Registered Charity Number 1093609 Company number 04286151 (England and Wales) ADULT TRAINING NETWORK LTD FINANCIAL STATEMENTS FOR THE YEAR ENDED 30 September 2024 LEGAL AND ADMINISTRATIVE INFORMATION FOR THE YEAR ENDED 30 September 2024 Trustees Fawzy Adam Beulah Lyn Fel$tead Keeranpal Kaur Sonla Khokhar Janette Eve James Secretsry SarJ68t Slngh Glll Charlty number 1093609 Company number 04286151 Prfnclpal 8ddress Unll 3 Trlangle Centre 399 Uxbridge Road Soulhall Mlddlesex UB1 3EJ Reglstered offlce Unll 3 Trlangle Centre 399 Uxbridge Road Soulhall Mlddle8ex UB13EJ Independenl Examiner A J Bennewilh and Co Upper Ground Floor 18 Farnham Road Gulldfcrfd Surr&y GU14Kq CONTENTS FOR THE YEAR ENDED 30 September 2024 Page Trustees, Report (including Director's Report) 4-20 Independent Examlner's Report 21 Slalement of Fln8nci81 Activities (SOFA) 22 Balance Sheet 23 Notes to the Financ181 Slatem8nts 24-34 P4o3of34 TRUSTEES, REPORT (INCLUDING DIRECTOR'S REPOR FOR THE YEAR ENDED 30 September 2024 The trustees present thelr annual report and financlal statements for the year ended 30 September 2024. Structure overnance and mana ement The Adult Training Netrnrk is 8 Registered Charity Number 1093609, established In July 1999, and 8 Company Llmiled by Guarantee number 4286151. The Head Office Is al Unil 3 Triangle Centre, 399 UxbrSdge Road. Southall, UB13EJ. The Adult Training Network has a Board ofTrustees and a Managing Director. who Is the main contact person for the organis8tion. Further information on the Adult Training Ne￿Ork can be found on the organisalion's website al htlp.'Il￿￿.8dulItralnlng.0rg.Uk. The Chair of the Board of Trustees is Mr Fawzy Adam and tha Managing Director is Mr Sarleel Singh Gill. Ob ectlves and actlvltl&8 TheAdultTralnlng Nehvork (known asATN) strlves lo provld8 the best quallly educallon and tr81nlng to 80clally excluded members of the community who h8ve little or no access to malnslream educallon. One of It8 main purpose8 18 lo bulld the ski119 and confidence of Iraditionally disadvantaged members of th8 community, Includlng refugees and members of ethnic minority communities lo support Ihelr entry into meaningful employment. In additlon, the Adult Tralnlng Netsyork strives lo Integrate learners Into the soclal and cultural f8brlc of soci81y at larg&. The organlsallon was formed lo halp addre88 th8 educallonal d188dv8nlage suffered by certaln m8r9inalised seGtlons of the community. The maln objectlves of the educatlonal programm86 are to: Develop dlents. 8mployablllty sklll Help to Improve 8tudents' Ilngulsllc Competence In Engllsh. Provide students with basic survival English for everyday life in UK. Provid8 students with basic English lor access to other College courses. • Equlp students to progress to the next level of ESOL provision. Support sludenls In their chosen progresslon palh. Build the self-conliden¢e of stLtdenls. Develop the ICT skills of people in the bcal community who have littl8 or no access to maSnslream education provision and ICT resour¢8S. Support learners to acquire career management skllb such as lob search te¢hnlques, Interview skills, CV writing, confidence building, improving self-esteem and lo enable them lo successfully compele for and acquire sustainable jobg. Support learners with their well-belng and mental heaSth by conducting programmes in paln management, yoga, gardening and music. staffln In the perlod August 2023- July 2024, ATN employed 18 members of slaff. ATN Soulhall employed a lolal of 11 staff members, who served various programmes funded by RUTCIHRUC, Sackler Trust, Slep2Skllls (Herts County Council), Merton Council, National Lottery Communtty Fund, Garfield Weston Foundallon. 