ANNUAL REPORT 2020- 2021 REEDO TO LEAR PHG)ENIX EDUCATION
The Phoenix Education Trust is a charitable company limited by guarantee. It was incorporated on 23 October 2000 and is governed by its Memorandum and Articles of Association.
The Trustees, who are also the Directors for the purposes of Company Law, present their report and the audited Financial Statements of the Charity for the year ended 31 March 2021.
Reference and Administrative Information
Registered Company Number: 4094988
Registered Charity Number: 1084686
Registered Address: The Phoenix Education Trust, Common House, Unit 5E, 5 Pundersons Gardens, London E2 9QG.
Bankers: CAF Bank Limited , Kings Hill, West Malling, Kent, ME19 4TA. Accountants: Prentis & Co. LLP., 115c Milton Road, Cambridge, CB4 1XE,
| Forward by the Co-Chairs | L~ 3 |
|---|---|
| Our Vision | + |
| Our Values | 5 |
| Current Projects | 6 |
| Changemakers Lab | 6 = 10 |
| Freedom to Learn | 10 — 14 |
| Resources for the Mainstream | 15 |
| Reflections on COVID-19 | 16 — 18 |
| Our Team | 19 |
| Policies | 20 |
| Donate | 21 |
| StatementofFinancialActivities | 22—29 |
THE PHOENIX EDUCATION TRUST
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The year's overview CHAIR'S
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At the Annual General
work of Phoenix Education
Meeting in October 2020, we goes on. Projects continue to had a ‘virtual campfire’ to survive and thrive. celebrate the 20th birthday of Fundraising efforts continue. Phoenix Education. People Our commitment to working told origin stories of the alongside young people and organisation and shared their with our collaborators to own experiences of how they improve young people’s whathad becomehad happenedinvolvedforandthem. experiencesstrong as ever.of educationAt this pointis asWe talked of the Covid-19 our 21st birthday - we are lockdown and dreamed of a ready to look to the future time when we would be able and to build on our strong to meet again in person. None foundations. We hope you will of us imagined that - one year join us in this ambition. later - that time would not yet have come. The world has This report outlines the tilted on its axis and so many details of the financial and things have changed. The operational activities that virtual world has, for many, cover the time period from become the most-real world April 2020-March 2021. The that we inhabit. ‘Working two main projects — from home’ has become Changemakers Lab and permanent. Fear of resuming Freedom to Learn ~ have in-person contact and facecontinued in their activities, to-face work is high whilst overcoming the considerable simultaneously being challenges presented by tantalisingly close. Covid-19 lockdowns. All faceMeanwhile, the day-to-day to-face work has taken place
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The year's overview .. CONTINUED
online, including recruiting and supporting young activists in their campaign work, and co-ordinating the 10-day Freedom to Learn Forum that took place in August 2020. Although no-one would have chosen to operate exclusively through online organising, there is no doubt that there have been unexpected benefits to this enforced change of practice, especially in terms of accessibility and cost.
Our superb staff team, led by Sophie Christophy as CEO, has worked from home for the entire duration of this Annual Report. New members of staff have been recruited,
inducted, and have carried out their roles without having ever met the rest of the team in the ‘real world’. The way that this has taken place has been remarkable, and the trustees are extremely
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grateful to Sophie for steering Phoenix Education through such challenging times, and to the rest of the team for the skills, creativity, openness and resilience that they have brought to all of their endeavours.
Our financial situation has been unexpectedly robust this year, as a result of the generosity of funders who have been willing to flex in the light of the implications of Covid-19. As ever, we are extremely grateful to our key partners and supporters, especially Paul Hamlyn Foundation, Joan Ainslie Charitable Trust, and Meadowbrook Charitable Trust, and are excited to have entered a new relationship with Edge Foundation that will shape significant new work in 2021-22.
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At the point that this Annual Report is being presented at our AGM - November 2021 - we have a new CEO in place. Justin Maroy replaced Sophie in the summer of 2021. We thank Sophie for all of her work with Phoenix, and we welcome Justin to the role. We are looking forward to introducing him to the Guardian Members and to working with him to build our strategy and operational plans in the months ahead. Yours Sincerely,
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Dr. Max Hope
Ma ¥* Hope
Abi Knipe
Co-Chairs of the Board of Trustees
For over 20 years, Phoenix
Education has been working to shift school cultures and the education system to become more democratic, collaborative, rights-based and antioppressive spaces for the people within them.
Our aim and vision is of a system of education in which children and young people are seen and heard as whole human beings with rights, where they can explore their interests and sense of self in an authentic and meaningful way, and actively pursue an education that is relevant to their lives and the circumstances of the world that we live in.
Values-Led
Phoenix is a values-led
organisation, and our guiding values are: equality and equity, autonomy, collaboration, agency and authenticity. These are the values we would like to see underpin the education system, and they are values through which we endeavour to do our work.
Adultism Aware
We have an awareness of the marginalisation, discrimination, prejudice and stereotyping that young people can experience based on their age, that directly impacts their experience of the education system, and can be a threat to their autonomy, agency, and rights. We are mindful of how this bias can show up in ourselves and our work and challenge it when we See it at ‘home’ and elsewhere.
Partnership-Oriented
We have big ideas and a
commitment to making lasting change. We know the best way we can do this is by collaborating with other organisations and activists that care about the same things that we do. We are always on the look-out for creative opportunities to join forces with others committed to change.
What we stand for
Equality
When adults and children see themselves as equal partners in the learning journey, mutual trust and respect becomes the foundation for deep educational engagement.
Autonomy When students are able to follow their own interests and learn because they want to, they stay curious, and grow in their power and passions.
