration, please see page 106.

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Plans for the future

Strategic five-year objectives

The Centre’s response to the coronavirus pandemic and the evolving needs of children, young people and families has accelerated plans under our strategic initiative, Closing the Gap, to dramatically enhance our reach and leverage to improve child mental health. We are relaunching our strategy for 2022–2026, defining six complementary and integrated strategic goals for the next five years:

  1. Invent – we will use the existing and emerging evidence base to explore new methods of prevention, therapy and models of support for infants, children, families and professionals.

  2. Teach – we will empower parents, carers and all those engaged in the care and support of children and young people through training, developing and nurturing the next generation of mental health practitioners and researchers.

  3. Connect – we will foster relationships within and between professionals and communities to share lived experience and knowledge, provide peer-to-peer support and sustain impact.

  4. Influence – we will improve professional practice through the dissemination of evidence-informed guidance and we will influence service transformation, national and local policy.

  5. Evidence – we will advance the understanding of mental health and wellbeing in children, identifying risk and protective factors and evaluating what works for who, why and in which contexts.

  6. Implement – we will create a pipeline from development, to evidence, to widescale implementation, supporting service providers and commissioners to improve prevention, early intervention, and to deliver services within system partnerships.

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Short-term goals

mental health and wellbeing across the 43 schools on the island.

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Trustees and auditors

Trustees’ responsibilities

The trustees (who are also directors of the Anna Freud Centre for the purposes of company law) are responsible for preparing the Trustees’ annual report and the financial statements in accordance with applicable law and United Kingdom accounting standards (United Kingdom generally accepted accounting practice).

Company law requires the trustees to prepare financial statements for each financial year which give a true and fair view of the state of affairs of the charitable company and of the incoming resources and application of resources, including the income and expenditure, of the charitable company for that period.

In preparing these financial statements, the trustees are required to:

The trustees are responsible for keeping proper accounting records that disclose with reasonable accuracy at any time the financial position of the charitable company and enable them to ensure that the financial statements comply with the Companies Act 2006. They are also responsible for safeguarding the assets of the charitable company and hence for taking reasonable steps for the prevention and detection of fraud and other irregularities.

In so far as we are aware:

Auditors

The auditors, Haysmacintyre LLP, will be proposed for reappointment in accordance with Section 485 of the Companies Act 2006. The Trustees’ report, incorporating the Strategic Report, was approved by the Trustees on 20 August 2022 and signed on their behalf by:

The Hon Michael Samuel MBE Chair of Trustees DATE : 20 August 2022

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Independent auditor’s report to the members of The Anna Freud Centre

Opinion

We have audited the financial statements of The Anna Freud Centre for the year ended 31 August 2021 which comprise the Statement of Financial Activities, the Balance Sheet, the Statement of Cash Flows and notes to the financial statements, including a summary of significant accounting policies. The financial reporting framework that has been applied in their preparation is applicable law and United Kingdom Accounting Standards, including Financial Reporting Standard 102 The Financial Reporting Standard applicable in the UK and Republic of Ireland (United Kingdom Generally Accepted Accounting Practice).

Basis for opinion

We conducted our audit in accordance with International Standards on Auditing (UK) (ISAs (UK)) and applicable law. Our responsibilities

under those standards are further described in the Auditor’s responsibilities for the audit of the financial statements section of our report. We are independent of the charity in accordance with the ethical requirements that are relevant to our audit of the financial statements in the UK, including the FRC’s Ethical Standard, and we have fulfilled our other ethical responsibilities in accordance with these requirements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.

Responsibilities of trustees for the financial statements

As explained more fully in the trustees’ responsibilities statement set out on page 40, the trustees (who are also the directors of the charitable company for the purposes of company law) are responsible for the preparation of the financial statements and for being satisfied that they give a true and fair view, and for such internal control as the trustees determine is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

In preparing the financial statements, the trustees are responsible for assessing the charitable company’s ability to continue as a going concern, disclosing, as applicable, matters related to going concern and using the

going concern basis of accounting unless the trustees either intend to liquidate the charitable company or to cease operations, or have no realistic alternative but to do so.

Auditor’s responsibilities for the audit of the financial statements

Our objectives are to obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, and to issue an auditor’s report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with ISAs (UK) will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic decisions of users taken on the basis of these financial statements. A further description of our responsibilities for the audit of the financial statements is located on the Financial Reporting Council’s website at: www.frc. org.uk/auditorsresponsibilities. This description forms part of our auditor’s report.

Conclusions relating to going concern

We have nothing to report in respect of the following matters in relation to which the ISAs (UK) require us to report to you where:

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Other information

The trustees are responsible for the other information. The other information comprises the information included in the Trustees’ Annual Report and the Chair’s statement. Our opinion on the financial statements does not cover the other information and, except to the extent otherwise explicitly stated in our report, we do not express any form of assurance conclusion thereon.

In connection with our audit of the financial statements, our responsibility is to read the other information and, in doing so, consider whether the other information is materially inconsistent with the financial statements or our knowledge obtained in the audit or otherwise appears to be materially misstated. If we identify such material inconsistencies or apparent material misstatements, we are required to determine whether there is a material misstatement in the financial statements or a material misstatement of the other information. If, based on the work we have performed, we conclude that there is a material misstatement of this other information, we are required to report that fact. We have nothing to report in this regard.