11 Included the D1￿ctor, Regional Managar, two parl lime administrators, one lead Quality Assurance Officer, 3 ESOLIFunctional Skillslmathg tutors, one part time ICT lutor to deliver Digital Skllls, one p8rt time cl8aner, one part-llme finance coordlnalor. In Slevenage there wer8 a tolal of four members of staff &mployed to serve learnlng programmes funded by Steptoskllls. Staffing inGluded: two part time lulors to deliver ESOLICommunily Education programmes, one administrator and admlnlouireach officer. In Merton Iwo part lime Dlgital SkIlls￿nglISh Tulors were employed Including an AdminlOutre8ch Officer. Pa￿40r34 Staff Develo ment & Tralnin During the year one member of staff started a Level 5 Diploma in Education and Training as part of Iheir continuSng professlonal development. There Is strong evidence that teachers who continue to develop Ihelr skSlls during their careers contribute more to improved le8rner attainment and IQA processes. During 2023- 24 we continued to provide support to 17 tutors and members of staff to extend and enrich theSr skills and lo further enhance their professional development. Some of the key CPD activities attended by the staff in this period were as follows: Safeguarding Prevent Slandardisalion of MarkiNJ and Patterns and Trends Cyber Essentials Organisaliongl Resilience Training Safer Reciuitm8nt Online e safety Matrix Preparation Introduction lo IQA SMART- records of clear challenging group and individual obje¢llv&s ILPS. based on Inlllal assessment. learners startlng poln18 and goals .InteTrst8 & progre55ion routes Le8rn8rs' portfollos and reflectlons & revlew dales Quality assurance End of course paperwork. updating progress, achievements. satisfaction sutV8y8,(exit queslionnairesl intended and actual destination routes recorded, Diagnostic 88sessmenl, dass profile. ILP. mid-course review, mock exams and end course evaluations Oiversity and Inclusion SMART records of clear and challengiThJ group and individual oble¢tive8 Effective Digital Skills delivery Designated Safeguarding Lead Training Level 3 Level 5 Diploma In Education and Training IAG (Level 2) OTLA Re¢ognising and Recording Progress and A¢hievemenl IRARPA) Database Training Green Skills Training UALIFICATION ACCREDITATION The Adult Training Network Is accredited by Ihe C&G {Cily and Guilds) for various qualilicalions including Funcllonal Skllls In English and Maths a￿1 ESOL at all levels Including Entry Level 1. Entry Level 2. Entry Level 3, Level 1 and Level 2. Business Adminlstralion, ICT, etc. These include options for both paper-based and on4ine lesling. ATN is 8ccredlted to offer the following portfolio of quallll¢ations:. PacE50134 Functional Skills English Enty 1- Level 2 O Functional Skills Mathematics Business Administration Advanced Apprenticeship (Level 3) - England / Business Administration Inlermediale Apprenticeship {Level 2) - England rf Intermediate ApprentI￿Ship in Customer SeNice (Level 21 (England) / Advanced Apprenlioship in Customer Servits (Level 31 (England) Level 2 Diploma in Business Administration O Level 3 Diploma in Business Administration O Diploma in Business Administration (Unit Route) rf ITQ Certificate for IT users {Level 2) - UNIT ROUTE O ESOL Skllls for Life full-mode qualrficalions O ESOL Skills for knfe full-mod8 qualifications (top up) O ESOL Skllls for Life single-mode qualifications < ITQ Certificate for IT ￿er$ {Lavel 1) - UNIT ROUTE / ITQ Level 3 for IT users rf ITQ Level 2 for IT users O ITQ Level 1 for IT users O Functional Skills English O Functional Skills Mathematics ACT VITIES AUGUST 23 JULY 2024 HRUC~ Perlod Se 23-Au ust 24 octlvo$ of the Pro ramm The objectives of the programme are to develop the 8klllg, confidence, ernploymenl and educallonal prospects of adult learners who are mlgranls. refugees and asylum seekers. Thls Is belng achieved by conducllng programmès In ESOL from Enlries 1 to Levd 1 and In Functional Skllls Engllsh for poslllve progresslon Into further learnlng and employment prospects. Ctlvlti ATN engaged wilh 157 learners and delivered programmeg of ESOL, Dlgllal Skllls and Maths whlch wa8 embedded In the program content. Each participanl was given an initial assessment to ascertaln their level of competence In ESOL and Functlonal Skllls Maths. Thls was followed