Collaboration
Progress happens when we work together and being part of a team is an essential part of our happiness. This is how society evolves.
Agency
When every member of a learning community has input and influence, they learn how to have a positive impact on the world around them.
Authenticity
To function in the real world, thestudentsreal world.need toThe be involvedsociety in around us can be our
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This year, Phoenix Education has been working on two main projects: Changemakers Lab and Freedom to Learn. There is a third project to create resources and training for innovators in mainstream schools which is also introduced here.
Changemakers Lab
a ed S| / O35 Working with young people / A~4 | to transform the education system [aew ~
The Changemakers Lab (CML) began at the start of 2020 and is due to be completed by Spring 2022. It is part of the Act for Change initiative, a cohort of organisations supporting young people working for change, funded by the Paul Hamlyn Foundation and Esmée Fairbairn Foundation in partnership with the National Lottery Community Fund.
Changemakers Lab brings together young activists to research, design, and implement meaningful campaigns for change in the education system, and to explore differences and the role of solidarity in changemaking.
Changemakers Lab invites student activists aged 14-18 from different backgrounds and locations in the UK to work together to campaign for reform in the education system - ensuring it better reflects the needs and rights of young people...
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The Changemakers Lab (CML) facilitated:
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e Creating online facilitated space for young changemakers to come together and supporting student only spaces and actions.
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e Developing and deepening understanding of the issues in school and the education system that affect them and others.
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¢ Building relationships and networks with other education changemakers and campaigners.
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¢ Exploring and actioning ways to stimulate and create change.
Changemakers Lab ran its first programme cycle of online training and workshops with a cohort of young activists from April - July 2020 and then worked alongside the Freedom to Learn Team to offer openaccess changemaker sessions during the Freedom to Learn Forum in August, some organised by staff and some by young people.
During the first cycle of online training, it became apparent that a particular group of young people, those from refugee backgrounds for whom English was a second language, were experiencing significant barriers to fully engaging with the sessions. Given that Changemakers Lab was a three-way collaboration between Phoenix Education, the Refugee Support Network and Student Voice, it was vital to pivot to find more appropriate ways of working with these particular young people. In July 2020, staff offered an innovative face-to-face summer school to refugee students at Newman Catholic College. These bespoke sessions used circling, collage-making and storytelling to support young refugees to express their lived experience at school.
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al OZ-UK Va:b2 za < test ra) FreedomHannanEducators wison to Learn: #UDUNtU Diverse 29 < @ TransformationEDIT10h-@ - Education in see tT Changemakers Lab Retweeted g Vina Hussen Freedom SleefeeFestival It beginsit TODAY!Y! August144-- 23 Syuminaiussen “Merrotewthet ourseme schools of belonging are inctesivefor of? ond W The Freedom To Learn Forum is 10 days of events a celebrating freedom, autonomy and social justice in @ThePupilPower session we = education, ONLINE andmanana entirely FREE. veh hosted by @aliyahiyork was «ia ited aad #4 Get in on your che a Attachment Parenting UK, absolutely inspirational today! Sulawep alia = henna 89 bn My favourite" panel was definitely_ reedom to Learn: Diverse Ed... prect i cetn sitication,i Chy e cke out this amazing2 event from Freedom thewhich expressedculture, class and young race panel wiasiqavariaeOs U3 G8 4+ ; Ei+ Pupiliy, Power:[ to][ Compas:] School @© Fentonieby SullyoesHall people's powerful opinions on ae We are excited to announce that due to how this affects the current Replying to @Ethical_Leaderws “acaresstne Harm: the AMAZING response we've had from education system! Good morning and shar 3Ing with‘ participants,events submitted and theto the HUGE open LINEUP space of my networks.k + Creative Ecosystem submissionsprogramme, wefor are new now events! closing + Podcasting for Char “ _ This is necessary in order to ensure the 12 Innovate Journal Retweete Centre for Teachers & Tea... 1h ~ +How to setupaSell yoy can check out the lineup of free @ oy We Learn Naturally ride) How can University research cen \ events and book your tickets here: Here is another22m-@ by donation online learning contributein Education? to radicalFind out changemakingtonight at SSFreedomMCE MOTETa viearn UK Menvoreial olemstorinnne. coahyeypeeii opportunity you might enjoy. (This one is 5pm with our very own @edmmills pers = inspiring our own conference efforts coming Register at eventbrite.co.uk/e/ > ; ; ‘ al af this fall G».) universities... cid r, ’ 4 Freedom To Learn in the UK is organizing a @PhoenixEdu_ conference to inspire us to reimagine what ( Follow ) education could be. Here is the link! @Freedom2LearnUK “Erin wehanapinaers Centre for Teachers & https://freedomtolearn.uk/index.php/what-sf PB. s, * Teaching. Research on/treedom-to-learn-forum-2020 / @icecttr {2288 TREEDOMTOLEARNUK; isbh CentreResearchfor @IOE_London,#Teachers and @UCL.#Teaching Join our TO | FreedomFreedom to toLearn LearnForum 2020 mailing list eepurl.com/g8vGrH LEARN Workiabi zigher forBua Universities. a and Activism. a2= Bedf o* rd Way,o London WCTHae; OAL eventbrite.co.uk CO uchac.uk/ice/department © You and 1 other er O1 ts we: fF Joined July 2018 226 Following 994 Followers 1 Changemakers Lab Retweeted Teach the Future- 14/08/2020 a Q A S EM Followed by Martin Mills Kav "YSER™ \t was great to see some of our 1 Changemakers Lab Retweeted campaigners speak at the notatrend @not_... - 15/08/2020 #BigStudentCaliUp this evening! Tweets Tweets&replies Media Likes ae Not too late to get your tickets for A P ae our event on Monday as part of the pemassivefeelB) thank you to 1 Pupil‘ Power @Th... - 15/08/2020 ~ @Freedom2LearnUK forum!! Open @ThePupilPower for hosting the Thank to all of . dibl fh : climate education panel Q an sid a aaa Wole to all so share with a friend. Come O2 te es @¢ young OSts:aii. Panes t0r be part of an amazing discussion; = smashing the #BigStudentCallUp have your questions and comments TQ Changemakers Lab Retweeted | 2.0 seminar yesterday ¢ at the ready! eventbrite.co.uk/e/uk© young[Brilliant] Dr A.J people Fensham-...