Opinions on other matters prescribed by the Companies Act 2006

In our opinion, based on the work undertaken in the course of the audit:

the information given in the Trustees’ Annual Report (which incorporates the strategic report and the directors’ report) for the financial year for which the financial statements are prepared is consistent with the financial statements; and the Trustees’ Annual Report (which incorporates the strategic report and the directors’ report) has been prepared in accordance with applicable legal requirements.

Matters on which we are required to report by exception

In the light of the knowledge and understanding of the charitable company and its environment obtained in the course of the audit, we have not identified material misstatements in the Trustees’ Annual Report (which incorporates the strategic report and the directors’ report). We have nothing to report in respect of the following matters in relation to which the Companies Act 2006 requires us to report to you if, in our opinion:

24th August 2022

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Statement of financial activities, incorporating an income and expenditure account

Year ended 31 August 2021

Registered charity number 1077106, registered company number 03819888.

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Unrestricted Restricted Total funds Total funds
funds 2021 funds 2021 2021 2020
Income from: £ £ £ £
Grants, donations and 2 442,117 3,323,218 3,765,335 3,758,874
legacies
-
Investments 3 61,184 61,184 58,967
Charitable activities
Clinical and 684,197 282,036 966,233 1,665,975
preventative services
-
Education and training 4,587,433 4,587,433 3,044,533
Research 891,644 727,506 1,619,151 2,965,554
Conference and study 3,499,520 58,942 3,558,462 2,235,744
events
Campus - - - -
-
Schools 1,953,939 1,953,939 2,074,892
11,616,733 1,068,484 12,685,217 11,986,697
-
Other 374,026 374,026 410,760
Total income 12,494,060 4,391,703 16,885,763 16,215,298
Expenditure on:
Raising funds
-
Fundraising and 4 383,241 383,241 340,666
publicity
-
Investment and 235 235 720
management fees
- - - -
Legal fees
-
383,476 383,476 341,386
Charitable activities
Clinical and 2,101,268 1,039,053 3,140,321 3,565,082
preventative services
Applied research 1,053,711 878,703 1,932,414 2,685,867
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Education and training 3,673,979 52,000 3,725,979 4,159,503
Research and policy 2,208,035 1,878,443 4,086,478 2,602,588
development
Schools 2,036,231 1,109,428 3,145,659 2,857,318
User participation, 307,779 25,000 332,779 372,695
library and
dissemination
-
Campus real estate 3,893 3,893 2,486
development
11,384,895 4982,627 16,367,522 16,245,541
Total expenditure 4 11,768,371 4,982,627 16,750,998 16,586,927
Net income/ 725,689 (590,924) 134,764 (371,629)
(expenditure) before
investment gains
-
Net investment gains 225,710 225,710 84,038
Net income / 951,399 (590,924) 360,475 (287,591)
(expenditure)
- -
Transfer between funds 12 2,702 (2,702)
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There were no recognised gains or losses other than as disclosed in the statement of financial activities. All income and expenditure relate to continuing activities.

The accompanying notes form an integral part of these financial statements.

Full comparatives are shown in note 17.

Young people’s experiences of HeadStart: 2017-2021 9393 Trustees’ annual report and financial statements for the year ended 31 August 2021

92 Evidence BasAnna Freud C e d Practice Unitntre

Balance sheet

Year ended 31 August 2021

Registered charity number 1077106, registered company number 03819888.

----- Start of picture text -----
Notes 2021 2020
£ £ £ £
Fixed assets
Tangible assets 6 35,946,205 36,642,089
Investments 7 2,663,453 1,923,540
38,609,657 38,565,629
Current assets
Debtors 8 1,169,315 1,403,603
Cash at bank and in hand 5,241,221 4,937,369
6,410,536 6,340,972
Creditors: amounts 9 (6,673,654) (6,852,461)
falling due within one
year
Net current liabilities (263,118) (511,489)
Creditors: amounts 10 (6,368,051) (6,436,126)
falling due after more
than one year
Total assets less total 31,978,489 31,618,014
liabilities
Funds 12
General funds 2,940,799 1,252,342
Designated funds 28,120,988 28,855,343
Restricted funds 916,702 1,510,328
Total funds 31,978,489 31,618,013
----- End of picture text -----

The accompanying notes form an integral part of these financial statements.

The financial statements were approved and authorised for issue by the Board on 20 August 2022 and were signed below on its behalf by:

Daniel Peltz

Daniel Peltz OBE Treasurer

The Hon Michael Samuel MBE Chair of the Board of Trustees

Young people’s experiences of HeadStart: 2017-2021 9595 Trustees’ annual report and financial statements for the year ended 31 August 2021

94 Anna Freud CEvidence Bas e d Practice Unitntre

Statement of cash flow Year ended 31 August 2021

Registered charity number 1077106, registered company number 03819888.