by courses which Included malrlx accredited Information Advice and Guidance and course support by qualified tutors who provided 18rgeted additional support when necessary for learners who found Ihe programmes to be challenging. Indivldual Learning Plans were developed which specify short and long term goa18 and mlle8tones were reviewed, updated and recorded on a fortnighlly basis belween tutor and leamer. Addlllonally, p8rtlclpants V￿re supported wllh strategles for Improvlng their health and wellbeing. Hoatlh and Wellbeing surveys were conducted ai the beginning of programmes, mld cour88 and at the end to determine the extent to which mental wellbeing had improved. Partlclpan18 were also encouraged to use the free fadlltles and lo keep in touch with ATN staff (laplops. deskiops and printers} for Cvs and job search support. Celebration events weie held presenting participants with certificates and linking them to former leamers who act as positive role models, sharing their experience and In8plring others. At th6 end of each course, each leamer was given an exit review which provided guidano and support for progression Into further learning andlorjobs. P•60134 Monitorin and Evaluatlon Learner8 undergo a comprehenslve Initial assessment to detemilne Engllsh, maths and ICT Skllls uslng the BKSB Inllial and Diagnostic Assessments. assessments of employment skills). These provide the basls for our monitoring and evaluation processes, providing the baseline from which w6 (and the learner) can assess progre98 alongside the ILPS which detail goals and milestones. OTLAS and Leaming Walks were conducted on a lermly basis and the quality of teaching and learning was Judged to be of a good standard Profll of lèarnor¥ The learners were primarily from BAME and refugee communltles for ESOL programmes as follows: Aslan 52. European (mainly Ukrainian) 75. African 14, Other 16. Twenty nlne percent of the leamers were refugees, 8 % were asylum seekors and the rest were ellher Brillsh or tho88 wllh settled st8lu8 In the UK Im act and Outcome8 TheAchlevement rate vms a crodlble 90% wllh a retenllon rate of 91% and a pass rate of 99%, Indlcallng that learners were engaged arKI benefitt8d from the programme. The percentage of learnerB who progre88ed onlo hlgher level acuedlted ESOL alATN was 68%, whllst 11 % moved into employment. The famllSe8 and communltles ol the p8rtlclpan18 benefitted from the Improved knowledge and 8klll8 galned on the programme. In pariicular, Ihe improved skills in Speaking and Listening and Reading and Writing supported learners to galn Confidence and communicate more readily with officialdom and also informally. For many Individuals this programme provided the condull to embark on a Journey of Ilfe-long learnlng, 8nd they hav8 encouraged others Withln thelr ¢ommunitie8 to Improve their 8kllls and enrol on locally provlded cour888 Learnor Surrfe The % of 109 leamer8 surveyed who expressed 8XC811enVgood vlews were as follows: (11 Informallon, AdVIc8 and Guldance prSor lo the slart of the ¢ourse- 91% {11)The qu81i!y of teachlng durlng th8 course- 96% {111)The 8chlevement of personal le8mlng goals - 89% (iv) The quality of the assessment procedure- 96% (v) The qU8llly of 8UPPOrt, 8dvlce and guldance you recelved throughout-93% {vl} The quality of re80urc83 includlng th8 Gourse notes and handouts - 94% (vlll The tr81nlng venue and faclllll89- 88% (vilil Safely and respect experienced during the course- 95% Ilxl Overall course r811ng, t8klng Into conslderatlon everythln9- 95% Ixl Improvement of self confidence during the course -94% {xl) Dev8lopment of wellbelng durlng the course- 90% 'Casg Studle Case Stud 1 Mohammed Hali is originally from Morocco and he atlemled school until the 4th class. For personal reasons he .left Morocco for Itaty and he lived in Ilaly for 33 years. In Italy he worked as a forklift driver. He arrived in the UK in 2023 and worked as a cleaner for about a month bul due to language issues he had lo give up his