[ &][ inspiring] from[ panels] all. 14/08/2020 corners[ led][ by] og Thankreally hope you to thatall you our attendees.left feeling We schools-a#notatrend-a... tie UK this evening-covering so even more inspired to go out there ny many important issues for ed. and change the @... We've got ia reform. Thanks @ThePupilPower you! Pray \ % @PhoenixEdu_ m satelhrf Sax @Freedom2LearnUKO1 ts Ow @ Show= this threadus vs - peveaucrsaM ARESCHOOLSRACIST. ; NOW Oi; Q Q ia Pupil Power @Th... . 15/08/2020 ~ WHAT? paneer ey And if you enjoyed yesterday click i the link to find so many more | + spring events by @PhoenixEdu_ 4 2 uv 5 ° 10 F @Freedom2LearnUK Show this thread @ChangemakersL e freedomtolearn.uk/index.php; @ Q OY ia] what.. ef QQ A 8B
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During the Autumn, staff collaborated with young people to co-create a new website, the Change Collective website, to put resources and materials into the public domain that had been utilised in the workshops. Launched in February 2021 during a public event hosted by young activists, this resource hub is a source of materials by young people for young people on how to fight for justice.
Changemakers Lab did not have a pre-set idea about what types of campaigns the young activists might choose to run, so it is perhaps interesting to note that the vast majority were connected with social justice and equalities. Three campaigns that emanated from the first programme cycle were: Not a Trend (focusing on decolonising education), Same Class (striving to flatten out inequalities due to class), and React Accordingly (a campaign for feminism in schools). Of these, Not a Trend has sustained the greatest momentum. This campaign, which fights against racial injustice and strives to ensure that decolonising education is not simply another hashtag, was initiated and run by two South-London based changemakers and students Ava and Simi with the facilitation of Phoenix Education. Throughout the year, they have been persistently working on their campaign, including speaking at numerous events, organising events themselves, and developing their strategy for working with schools.
In order to support the momentum for campaigning on social justice issues, including anti-racism and decolonising education, specialist facilitators were recruited to work within Changemakers Lab. They offered one-to-one mentoring and support to young activists such as Simi and Ava, as well as co-creating and running a second cycle of online training. This started in February 2021 and included intense ‘Easter Labs’ which took place in the Easter holidays, where they developed their language for campaigning and social justice issues.
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In January 2021, Changemakers Lab supported young education activists to partner with Diverse Education, convening a panel as part of #DiverseEd Virtual III - a series of webinars designed to support educators committed to increasing diversity in education. This was the first time Diverse Education had centred young activists in a panel, and it was the first youth only panel to ever be featured in their events. It was hosted by Aliyah York fromPupil Power. Changemakers Lab has benefitted hugely from its close collaboration with Pupil Power, an entirely student-led movement aiming to educate and engage young people on educational policy that affects them and their experience of school.
Over 100 young people have been directly involved, directly affected, or influenced by the Changemakers Lab programmes from April 2020March 2021, and over 214 since inception.
Freedom to Learn
Freedom to Learn is a project, space, to Learn grassroots network, manifesto, and annual event, working to advance freedom, autonomy and social justice in education. Freedom to Learn promotes human-centred, self-directed and rights-respecting practice REEDO in and outside the mainstream education system and advocates for more voice, choice TO and influence for children and young people in what, when and how they learn. LEAR The high-profile Freedom to Learn Forum is the most visible event that is organised by Freedom to Learn. This was hosted as an online event in August 2020, the first time that it had taken place in a ‘virtual world’ rather than in a face-to-face location.
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"Inspiring and full of action-based learning. This is the most alive and vibrant event about education I've ever attended."
2020 F2L Forum Participant
“Does anyone else have forum withdrawal? Thank you so much to everyone involved in organising this event and I look forward to the next one!”
2020 F2L Forum Participant
The Freedom to Learn Forum has been an annual event for the past three years, and is a place for children, parents, educators and allies to gather together, get inspired, and explore what a fairer, freer, more democratic education and society can look like. The first online Freedom to Learn Forum was a tremendous success. Fifty events took place over 10 days, with over 1,000 participants taking part. Participation in all events was free, and participants were able to sign up from all over the world. All events were proposed through an open access method, and there was a huge range, including those hosted by adults, by young people, by innovators in the mainstream, by academics, and by those in alternative settings. There were discussions, talks, debates, film screenings, and interactive sessions. In the end, the staff team had to close the applications for new events, because the schedule for 10 full days had been filled.
The full schedule of events can be accessed on the Freedom to Learn website, but listed on the next page are some examples to give a flavour...
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Student activist Aliyah York hosts a discussion about school post-lockdown.
Introduce the fluffy, scaled, and feathered, creatures in your home.
Try out for yourself how your own mental images improve your visual learning, with Olive Hickmott.
A creative workshop with Carol Whibley, using sand tray and symbols to explore our personal stories.