----- Start of picture text -----
2021 2020
£ £
Reconciliation of movement in funds to net cash flow
Net movement in funds 360,475 (287,591)
Depreciation charges 695,885 702,917
Income from investments (61,184) (58,967)
Unrealised investment (gains) (225,710) (84,038)
(Increase)/decrease in debtors 234,289 3,900,530
Increase/(decrease) in creditors (246,882) 709,445
provided by operating activities 756,871 4,882,296
Net cash flow
g activities
Cash flows from investin
Investment income 61,184 58,967
-
Purchase of tang (70,866)
ible fixed assets
-
Disposal of tang 33,011
ible fixed assets
-
Depreciation charges on disposal of tang (33,011)
ible fixed assets
Purchase of investments (561,184) (58,967)
Disposal of investments 46,982 99,486
- -
Disposal of assets held for sale
Increase/(decrease) in cash (453,018) 28,620
g activities
Cash flows from financin
- -
Bank loan repayment
- -
Increase in cash and cash equivalents in the period 303,852 4,910,917
Cash and cash equivalents at the beginning of the period 4,937,369 26,452
Cash and cash equivalents at the end of the period 5,241,221 4,937,369
----- End of picture text -----

----- Start of picture text -----
At 1
Other non- At 31 August
September
Cash flows 2021
cash changes
2020
£ £ £ £
Cash and cash
equivalents
-
Cash 4,937,369 303,852 5,241,221
- - - -
Overdrafts
- - - -
Cash equivalents
-
4,937,369 303,852 5,241,221
Borrowings
- - -
Debt due within one year 4,893,084
-
Debt due after one year (4,893,084) (4,893,084) (4,893,084)
- -
(4,893,084) (4,893,084)
-
Total 44,285 303,852 348,138
----- End of picture text -----

Young people’s experiences of HeadStart: 2017-2021 9797 Trustees’ annual report and financial statements for the year ended 31 August 2021

96 Anna Freud CEvidence Bas e d Practice Unitntre

Notes to the financial statements Year ended 31 August 2021

1. Accounting policies

a) Basis of preparation

The financial statements have been prepared in accordance with Accounting 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 (FRS 102) (effective 1 January 2015) - (Charities SORP (FRS 102)), the Financial Reporting Standard applicable in the UK (FRS 102) and the Companies Act 2006.

The Anna Freud Centre meets the definition of a public benefit entity under FRS 102. Assets and liabilities are initially recognised at historical cost or transaction value unless otherwise stated in the relevant accounting policy note(s).

Preparation of accounts on a going concern basis

The trustees consider there are no material uncertainties about the Charity’s ability to continue as a going concern. The review of our financial position, reserves levels and future plans gives Trustees confidence the Charity remains a going concern for the foreseeable future.

Charity information

The Anna Freud Centre (known as Anna Freud National Centre for Children and Families) is a company limited by guarantee (registered

number 03819888), and a public benefit entity and registered charity in England and Wales (charity number 1077106). The address of the registered office is 4-8 Rodney Street, London, N1 9JH.

b) Depreciation

All assets costing more than £1,000 and with an expected useful life exceeding one year are capitalised.

Depreciation is provided on all tangible fixed assets, other than freehold land, at rates calculated to write off the cost or valuation, less estimated residual value, of each asset on a straight-line basis over its expected useful life, as follows:

Freehold properties: 1.33% per annum Furnishings and equipment: 25% per annum

c) Investments

Investments are included in the balance sheet at market value. It is the charity’s policy to keep valuations up to date such that when investments are sold there is no gain or loss arising relating to previous years. As a result, the statement of financial activities does not distinguish between the valuation adjustments relating to sales and those relating to continued holdings as they are together treated as changes in the value of the investment portfolio throughout the year.

d) Income

All income is recognised once the charity has entitlement to income, it is probable that income will be received and the amount of income receivable can be measured reliably. With grants and donations once an award or pledge has been made in writing and if there are no restrictions or constraints on receiving the donation then this will be recognised in full once entitlement is established. All other incomes are recognised based on the matching principle, and so are related to the activity, otherwise they remain repayable and so deferred.

Grant income includes the Government’s Coronavirus Job Retention Grant (CJRG) and is recognised under the accruals basis in line with staff costs. In the year to 31 August 2020 the amount claimed is £0.2m (2019: nil).

e) Translation of foreign currencies

Bank balances in foreign currencies are translated into sterling at the rate of exchange ruling at the year end and any exchange differences together with exchange differences arising from the conversion of grants received in foreign currencies into sterling during the year are included in the statement of financial activities.

f) VAT

Where appropriate, expenditure includes irrecoverable value added tax.

Young people’s experiences of HeadStart: 2017-2021 9999 Trustees’ annual report and financial statements for the year ended 31 August 2021

98 Evidence BasAnna Freud C e d Practice Unitntre

g) Expenditure

Direct costs have been charged to the relevant project it has arisen for. Overheads are apportioned across the organisation based on a percentage of direct costs. Governance costs include costs incurred in meeting constitutional and statutory requirements.

h) Employee benefits

Pension costs

The organisation offers employees a 6% contribution towards their pension based on their gross salary. Employees who do not opt out of the scheme are members of a group personal pension contributory system with Royal London, administered by The Anna Freud Centre.