job. Hali possesses limited communication skills in English. He was disillusioned as he had to work as a cleaner and was unable to see employment as a forklift driver due lo languag& issues. He realised that in order for him lo lake up any exams for fork lift dr¢ving he has lo imprové his spoken and written skills in English. In addition to this he also has a child with dlsabllllSes and has to deal wllh the child's health issues. He was referred by the lob centre as he was lacking confidence, had low self esteem, possessed limited English and was not feeling positive about himse￿. Upon arriving al ATN a staff member who spoke Italian assisted him with the P48e?oF34 enrolment and also explained to him the purpose of his referral. He was enrolled on the Sackler Twst Course on 0811112023. He was keen lo improve his English. improve his employability skills. enhan his digital skills and also his mental health and wellbeing. He settled well in the class and was attending the progiamme regularly. He was very keen in improving himself and he participated in class with enthusiasm. His tutor wag very supportive and he had also made progress with his spoken and written English. He made friends in the class and during the tea break they would chal wilh each other. There was a change in his personalty. He completed the course and was enrolled on the ESOL Entry 1 programme. He was very happy about the progression he was making. en he arrived al ATN for enrolment he looked lost. With the help of the translator he enrolled on the Sackler Trust programme. The support he received from the tutor in the classroom helped him Improve his English. He af50 lorged friendships with his classmates and this had 8 POSltiv8 impa¢l wilh his wellbeing. He found the staff at ATN user friendly and helpful. Hali has enrolled on the ESOL Entry 1 course and he is planning to complete the course. Upon Completion he would like to progress onto the ESOL Entry 2. Hali hopas to obtain a fork lift liGen¢e.on¢e he improves hls spoken and written English and look for employment as a.foik lift driver. Stud Nazmle had b88n referred by the Job Centre as sh8 was deallng with h8r chlld's health Is8ue8 and was lacking confidence and was not feeling positive about herself. She enrolled on the Sackler Tru$l Course on 1711012023 bul had to wiihdraw as her child was ill and she had to lake the child to Bulgaria for Irealmenl. She re-enrolled for the course again on the 0110212024 as her chlld's heallh was beller. She wanted lo improve her. English, her mental health and wellbeing and also lo enhance her employability prospects. At the start of the programme she was nervous but once she started attending the programme regularfy her confidence grew. In addition, she also form8d frlendships with her fellow classmates. She was also supported by tha tutor with improving her spoken and written English. She'erfjoyed heT Iraining"and was keen.lo look for part-lime woik either as 8 cleaner or a shelf stacker. Her CV was updated and she attended an interview al Zagros Food Cenlre and She was successful at her interview. she started working part-time as 8 cashier. She was really very happy as She felt that she was helping to support her family financially. She commenced her employment In Mar¢h 2023 whifst on the programm8. When she initially came to ATN shewas feeling ne￿ouS bul the offtce stsff made her feel comfortable and welcome. The lulor Sobia Qur85hi was very supportive and she helped her with improving my spoken and wrillen English, digital skills and also with her confidence and mental health and wellbeing. She also enjoyed being in the dassroom where she forged friendships and looked forward lo learning and attending class from Mondays through Thursdays. At the present moment she woukl like to settle inlo her job and then she would like lo anrol on an ESOL course which will enable her to help her children with their school wor1¢ and also enhance her employment prospects. This course