Headteacher Mark Pritchard takes questions from students on how they can go about raising issues in their school.
Why the current schooling paradigm is fundamentally flawed, with Ian Cunningham and Artemis D Bear.
How self-directed education can empower children to create a better future, with Sophie Lovett.
Join this workshop with Gem Kennedy, creator of the Queers & Co. podcast, as they share how and why podcasting can help your activism.
Finding the benefits of Neurodiversity: An event to explore the lived experiences of neurodiversity and the positive aspects of being different.
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R Sarah Louisee Esau Sy Ihanks so| muchd their toti everyoneit whoi Thankyou, it's been such a great event & I'm sad it's volunteere elr ume, It was really over! It had a real community feel, which surprised me great. being online - loved all the workshops | managed to 3h Love Reply O00: get to & looking forward to the podcasts of the ones | dems oh PA Jo Jo Merrett » Freedom To Learn UK Network cesA. 1) AnRoger amazing Gossett programme put together 17h-@ with care and forethought. Thoroughly I've loved being‘ part of this,P thank you! enjoyable, ! informative,: progressive ©O Max Hope, Sophieg PChristophy and‘5 others y 3 Comments andall involved. thought provoking. Well done to oD Like © comment GS 2h Love Reply O00: ‘Sarah Louise Esau . . & Thanks Jo Jo Merrett for your important research:) Efe Nia Richards ess ian ok O1 Well done everybody, brilliant effort! 2 aA. Claire Webb @LooWebb- 15h v o Replying to @_MissingTheMark and @Freedom2LearnUK Thank you for today..very informative and has given me the drive to try to provide a provision that meets the real needs of children to access an education that suits them and supports them into adulthood 01 ti 1 © 2 4 & 19h-@Laura S-b Panda > Freedom To Learn si Does anyone else have forum withdrawal? Thank you so much to everyone involved in organising this event and | look forward to the next one in the coming weeks +> (don't burst my bubble of delusion..) @ Sara Martins Time to put your feet up in pure happiness!!! You made it happen and it was great!!!! The little | managed to attend was refreshing and special... Gave a sense of of much needed connection and was kept a safe space to share emotions and ideas! THANK YOU SO MUCH!!!! Dhamayanthi Sangarabalan fCUS ANAZINONut O@ 7s Thank you! | have been totally inspired BF) Noy ae lontih tintate and motivated. and have learnt so ank you to everyone involved! It's been fabulous @ much! Thank you to everyone who ny gp O2 shared their experiences, led ® Shale Theres di A tc. Such derful Huge thanks to everyone involved and all the hard PecussiONs etc. such a wondertu work. | was sorry to only make it to two but they were community feel! both brilliant. 1h Love Reply ©2 Like Reply 12h O32 Artemis D Bear se a) |Natashareally enjoyed Gossett all of the workshops | attended. Thank ‘ Inspiring, clear, well run, informative. So good to see been everything!you so much.@» This event has peopleeffort PREGRY too! Really super grateful to you all for the ected
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"It's so validating and energising to spend time with so many wonderful, compassionate, deeply thoughtful people."
2020 F2L Forum Participant
“Thank you for today. Very informative and has given me the drive to try to provide a provision that meets the real needs of children to access an education that suits them and supports them into adulthood.”
2020 F2L Forum Participant
In addition to the Forum, staff at Freedom to Learn also create podcasts and blogs to share good practice and new ideas from among the network and support an active Facebook community of parents, educators and other allies that share our vision. Information on all Freedom to Learn activities are available on the standalone website for Freedom to Learn which was launched in early 2020. This promotes the manifesto, showcases the breadth and types of practice represented amongst members, and helps new people to understand how they can access support. There is an interactive UK directory which maps the individuals, schools and organisations which practice or support ‘freedom to learn’.
Freedom to Learn also supports self-directed learning communities to grow and thrive by hosting and co-ordinating monthly online calls for founders and facilitators. This year, the group has worked together to co-create an extensive start-up toolkit to support new start-ups. Phoenix Education hopes to expand this work by developing opportunities for network members to offer training to a wider public, responding to the large number of enquiries we receive from those looking to develop their own settings, and furthering our mission of supporting the growth of innovative educational alternative practices, within or outside of the mainstream.
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Phoenix Education, since its inception, has had ambitious plans about wanting to influence mainstream educational practice. This is built into the fabric of the founding documents and organisational values.
This year has seen the emergence of new relationships and partnerships which aim to work towards developing new projects in this arena. One of these partnerships is with Edge Foundation, an innovative funder with a strong agenda about transforming education that aligns well with many of the principles and values of Phoenix Education. The groundwork for building this relationship was initiated during this reporting year, including the negotiations for an initial grant to create new resources which, once finalised, can be used to support training in schools, colleges, and other educational institutions with aspirations to develop cultures of youth voice and agency.
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Reflections
As the UK went into national lockdown for the first time, Phoenix Education published free tailor-made resources to support mainstream schools to be creative and progressive with the ‘home-schooling’ challenge. These Guidance conversationsMaterials resultedwith froma Head Teacher in one secondary school, Passmores Academy, and offered advice, support and practical suggestions for schools who were encountering the challenges of being forced to close and yet still offer ‘education’ for children and young people whilst at home. The Phoenix Education documents were designed to support a teaching and learning culture shift towards self-directed education and came in three packages: support for schools; support for parents’ support for students.
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The Covid-19 pandemic made 2020-21 an extremely interesting year for Phoenix Education. The impact of kK Covid-19 lockdowns on the work of Phoenix Education ¢ was substantial, and yet, offered some unexpected — opportunities. Let
There have been three areas for reflection for the staff team and trustees.