Short term benefits

Short term benefits including holiday pay are recognised as an expense in the period in which the service is received.

All income and expenditure is shown in the statement of financial activities.

j) Financial instruments

The charitable company only has financial assets and financial liabilities of a kind that qualify as basic financial instruments. Basic financial instruments are initially recognised at transaction value and subsequently measured at their settlement value.

k) Cash at bank and in hand

Cash at bank and cash in hand includes cash and short term highly liquid investments with a short maturity.

l) Debtors

Trade and other debtors are recognised at the settlement amount due after any trade discount offered. Prepayments are valued at the amount prepaid net of any trade discounts due.

estimates, and assumptions about the carrying value of assets and liabilities that are not readily apparent from other sources. The estimates and underlying assumptions are based on historical experience and other factors that are considered to be relevant. Actual results may differ from these estimates.

The estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised if the revision affects only that period, or in the period of the revision and future periods if the revision affected current and future periods. It has been decided to depreciate the Kings Cross Property over 75 years to reflect its useful economic life.

Employee termination benefits

Termination benefits are accounted for on an accrual basis and in line with FRS 102.

i) Fund accounting

General funds consist of amounts available to the trustees to be applied at their discretion within the objects of the charity. Designated funds comprise unrestricted funds which have been set aside at the discretion of the trustees for specific purposes.

Restricted funds consist of amounts subject to special trusts within the objects of the charity either imposed by the donor or by the terms of the appeal.

m) Creditors and provisions

Creditors and provisions are recognised where the charity has a present obligation resulting from a past event that will probably result in the transfer of funds to a third party and the amount due to settle the obligation can be measured or estimated reliably. Creditors and provisions are normally recognised at their settlement amount after allowing for any trade discounts due.

n) Critical judgements and estimates

In the application of the accounting policies, the Trustees are required to make judgement,

Young people’s experiences of HeadStart: 2017-2021 101101 Trustees’ annual report and financial statements for the year ended 31 August 2021

100 Anna Freud CEvidence Bas e d Practice Unitntre

2. Grants and donations

----- Start of picture text -----
2021 2020
£ £
Unrestricted funds
Unrestricted general 374,398 465,127
HMRC Job Retention Scheme furlough payments 67,719 234,412
Unrestricted total 442,117 699,539
Restricted funds
Campus Project (formerly Development Fund)
-
The Peter Samuel Charitable Trust 25,000
25,000 25,000
The Clore Duffield Foundation
Campus total 25,000 50,000
Clinical
Child Psychotherapy Services
The Anna Freud Foundation 5,419 7,758
The Chesser Trust 8,000 8,000
Anonymous donor 31,981 31,981
Sundry donors 4,575 4,275
Early Years Central
-
Mr V Meyer & Mrs E Meyer 87,500
The Sylvia Adams Charitable Trust 53,543 -
Family Ties
Department for Work and Pensions 15,912 92,938
-
Children in Need 41,538
g Collaboration
Reflective Fosterin
-
KPMG Foundation 50,000
Segelman Trust 80,000 50,283
-
National Institute of Health Research 74,090
-
Colyer-Fergusson Charitable Trust 36,350
-
UCL 8,482
-
Anonymous donor 8,019
Parent Infant Psychotherapy
The Chesser Trust 8,000 8,000
Sundry donors 4,575 6,775
AMBIT Peer Mentoring
Berkeley Foundation 64,565 -
Mind the Dad
Berry Street Foundation 24,129 21,869
Integrated Early Years Pathway
Department of Health and Social Care 72,558 163,668
London Borough of Camden 42,878 17,280
London Borough of Wandsworth 65,500 31,115
----- End of picture text -----

----- Start of picture text -----
Responding to COVID-19: Early Years Digital Therapy
Service
-
National Lottery Community Fund 106,461
-
KPMG Foundation 79,501
g
Reflective Parentin
-
Anonymous donor 8,019
Other 778 3,090
Applied research and evaluation
More than Mentors
-
Community Links 8,390
Marie Skłodowska-Curie Innovative Training Network
-
TEAM 63,833
Schools Evaluation
The Mercers' Company 100,000 150,000
iRisk - seed corn
-
5,000
Nuffield Foundation
#RESET Mental Health
Nominet 4,920 44,276
On My Mind
-
Pixel Fund 10,000
MeeTwo Evaluation
-
Innovate UK 50,000
Prevent-Protect-Repair Lewisham Evaluation
-
What Works for Children’s Social Care 67,816
BESST
-
National Institute of Health Research 29,207
-
Other 5,000
Education and training
The Chesser Trust 9,000 9,000
-
Christopher A. Holder 23,000
-
LifePsychology Ltd 20,000
The Science of Early Adversity and Resilience
-
UCL 32,214
CEO projects
The UK Trauma Council
-
St James's Place Charitable Foundation 56,485
National Lottery Community Fund 239,508 474,004
-
Sundry donors 6,701
UCL collaborations
Anonymous donor 53,750 42,500
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Young people’s experiences of HeadStart: 2017-2021 103103 Trustees’ annual report and financial statements for the year ended 31 August 2021