has helped her lo improve her Confiden￿ levels as well as her mental health and wellbeing. In addition, with the help of the tutor she was able to look for employment and has Started working on a part-lime basis. P4e8ofY4 Future ro rammes ATN conducted these programmes between Sept 23 and Feb 24 for fundlng which was Ilmlted to £100 Unfortunately, no new funding was forth¢omlng after this period, as the GL4 had increased its allocation by 15Q/o for each leamer. Hence HRUC made the decision lo conduct these programme5 in house as there was no need to subcontract. Essentially, HRUC needed a lesser number of learners to draw down the same funding resulting in a Ioss of approximately £200K of funding. Ste 2 Skills Ob ectlves of the ro The obJec16ves of the programme are lo develop the Skllls. conlldence. employment and 8ducatlon81 prospects of adult learners who are mlgranls. refugees and asylum seekers and local residents Thls Is belng achleved by conductlng programmes In ESOLfrom Entries 110 Level 1 and non-accredlled communty leaming courses In DigSlal Skills, Employment for positive progresslon into further learning at ATN or and employment prospects. Actlvltlg8 ATN engaged wllh 211 earners and dellvored accrèdlted programmes In ESOLarMI non-accredlted Communlly learning programme$ In Dlgital Skills, Maths, Gel that Job and Pre-Entry ESOL. E8ch partlcipanl was given an Inlllal assessment to ascertaln their level of competence in ESOL. This was followed by courses whlch Included matrix accredited Information Advice and Guklance and course support by qualified lulors who provlded targeted addltlonal 8UPPOrt when necessary for leamers who found the programm88 to be ¢hallenglng. Indlvldual Learnlng Plans were develop8d whlch spedfy shorL and long tem.goali.. and ,mlle8lone8 wer8 revlewed, updated 8nd recorded on a fortnighlly basls be(ween tutor and leamer. Partlclpanls were also encouraged to use the free fadllltes and to keep Ih louch villh ATN $taff Ilaplops. desktops and prlnter8) for Cvs and Job sea￿h support. Celebrallon events were held presenUng4Jartlclpants wilh certificates and linking Ihem to former leamers who act 88 posltlve role mod818. Bharing their experfence and Insplring others. At the end of each course, each leamer was glven an exlt revlew vthlch provlded guidance and 8UPPOrt for progresslon Into further18amlng andlorjobs. Monltorln and Evaluatlon Learners undergo 8 comprehenslve Inltlal a8sessm8nl io d8termlne ESOL uslng th8 BKSB. Inltl81 and DlagnostlcAssessmenls. These provlde the baslg for our monitorlng and evaluallon processes, provldSng the baselin8 from which we (and Ihe le8rner) can assess progress along$lde the ILPS which delall goals and mllesloneg. OTLAS and Leaming Walk5 were conducted on a termly basis and the qualily of te8¢hing and learnlng was judged to be of a good standard Profilg of learner8 The learners were from a dlverse range of ethnl¢lUes indudlng Ukranian. Polish, African and A818n communities. The % of leam8rs from BAME communities was 95% and above profile. Im act and Outcomes The Achlevement rate was a credible 94% with a retention rate of 100% and 8 pa88 rale of 94%, Indlcatlng that learners were engaged benefitted from the programme. The percentage of learners who progressed onto higher level accredited ESOL atATN or FE was 53% ,whilst 260h continued being employed on a P￿ basi$ or moved into employment P48E9of34 Learner Feedback The % of 199 learners suNeyed vtho expressed excellenugood views were as follows.. {1) Information, Advice and Guldance prior to the start of the course- 90% (11)The quality of te8chlng durfng the course - 91% (111)The achlevemenl of person81 learning goals- 90% (Iv) The Iralnlng venue and facllilles- 84% {vl Safety and respect experlenced during the course - 100% (vl) Overall cour9& rallng. taklng Into conslderallon everythlrwJ - 84% (viil Improvement of 8elf confidence during the ¢ourse-92% (viil) D8velopment of well being during Ihe course- 89% (Ix) Development