First, staff and trustees could not meet in person for the entire period that is covered by this report. Our CEO, Sophie Christophy, started in post in March 2020 and immediately the UK went into lockdown. She managed the staff team and all Phoenix projects without being able to meet anyone in person, and without being able to use the Phoenix offices. All staff meetings and staff
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communication went online, as did all Trustee meetings. Home working has its advantages as well as its challenges, as has been widely reported in other organisations. At Phoenix, there has been a longworkingstanding concernoutside ofabouttheir staffpaid hours and not always maintaining a healthy worklife balance, and there was a danger that this might be exacerbated with home working. Having an awareness of this, nonetheless, meant that new working practices could be introduced which consciously created cultures of self-care and of holding clear boundaries. Phoenix has benefitted from these new working practices and will continue to hold an awareness of these in the future.
Second, the work of
Changemakers Labs changed dramatically as all interactions with young people had to take place online, rather than through in-person workshops and residentials. By working with thethe youngproject peopleto map engagedand makein use of the spaces, platforms, and technologies they already use to come together with friends, as well as skilling up on Zoom and and other online based collaborative tools, Phoenix was able to continue with the project in a smooth and stable way. Although making these adaptations were initially challenging, it has certainly been easier to connect with geographically dispersed young people and bring them into shared online spaces ona regular basis, which would not have been possible had we not moved to online working.
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Reflections
The Freedom to Learn Forum, usually an in-person paid event that spans several days, switched to being a free 10day event that took place online. Although there was no precedent for hosting a selfdirected, communitygenerated event using online technology, the team were extremely innovative in the way that they blended sucha huge number of events and a varied programme. As a result of going online, and being free to access, a far greater number of people were able to contribute and participate, and participants came from all over the world.
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The AGM in November 2021 will be the first time when staff, trustees and Guardian Members will have had the é opportunity to meet in person for over 18 months. The fas| Phoenix team has been capturing learning from our — experiences working virtually i and will bring this for review as we develop our plans for the coming year and beyond. | As we weigh the benefits and disadvantages of online convening with face-to-face work in terms of effectiveness, inclusion and other important factors, it seems likely that we will develop a more intentional hybrid approach to projects going forward.
Phoenix’s work is delivered by a small and dedicated staff team, with support and oversight from a Board of Trustees, and Guardian Members. The Trustees, as Charity Trustees and Directors, share overall accountability for the Charity’s management. Phoenix’s Guardian Members have an important role, providing an impartial check and balance that holds the trustee board to account and ensures the charity operates in alignment with its fundamental values.
Staff Team and Consultants
Sophie Christophy, Chief Executive Officer (March 2020 to July 2021) Siana Bangura, Anti-Racist and Decolonising Education Campaign Facilitator (from February 2021)
Lucy Delaney, Student Campaigns Coordinator (from July 2020)
Tom Oberst, Changemakers Lab Facilitator (from February 2020 - July 2020) Rowan Salim, Programmes Lead (until September 2020)
Artemis Bear, Freedom to Learn Network Lead (Maternity Cover) (from February 2021)
Sally Hall, Freedom to Learn Network Lead (on Maternity Leave from March 2021) Suzanne Harris, Web Design (Consultant)
Trustees
The Trustees are elected by the Guardian Members at the AGM. The Trustees have the power to co-opt Trustees to serve until the next AGM and to appoint the Chair.
Trustees serving during the year and since the year-end were as follows: Max Hope (Co-Chair), Abi Knipe (Co-Chair), Jessica Gribble (Appointed June 2020), Thea Pilkian-Strachan, Jemima Waller (Resigned March 2021) Sophie Lovett (Appointed April 2021), and Catherine Starkey (Appointed October 2021).
Volunteers
Trustees would like to say a huge thank you to all our volunteers during 2020-21, particularly Phoenix's Guardian Members and the team of volunteers who helped facilitate the Freedom to Learn Forum.
Guardian members from 2020-21: Alice Astor, Amanda Bellamy, Kaia Bellamy, Josh Fein-Brown, Jessica Gribble, Dan Ford, Derry Hannam, Laura Quick, Henry Readhead, Rachel Roberts, Anil Sarna, Danny Whitehouse, Immalee Wild, Theodore Young.
Risk Management
The trustees have a risk management policy which involves:
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e Monthly meetings to monitor the financial position of the charity as well as performance against project objectives.
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¢ Quarterly review of key risks and uncertainties.
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¢ The development and implementation of policies and procedures to mitigate and, or, address said risks and uncertainties - for example, comprehensive review of Phoenix Education’s safeguarding procedures as part of Changemakers Lab’s transition to online working.
We have identified a number of on-going risks linked to the Covid-19 pandemic, including to staff well-being, new pressures on school budgets and capacity, and the likelihood of an increasingly competitive charitable funding environment. Major work streams, including Changemakers Lab and the 2020 forum have been moved online and feedback from participants and funders is that this has been highly successful. Risks and opportunities will be monitored closely to decide how Phoenix Education can best respond to the pandemic in the medium and longer term.
Remuneration
Trustees and Guardian Members give their time freely. During 2020-21 no trustee or Guardian Member received remuneration or other benefits from their work with the charity. The remuneration of senior staff is reviewed annually and normally increased in accordance with average earnings. Core working hours are reviewed when needed to take into account additional project work and remuneration is then revised accordingly. The most recent systematic review was completed in January 2020. Remuneration is adjusted where needed to ensure the financial security of the charity.