102 Anna Freud CEvidence Bas e d Practice Unitntre

----- Start of picture text -----
Psychoanalytic Electronic Publishing 76,042 48,749
Virginia Tech Carilion 115,743 -
Postnatal depression and oxytocin study
-
The Michael J Samuel Charitable Trust 15,000
-
International Psychoanalytical Association 7,467
-
American Psychoanalytic Association 14,675
-
Galvani Charitable Foundation 250
Mental Health Academy
The Royal Foundation 71,762 71,762
-
Pears Foundation 640,000
BERRI Evaluation
-
Innovate UK 19,347
Lighthouse Parenting Programme Evaluation
-
What Works for Children’s Social Care 112,711
Impact of adoption study
-
Sir Halley Stewart Trust 6,699
Closing the Gap
-
The Fidelity UK Foundation 250,000
Other 1,000 5,000
Schools
Schools in Mind
-
Jo Malone London 101,673
-
40,000
Garfield Weston Foundation
-
Rosemarie Nathanson Charitable Trust 10,000
Mentally Healthy Schools
The Royal Foundation 48,192 271,814
Jo Malone London 107,884 30,600
-
The Danson Foundation 10,000
Schools Outreach Service
Mrs E Meyer 3,750 52,500
St Giles-in-the-Fields and William Shelton Educational Charity 28,600 36,019
-
Edward Harvist Trust 2,271
-
Westminster Almshouses Foundation 12,025
-
Strand Parishes Trust 7,150
-
Sundry donors 5,000
Inclusion and Specialist Help (formerly AP Innovation)
Pears Family School
Anonymous donor 100,000 100,000
-
Barclays Bank Plc 75,000
Other 441
Department for Education 49,984 214,694
-
KPMG Foundation 27,247
----- End of picture text -----

----- Start of picture text -----
-
Porticus UK 92,753
Esmee Fairbairn Foundation 60,000 80,000
Schools and Colleges Early Support Service
-
Berkeley Foundation 20,000
-
Hands Trust 25,005
-
60,000
Garfield Weston Foundation
-
Barclays Bank Plc 100,000
The Foyle Foundation 50,000
National Emergencies Trust 92,357
-
Sundry donors 1,000
-
Other 1,200
Restricted total 3,323,218 3,059,335
Grand Total 3,765,335 3,758,874
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3. Investment income

----- Start of picture text -----
2021 2020
£ £
Income from listed investments 61,184 58,967
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104 Anna Freud CEvidence Bas e d Practice Unitntre

Total expenditure year ended 31 August 2021

----- Start of picture text -----
Salaries Consultants PG grants Other Support Total 2021
expense costs
£ £ £ £ £ £
Cost of raising
funds
- -
Fundraising and 334,981 21,000 27,261 383,241
publicity
- - - -
Investment 235 235
management
fees
- - - - - -
Legal fees
- -
334,981 21,000 27,495 383,476
Charitable
expenditure
Clinical 2,095,221 210,478 35,331 121,912 677,380 3,140,321
-
Applied 972,864 401,262 213,201 345,086 1,932,414
Research and
Evaluation
Education and 2,514,120 106,851 45,305 140,575 919,127 3,725,979
Training
Research 1,374,107 859,790 168,268 731,931 952,383 4,086,478
and Policy
Development
Schools 2,132,814 84,310 130,000 104,598 693,937 3,145,659
-
User 197,110 38,771 35,386 61,511 332,779
Participation,
Library and
Dissemination
- - - -
Campus 3,893 3,893
Real Estate
Development
9,286,235 1,701,463 414,290 1,377,621 3,587,913 16,367,522
Total 9,621,216 1,722,463 414,290 1,405,116 3,587,913 16,750,998
expenditure
----- End of picture text -----

Total expenditure year ended 31 August 2020

----- Start of picture text -----
Salaries Consultants PG grants Other Support Total 2020
expense costs
£ £ £ £ £ £
Cost of raising
funds
- -
Fundraising and 307,075 18,000 15,591 340,666
publicity
- - - -
Investment 720 720
management
fees
- - - - - -
Legal fees
- -
307,075 18,000 16,311 341,386
Charitable
expenditure
-
Clinical Service 2,738,200 143,809 270,394 1,097,442 4,249,844
Improvement
-
Innovation, 1,171,410 712,478 290,651 511,463 2,686,001
Evaluation and
Dissemination
Postgraduate 2,250,247 47,968 45,305 107,417 1,024,360 3,475,297
Studies
Research 1,184,439 265,251 187,721 532,502 787,489 2,957,402
and Policy
Development
The Family 207,365 3,610 100,000 7,388 39,552 357,916
School
-
Mental Health 1,395,074 19,244 156,880 573,757 2,144,955
and Wellbeing in
Schools
-
User 290,468 2,900 35,386 42,885 371,639
Participation,
Library and
Dissemination
- - - -
Campus 2,486 2,486
Real Estate
Development
9,237,203 1,195,259 368,412 1,410,603 4,034,063 16,245,541
Total 9,544,278 1,213,259 368,412 1,426,914 4,034,063 16,586,927
expenditure
----- End of picture text -----