Reserves Policy
The trustees believe that the charity should hold financial reserves in order to enable it to maintain its services in the event of temporary funding shortfalls, to invest in innovations and improvements, and to meet its contractual commitments. Unrestricted funds and liabilities are reviewed quarterly at trustee meetings.
THE PHOENIX EDUCATION TRUST
PAGE 21
Support our work
“Tam clearer on how I should raise issues and concerns and how to hear other people’s.” - Young Person
“I learnt about democracy and how important it is to listen to objections.” - Young Person
Every gift is important—thank you for your support. Your gift helps schools around the country to genuinely and impactfully activate student voice. We collaborate with class teachers, senior leadership, and the whole school community.
With your support young people can spend more of that time
-
e Reflecting on and recreating their educational experience, their school structures and having a more engaging learning experience.
-
e Genuinely using their voice to create change in their school and wider community.
-
e Working with senior staff, teachers and peers in an equitable and mutually-respectfulmanner.
The Trust champions principles of democracy, agency, and collaboration and as little as £10 a month can help us to be responsive to the needs of the young people we serve and support, and we in turn depend upon the generosity and support of those who share our passion for education innovation.
You may Donate Here.
PAGE 22
THE PHOENIX EDUCATION TRUST
INDEPENDENT EXAMINER'S REPORT TO THE TRUSTEES OF THE PHOENLX EDUCATION TRUST FOR THE YEAR ENDED 31ST MARCH 2021
I report to the charity trustees on my examination of the accounts of the[Company][for][ the][year][ ended][31st][March][2021.]
RESPONSIBILITIES AND BASIS OF REPORT
As the charity's trustees of the Company (and also its directors for the purposes of company law) you are responsible for the preparation of the accounts in accordance with the requirements of the Companies Act 2006 (the 2006 Act).
Having satisfied myself that the accounts of theCompany are not required to be audited under Part 16 of the 2006 Act and are eligible for independent examination, I report in respect of my examination of your charity’s accounts as carried out under section 145 of the Charities Act 2011 (‘the 2011 Act’) In carrying out my examination I have followed the Directions given by the Charity Commission under section 145{5) (b) of the 2011 Act.
INDEPENDENT EXAMINER'S STATEMENT
I bave completed my examination. I confirm that no matters have come to my attention in connection with the examination giving me cause to believe:
-
accounting records were not kept in respect of the Company as required by section 386 of[the][2006][Act;][or]
-
the accounts do not accord with those records; or
-
the accounts do not comply with the accounting requirements of section 396 of the 2006 Act other than any requirement that the accounts give a ‘true and fair view’ which is not a matter considered as part of an independent examination; or
-
the accounts have not been prepared in accordance with the methods and principles of the Statement of Recommended Practice for eccounting and reporting by charities [applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102)].
I have no concems and have come across no other matters in connection with the examination to which attention should be drawn in this report in order to enable a proper understanding of[the][ accounts][to][be][reached.]
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—T
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IAN SHIPLEY FCCA FOR AND ON BEHALF OF PRENTIS & CO LLP CHARTERED ACCOUNTANTS & INDEPENDENT EXAMINERS
115¢ Milton Road Cambridge CB4 tXE
ie December 202)
THE PHOENIX EDUCATION TRUST
PAGE 23
STATEMENT OF FINANCIAL ACTIVITIES FOR THE YEAR ENDED 31ST MARCH 2021
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|||||||||
|---|---|---|---|---|---|---|---|
|Unrestricted|Restricted|Total|
|CURRENT YEAR|Note|Funds|Funds|2021|
|Income|£|£|£|
|Donations,|legacies &|similar income|
|Donations|1,440|-|1,440|
|Grants|receivable|2|-|74,750|74,750|
|Interest|receivable|21|-|21|
|Training|and|events|720|-|720|
|Total|Income|a8,|
|750|6|
|Expenditure|
|Costs|of raising|funds|4|63|-|63|
|Charitable|expenditure|5|2,859|38,879|41,738|
|Total|Expenditure|2,922|38,879|41,801|
|Net (expenditureVincome|and|net|
|movement|in|funds|for the year|(741)|35,871|35,130|
|Transfers|between|funds|8,005|(8,005)|-|
|Total|funds|brought|forward|4,741|47,661|$2,402|
|Total|fands|carried|forward|12,005|75,527|87,532|
|Unrestricted|Restricted|Total|
|PRIOR YEAR|Note|Funds|Funds|2020|
|Income|£|£|£|
|Donations,|legacies|&|similar|income|
|Donations|476|-|476|
|Grants|receivable|2|-|66,050|66,050|
|Interest|receivable|42|-|42|
|Training|and|events|12,024|-|12,024|
|Total|Income|12,542|66,050|78,592|
|Expenditure|
|Costs|ofraising|funds|4|395|368|763|
|Charitable expenditure|5|18,350|32,779|51,129|
|Total|Expenditure|18,745|33,147|51,892|
|Net|(expenditureyIncome|and|net|
|movement|in|funds|for|the year|(6,203)|32,903|26,700|
|Transfers|between|funds|4,545|(4,545)|-|
|Total|funds|brought|forward|6,399|19,303|25,702|
|Total funds carried forward|aaa|6520|
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The Charityhas no recognised gains and losses other than the results for the period as set out above.
All of the Charity’s activities are classed as continuing. THE PHOENIX EDUCATION TRUST
PAGE 24
BALANCE SHEET
AS AT 31ST MARCH 2021
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2021 2020
Note £ £ £ £
CURRENT ASSETS
Cash at bank and in hand 88,578 $5,631
Tota] Current Assets 88,578 55,631
LIABILITIES
Amounts falling due within one year 7 1,046 3,229
NET CURRENT ASSETS 87,532 52,402
THE FUNDS OF THE CHARITY
Unrestricted income funds 8 12,005 4,741
Restricted income funds 9 75,527 47,661
TOTAL CHARITY FUNDS 87,532 52,402
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The chariteble company is entitled to exemption from audit under Section 477 of theCompanies Act 2006 for the year ended 31st March 2021.
The Trustees have not required the charitable compeny to obtain an audit of its financial statements for the year ended 31st March 2021 in accordance with Section 476 of the Companies Act 2006.
-
The Trustees acknowledge their responsibilities for. (a) ensuring that the charitable company keeps accounting records which comply with Sections 386 and 387 of[the] Companies Act 2006 and
-
(b) preparing financial statements which give a true and fair view ofthe state of affairs of the charitable company as at the end ofeach financial year and of its profit or loss for each financial year in sccordance with the requirements of Sections 394 and 395 and which otherwise comply with the requirements of theCompanies Act 2006 relating to financial statements, so far as applicable to the charitable company.
The financial statements have been prepared in accordance with the provisions of Part 15 of theCompanies Act 2006 relating to small companies.
The financial statements were approved by the Trustees on ......15/12/2021..............amd were signed by:
PLAN
A Knipe (Trustee)
THE PHOENIX EDUCATION TRUST
PAGE 25
STATEMENT OF CASH FLOWS FOR THE YEAR ENDED 31ST MARCH 2021
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||||||||||
|---|---|---|---|---|---|---|---|---|
|2021|2020|
|Note|£|£|
|Cash|(used|in¥provided|by|operating|activiti|10|32,926|24,706|
|Cash|flows|from|investing|activities:|
|Interest|income|21|42|
|Cash|provided|by|investing|activities|21|42|
|(Decreaseyincrease|in|cash|and|cash|
|equivalents|in|the year|32,947|24,748|
|Cash|and|cash|equivalents|at|the|
|beginning|of the year|55,631|30,883|
|Cash|and|cash|equivalents|at the|
|end|of the year|88,578|55,631|
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PAGE 26
THE PHOENIX EDUCATION TRUST
NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31ST MARCH 2021
1, ACCOUNTING POLICIES a) Basis of preparation of Financial Statements
The financial statements have been prepared in sccordance with the Accounting and Reporting by Charities: Statement of Recommended Practice: applicable to charities preparing their accounts in accordance with the Financial Reporting Standard in the United Kingdom and Republic of Ireland (FRS 102) (second edition) issued October 2019 (effective | January 2019) (Charities SORP FRS 102), the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) and the Companies Act 2006.
b) Donations, grants and similar income
Donations and similar income are included in the year in which they are receivable, which is when the Charity becomes entitled to the income and there is reasonable assurance of receipt.
.
Grants have been included as income from activities in furtherance of the Charity’s objects where these amount to a contract for services, but as donations where the money is given in response to an appeal or with greater freedom of use.
c) Recognition and allocation of expenditure
All expenditure is accounted for on an accruals basis and is recognised where there is a legal or constructive obligation to pay for expenditure. All costs have been classified under headings that aggregate all costs related to the category. Where costs cannot be directly attributed to particular headings, they have all been allocated to activities on a basis consistent with the use of the resources or based on an estimate of the time spent on those activities.
d) Fund accounting Funds held by the Charity are either: - Unrestricted general funds - these are funds which can be used with the charitable objects at the discretion of the Trustees.
- Designated funds - these are funds set aside by the Trustees out of unrestricted general funds or specific future purposes or projects. The use offunds for their designated purpose will remain at the discretion of the Trustees. - Restricted funds - these are funds that can only be used for particular restricted purposes within the objects of the Charity. Restrictions arise when specified by the donor or when funds are raised for particular restricted purpose. Further explanation ofthe nature and purpose of[each][fund][is][included][in][the][Notes][to][the][Financial][Statements.]
2 GRANTS RECEIVABLE RECEIVABLE
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GRANTS RECEIVABLE RECEIVABLE Total Total
Unrestricted Restricted Funds Unrestricted Restricted Funds
Funds Funds 2021 Funds Fuods 2020
£ £ £ £ £ £
The Meadowbrook Trust - 6,000 6,000 - 12,000 12,000
Paul Hamlyn Foundation - 63,750 63,750 - 48750 48,750
Joan Ainslie Charitable Trust - 5,000 5,000 - 5000 5,000
R Williams - - - - 300 300
- 74,750 74,750 - 66,050 66,050
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The Trust wishes to express its appreciation to the above bodies for their financial support.
PAGE 27
THE PHOENIX EDUCATION TRUST
NOTES TO THE FINANCIAL STATEMENTS
FOR THE YEAR ENDED 31ST MARCH 2021
3. STAFF COSTS
No remuneration was paid to any of the Trustees in the year. Expenses totalling £Nil (2020: £1281) were reimbursed to them in the year.
No member of staff received remuneration exceeding £60,000.
| reimbursed to them in the year.year. No member of staff receivedof staff receivedstaff receivedreceived remuneration exceeding £60,000. |
||
|---|---|---|
| The staffcosts were: | ||
| Total | Total | |
| 2021 | 2020 | |
| £ | £ | |
| Wages and salaries | 28,121 | 25,726 |
| Pensions | 524 | 319 |
| 28,645 | 26,045 |
The average weekly number of staff employed by the Charity during the year was 2 (2020: 2). The key management personnel of the Charity comprise of the Trustees who are not remunerated.