Young people’s experiences of HeadStart: 2017-2021 107107 Trustees’ annual report and financial statements for the year ended 31 August 2021

106 Evidence BasAnna Freud C e d Practice Unitntre

----- Start of picture text -----
2021 2020
Support costs £ £
payroll 1,047,477 1,264,685
Staff costs via
gency/consultants 134,282 252,170
Staff costs via a
109,325 83,416
Staff related costs
penses 686,348 853,578
Office ex
IT costs 732,988 673,499
Governance 41,195 35,483
Finance charges 140,924 170,079
Depreciation 695,374 701,152
3,587,913 4,034,063
----- End of picture text -----

Support costs are allocated to activities in the ratio of each activity’s direct expenditure as this is considered to be a reasonable reflection of usage. Governance costs include audit fees of £22,620 (2020: £21,540). Additional fees of £2,100 were paid to the auditors in the year (2020: £nil).

5. Staff costs and numbers

----- Start of picture text -----
2021 2020
a) £ £
Staff costs
Wages and salaries 9,354,232 9,515,358
Social security costs 856,721 843,079
Pension costs 457,740 450,526
10,668,693 10,808,963
----- End of picture text -----

Staff costs include seconded staff costs amounting to £412,165 (2020: £542,701). Staff costs also includes staff redundancy payments amounting to £54,344 (2020: £29,775).

----- Start of picture text -----
2021 2020
Emoluments over £60,000 No. No.
£60,001 – £70,000 15 11
£70,001 – £80,000 4 4
£80,001 – £90,000 2 4
£90,001 – £100,000 4 3
£100,001 – £110,000 1 0
----- End of picture text -----

Pension contributions of £85,007 were made to those receiving emoluments over £60,000 (2020: £84,162).

The total remuneration paid to key management personnel in the period was £587,609 (2020: £742,515).

----- Start of picture text -----
2021 2020
The average number of employees analysed by function was: No. No.
Clinical 65 90
Education and Training 96 104
Research 84 85
Conferences 18 10
Schools 63 54
Library 2 2
328 345
----- End of picture text -----

b) Trustees

No trustee received remuneration for their services during the year (2020: £nil). Reimbursed expenses were £nil (2020: £nil)

6. Tangible fixed assets

----- Start of picture text -----
Freehold Freehold Furnishings Total
land properties and
equipment
£ £ £ £
Cost
At 1 September 2020 8,110,690 28,112,281 1,318,730 37,541,701
- - - -
Additions
- - - -
Disposals
- - - -
Transfers
At 31 August 2021 8,110,690 28,112,281 1,318,730 37,541,701
Depreciation
-
At 1 September 2020 468,538 431,073 899,611
-
Charge for the year 374,830 321,054 695,885
- - -
Disposals (33,011)
-
At 31 August 2021 843,368 752,127 1,595,496
Net book value
At 31 August 2021 8,110,690 27,268,912 566,603 35,946,205
At 31 August 2020 8,110,690 27,643,743 887,657 36,642,089
----- End of picture text -----

Young people’s experiences of HeadStart: 2017-2021 109109 Trustees’ annual report and financial statements for the year ended 31 August 2021

108 Anna Freud CEvidence Bas e d Practice Unitntre

7. Investments

----- Start of picture text -----
2021 2020
£ £
Market value at 1 September 1,923,540 1,880,021
Additions 561,184 58,967
Disposal proceeds (46,982) (99,486)
Net investment gains 225,710 84,038
Market value at 31 August 2,663,453 1,923,540
Historical cost at 31 August 2,093,816 1,597,178
Listed investments (market value)
262,444 282,689
UK fixed interest
UK equity shares 526,916 324,265
Overseas equities 1,413,935 991,619
Property 104,765 52,850
Alternative assets 244,282 193,182
Market value of listed investments 2,552,342 1,844,605
Cash 111,111 78,935
Total 2,663,453 1,923,540
----- End of picture text -----

The investment managers, Sarasin, invest in a wide range of investments and the Trustees regularly review performance. The investment managers are remunerated by a percentage of the value of the fund and the charge for 2021 was £235 (2020: £720).

----- Start of picture text -----
2021 2020
Debtors: amounts falling due within one year £ £
Trade debtors 478,837 745,247
Prepayments and accrued income 469,193 440,304
Other debtors 48,227 117,794
996,257 1,303,345
10,668,693 10,808,963
2021 2020
Debtors: amounts falling due after one year £ £
- -
Trade debtors
Prepayments and accrued income 173,058 100,258
- -
Other debtors
173,058 100,258
10,668,693 10,808,963
----- End of picture text -----

9. Creditors: amounts falling due within one year

----- Start of picture text -----
2021 2020
£ £
Trade and other creditors 772,318 728,234
Taxation and social security costs 256,430 225,975
Accruals and deferred income 5,644,906 5,898,252
- -
Bank loans
6,673,654 6,852,461
----- End of picture text -----

8. Debtors

----- Start of picture text -----
2021 2020
£ £
Trade debtors 478,837 745,247
Prepayments and accrued income 642,251 540,562
Other debtors 48,227 117,794
1,169,315 1,403,603
10,668,693 10,808,963
----- End of picture text -----

----- Start of picture text -----
Analysis of accruals and deferred income 2021 2020
£ £
Deferred income at the start of the period 5,898,252 4,840,655
Amounts released to income in the year (5,022,625) (4,448,580)
Amounts deferred in the year 4,769,279 5,506,177
Deferred income at the end of the period 5,644,906 5,898,252
----- End of picture text -----

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110 Anna Freud CEvidence Bas e d Practice Unitntre

10. Creditors: amounts falling due in more than one year

----- Start of picture text -----
2021 2020
£ £
Bank loans 4,893,084 4,893,084
DfE Family School capital contribution 1,474,967 1,543,042
6,368,051 6,436,126
The analysis of bank loans is as follows:
- -
Due in 1-2 years
Due in 3-5 years 4,893,084 4,893,084
- -
Due beyond 5 years
4,893,084 4,893,084
----- End of picture text -----

A loan of £4.9 million was agreed on the 27 September 2019 for a period of five years on a fixed rate basis of 2.87%

----- Start of picture text -----
The analysis of the DfE contribution is as follows:
- -
Income
Recognised in 1-2 years 68,075 68,075
Recognised in 3-5 years 204,226 204,226
Recognised beyond 5 years 1,202,665 1,270,741
1,474,967 1,543,042
----- End of picture text -----

The DfE have contributed £1,701,885 to the construction of the Family School, which was received in full this year and is recognised over the course of the 25-year lease which commenced in May 2019.

11. Operating lease commitments

----- Start of picture text -----
2021 2020
£ £
Operating leases 39,684 53,828
39,684 53,828
2021 2020
£ £
Due in less than 1 year 14,143 14,143
Due in 1-2 years 14,143 14,143
Due in 3-5 years 11,398 25,541
Due beyond 5 years - -
39,684 53,828
----- End of picture text -----

12. Statement of funds

----- Start of picture text -----
1 Income Expenditure Investment Transfers 31 August
September gains and 2021
2020 revaluations
£ £ £ £ £ £
General funds 1,252,342 12,493,250 (11,038,206) 225,710 7,702 2,940,799
Designated
funds
- - -
Fixed asset fund 28,381,900 (695,374) 27,686,526
-
EBPU 473,444 810 (34,792) (5,000) 434,462
-
Total designated 28,855,343 810 (730,166) (5,000) 28,120,988
funds
Restricted
funds
- - - - - -
Campus project
- -
Clinical 346,298 932,927 (1,039,053) 240,172
- -
Applied 91,901 844,760 (878,703) 57,959
Research
- -
Education and 21,828 52,000 (52,000) 21,828
Training
-
Research 953,596 1,786,894 (1,878,443) (297,438) 564,609
and Policy
Development
- - - -
Pears Family 9,594 (9,594)
School
-
Schools 87,111 750,122 (1,109,428) 304,330 32,135
- - - -
Central Support 25,000 25,000
Services
-
Total restricted 1,510,328 4,391,703 (4,982,627) (2,702) 916,702
funds
-
Total funds 31,618,014 16,885,763 (16,750,998) 225,710 31,978,489
----- End of picture text -----

Details of designated funds

Fixed asset fund

Fixed asset fund matches reserves with fixed assets held and used directly for charity purposes.

EBPU (Evidence Based Practice Unit)

Service development and evaluation has been growing for the last few years and to enable further

Young people’s experiences of HeadStart: 2017-2021 113113 Trustees’ annual report and financial statements for the year ended 31 August 2021

112 Anna Freud CEvidence Bas e d Practice Unitntre

growth funds are being designated by self-generated surpluses.

Details of restricted funds

Restricted funds result when income is received from funders for a specific purpose in advance of the costs being incurred. These are held to fund the discharge of that purpose and generally this occurs within a year. These are the names of some of funds held for these purposes:

Clinical

Include Reflective Fostering Collaboration, AMBIT Peer Support project, Early Years Pathway, Reflective Parenting and Family Ties.

Education and Training

Includes the Science of Early Adversity.

Research and Policy Development

Includes funding for the UK Trauma Council, Lighthouse Parenting Programme Evaluation, Mental Health Academy, and Closing the Gap.

Applied Research

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- -
Clinical projects 188,085 885,116 (726,903) 346,298
- - -
Innovation, 855,545 (763,643) 91,901
Evaluation and
Dissemination
- - -
Postgraduate 41,214 (19,386) 21,828
studies
- -
Research 168,762 1,877,193 (1,092,358) 953,596
projects
- -
The Family 128,881 100,441 (219,727) 9,594
School
- -
Mental Health 624 546,077 (459,591) 87,111
and Wellbeing in
Schools
- - -
Central Support 0 65,000 (65,000)
Services
- -
Total restricted 486,352 4,370,586 (3,346,609) 1,510,328
funds
-
Total funds 31,905,605 16,215,298 (16,586,927) 84,038 31,618,014
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Includes Schools-based Evaluation and Lewisham Protect-Prevent-Repair Evaluation and the KidsTime Evaluation.

Schools

13. Related parties and related party transactions

Includes Schools in Mind and Mentally Healthy Schools.