- COSTS OF RAISING FUNDS
| COSTS OF RAISING FUNDS | ||||||
|---|---|---|---|---|---|---|
| Unrestricted Restricted |
Total | Unrestricted Restricted |
Total | |||
| Funds | Funds | 2021 | Funds | Funds | 2020 | |
| £ | £ | £ | £ | £ | £ | |
| Office costs | 21 | - | 21 | 317 | 50 | 367 |
| Resources | 42 | - | 42 | 78 | 318 | 396 |
| ———“63. | oO | 4.6 | 395 | 368 | 763. | |
| CHARITABLE EXPENDITURE | ||||||
| Unrestricted Restricted Funds Funds |
Total 2021 |
Unrestricted Restricted Funds Funds |
Total 2020 |
|||
| £ | £ | £ | £ | £ | £ | |
| Grants and provision ofcharitable | ||||||
| services: | ||||||
| Publicityandevents | 194 | 13 | 207 | 11,693 | 699 | 12,392 |
| Travel bursaries& expenses Wages and salaries Office costs |
19 - - |
19 28,645 - |
38 28,645 - |
1,678 : - |
2,202 26,045 1,487 |
3,880 26,045 1,487 |
| Postageandphone Computers and software Support costs (seenote6) |
- 89 2,557 |
- 134 10,068 |
- 223 12,625 |
176 139 4,664 |
160 188 2,058 |
276 327 6,722 |
| 2,859 | 38,879 | 41,738 | 18,350 | 32,779 | $1,129 |
- §. CHARITABLE EXPENDITURE
THE PHOENIX EDUCATION TRUST
PAGE 28
NOTES TO THE FINANCIAL STATEMENTS
FOR THE YEAR ENDED 31ST MARCH 2021
- SUPPORT COSTS
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|||||||||||
|---|---|---|---|---|---|---|---|---|---|
|Unrestricted|Restricted|Total|Unrestricted|Restricted|Total|
|Funds|Funds|2021|Funds|Fands|2020|
|£|£|£|£|£|£|
|Office|costs|122|30|152|1,199|306|1,505|
|Accountancy|and|payroll|fees|701|892|1,593|592|735|1,327|
|Legal|and|professional|fees|-|-|-|153|-|153|
|Subs|and|registration|fees|711|237|948|221|75|296|
|Insurance|607|-|607|302|-|302|
|Bank|charges|and|interest|72|18|90|50|10|60|
|Conference|costs|-|-|-|162|-|162|
|Computers|and|software|-|264|264|-|859|859|
|Consultants|300|8,550|8,850|$40|-|540|
|Training|14|-|14|1,260|-|1,260|
|Sundry|expenses|30|77|107|185|73|258|
|2,557|10,068|12,625|4,664|2,058|6,722|
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- LIABILITIES
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|||||||
|---|---|---|---|---|---|
|Total|Total|
|2021|2020|
|£|£|
|Payroll|76|2,279|
|Other|creditors|and|accruals|970|950|
|1,046|3,229|
|8.|UNRESTRICTED|FUNDS|
|Total|Total|
|2021|2020|
|£|£|
|Balance|of Unrestricted|Charitable|Funds|12,005|4,741|
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PAGE 29
THE PHOENIX EDUCATION TRUST
NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31ST MARCH 2021
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||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
|5.|RESTRICTED|FUNDS|
|- Current|year|Balance|at|Balance|at|
|1|April|31|March|
|2020|Income|Expenditure|Transfers|2021|
|£|£|£|£|£|
|Paul|Hamlyn|Foundation|Fund|33,865|63,750|(33,047)|-|64,568|
|The Meadowbrook|Trust|13,542|6,000|(3,110)|(7,992)|8,440|
|Prevo|Trust|241|-|-|-|241|
|Others|(Freedom|to Leam&|R|Williams)|13|-|-|(13)|-|
|Joan|Ainslie|-|5,000|(2,722)|-|2,278|
|“—~47,661_|74,750|(38,879)|(8,005)|75,527,|
|-|Prior year|Balance|at|Balance|at|
|1|April|31|March|
|2019|Income|Expenditure|Transfers|2020|
|£|£|£|£|
|Paul|Hamlyn|Foundation|Fund|-|48,750|(14885)|-|33,865|
|The Meadowbrook|Trust|12,607|12,000|(3977)|(7085)|13,542|
|Prevo Trust|6,683|-|(6442)|-|241|
|Others|(Freedom|to|Leam &|R|Williams)|13|300|(300)|-|13|
|Joan|Ainslie|-|5,000|(7543)|2,543|-|
|19,303|66,050|(33,147)|(4,545)|47,661|
|Main|fund|names|Purpose|and|restrictions|
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The Meadowbrook Trust
Paul Hamlyn Foundation Fund
To provide travel bursaries to Sands School, Park School, Student Voice and other individuals to develop understanding of democratic education.
To support the project Change Makers Lab: Developing Agency, Igniting Activism, Building Communities.
Prevo Trust For network research and broader organisational development.
Joan Ainslie To enhance the inclusivity and diversity of engagement with the Freedom to Leam Network.
The grants may only be used for the purpose agreed and may not be assigned to any other purpose without prior written approval from the grant providers.
10. RECONCILIATION OF NET MOVEMENT IN FUNDS TO NET CASH FLOW FROM OPERATING ACTIVITIES
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||||||||||
|---|---|---|---|---|---|---|---|---|
|2021|2020|
|£|£|
|Net|movement|in|funds|35,130|26,700|
|Deduct|interest|income|shown|in|investing|activities|(21)|(42)|
|Decrease/(increase)|in|debtors|-|302|
|Increase/(decrease)|in|creditors|(2183)|(2,254)|
|Net|cash (used|inYprovided|by operating|activities|“32,926|24,706|
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