Statement of funds (2020 comparative)

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1 Income Expenditure Investment Transfers 31 August
September gains and 2020
2019 revaluations
£ £ £ £ £ £
-
General funds 1,809,063 11,842,374 (12,483,132) 84,038 1,252,342
Designated
funds
- - -
Fixed asset fund 29,083,052 (701,152) 28,381,900
- -
EBPU 527,139 2,338 (56,033) 473,444
- -
Total designated 29,610,190 2,338 (757,185) 28,855,343
funds
Restricted
funds
- - - - - -
Campus project
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Trustees and related parties made donations totalling £65,000 in the year to the Anna Freud Centre (2020: £80,000).

14. Pension commitments

The organisation makes contributions to personal pension schemes on behalf of some of its employees. Contributions in the year totalled £457,740 (2020: £450,526). Amounts owing to the scheme at 31 August 2021 were £386 (2020: £nil).

Young people’s experiences of HeadStart: 2017-2021 115115 Trustees’ annual report and financial statements for the year ended 31 August 2021

114 Anna Freud CEvidence Bas e d Practice Unitntre

15. Analysis of net assets between funds

17. Comparative financial statement of financial activities (2020)

Fund balances at 31 August 2021 are represented by:

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General funds Designated Restricted Total
funds
funds funds
£ £ £ £
Tang 8,259,679 27,686,526 35,946,205
ible fixed assets
Investments 2,663,453 2,663,453
Long term creditors (6,368,051) (6,368,051)
Net current assets (1,614,282) 434,462 916,702 (263,118)
2,940,799 28,120,988 916,702 31,978,489
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Fund balances at 31 August 2020 are represented by:

----- Start of picture text -----
General funds Designated Restricted Total
funds
funds funds
£ £ £ £
-
Tang 8,260,190 28,381,900 36,642,089
ible fixed assets
- -
Investments 1,923,540 1,923,540
- -
Long term creditors (6,436,126) (6,436,126)
Net current assets (2,495,261) 473,444 1,510,328 (511,489)
1,252,342 28,855,343 1,510,328 31,618,014
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16. Post balance sheet events

The impact of COVID 19 continued to have an effect on the Centre’s operations in 2021 and we utilised the Coronavirus Job Retention Grant (CJRG) £0.1m in the year to August 2021 (2020: £0.2m).

----- Start of picture text -----
Unrestricted Restricted Total funds Total funds
funds 2021 funds 2021 2021 2020
Income from: £ £ £ £
Grants, donations and 2 699,539 3,059,334 3,758,874 4,194,576
legacies
-
Investments 3 58,967 58,967 62,950
Charitable activities
Clinical and 1,559,370 106,605 1,665,975 2,599,917
preventative services
-
Postgraduate training 3,044,533 3,044,533 2,803,709
Research 1,831,530 1,134,024 2,965,554 2,887,974
Conference and study 2,165,121 70,623 2,235,744 2,346,574
events
Campus - - 0 1,800
-
Mental health in schools 2,074,892 2,074,892 1,250,657
10,675,446 1,311,251 11,986,697 11,890,631
-
Other 410,760 410,760 37,914
Total income 11,844,712 4,370,586 16,215,298 16,186,071
Expenditure on:
Raising funds
-
Fundraising and 4 340,666 340,666 237,525
publicity
-
Investment and 720 720 502
management fees
- -
Legal fees 0 0
-
341,386 341,386 238,027
Charitable activities
Clinical Service 3,522,941 726,903 4,249,844 4,193,687
Improvement
Innovation, Evaluation 1,922,358 763,643 2,686,001 2,689,038
and Dissemination
Postgraduate Studies 3,455,911 19,386 3,475,297 2,767,666
Research and Policy 1,865,044 1,092,358 2,957,402 2,586,988
Development
The Family School 138,189 219,727 357,916 322,766
Mental Health and 1,685,364 459,591 2,144,955 1,639,476
Wellbeing in Schools
User Participation, 306,639 65,000 371,639 295,295
Library and
Dissemination
----- End of picture text -----

Young people’s experiences of HeadStart: 2017-2021 117117 Trustees’ annual report and financial statements for the year ended 31 August 2021

116 Anna Freud CEvidence Bas e d Practice Unitntre

----- Start of picture text -----
-
Campus Real Estate 2,486 2,486 1,027,066
Development
12,898,932 3,346,609 16,245,541 15,521,981
Total expenditure 4 13,240,317 3,346,609 16,586,927 15,760,008
Net income/ (1,395,605) 1,023,977 (371,629) 426,063
(expenditure) before
investment gains
-
Net investment gains 84,038 84,038 45,549
Net income / (1,311,567) 1,023,977 (287,591) 471,612
(expenditure)
- - - -
Transfer between funds 12
Net movement in funds (1,311,567) 1,023,977 (287,591) 471,612
Funds balance brought 12 31,419,253 486,352 31,905,605 31,433,992
forward at 1 September
Funds balance carried 12 30,107,686 1,510,328 31,618,014 31,905,604
forward at 31 August
----- End of picture text -----

Anna Freud Centre 4-8 Rodney Street London N1 9JH

annafreud.org