of Dlgital Skills wa8 81% (x) Support rec6lv8d durlng tha course vR8 92% (xi) Support wllh 80¢i8lislng, work and communication to mitigate against soclal excluslon was 97% Garflgld Weston Foundallon ATN was granted a surn of £30,OCN) for core fundlng by Garneld Weston Foundatlon and VAS abl8 to fulfll the obJecllve8 set out In the grant bld lo d&v6lop the sk1118, confldence, health 8nd wellbeing for 878 beneficiarles cumulatively for all programme8 and to support positlv8 progresslon p81hways Inlo furth8r18arnlng and eM￿oYment, 81mllar to th8 prevlous acad8mSc yaar. Actlvlll68 ATN conducted programmes In Engllsh, Digital, Health and Wellbelng and Employabllity sk1119 In the granl year. Each beneficlary was provided with a Matrix accredtted infom1811on advice and guidance session lo explore barriers to learning and employment Including additional support needs. Thls was followed by BKSB initial and diagnostic assessmenl of English. maths and IT skills. Mental heallhl Wellbeing was 8190 assessed usSng lh8 Wa￿l¢k Edinburgh Mental Wellbeing Scale (WEMWB). This wag followed by hlgh qualily teaching and learnlng se88ion8 wlh SMART large18 followed by mid-point and fin8188sessmenls. At the end of each course there was a final progresslon advlce sesslon into further leamlng or work. There were a150 Opportunities for social inclusion and integration in the form of coffee mornings, end of course parties and celebration of cultural events where food and drlnk represenllng dlfferenl cullnary Iradlllons w89 prepared and presented by the beneficlaries. Additionally, these events were enhanced by muslc from a multitude of different cultural herilages which added lo inclusivity and mutual respect 8mong8t partlcipants. The above activities helped bring beneficiaries from different communllles logelher to celebrate with food, muslc and drink. It also helped le8mers engage and nelwork with each olher IncludSng fostering friendships, soclal bonds and mutual respect. An added benefit was lo promote social inclusion at the events. Togelher wllh Ihe educallonal programmes which had taken place prevlously, Ihe social events added lo an Important oblective in supporting learners to Integrate into the social fabrfc In the UK. Outcomes Most of our leamers fromAfghanlstan. Syria, Ukraine. Srl Lanka. Pakistan and Indla have developed greater confidence, identity and self-worth to move into further educatlon and employment. For example, 10% moved Into employment on the Harrow Rithmond Uxbridge College programm8 and 58% continued wllh ATN lo develop Ihelr skllls Sel further. We continue lo develop strong relationships with stakeholders such as local Job Centre Plus offl¢e$ In Eallng and Merton, Merton Council. Herts County Councll and local employers ATN had a cumulative achievement rate of 90%. pass rale of 94% and retenllon rate of 96% whlch Is PyiOof34 very credible and above national benchmark figures for all grant fvnded programmes and core funded by Garfleld Weston Foundalion. Additionally. given our commitment to existlng leamers 53 of Ihe beneficiarles achieved an achlevement rale of 93%. pass rate of 100% retention rate of 93% without any funding from any source. There was also a tanglble Improvement In th8 ment81 health and wellbelng of learners al th& end of programm8s when compared wllh thelr corKlillon at the commencement of the courses. Beneficiaries were more confident in taking ownership of their lives and expressed the view Ihat they were able lo engage wllh people a lot betler and dkl not fe61 so isolated as a result of attendlng the programm8. The famllies and communities of the particlpants benefitted from the improved knowledge and skills gained on tho programme. In partl¢ular, the Improved skllls In the uso oftechnology for¢ommunlcallon and learnlng, whlch were cascaded throughout the partlcipants families and friends. For many individuals this programme provlded the condult to embark on a Journey of Ilfe-lorwJ18arnlng, and th8y have enGouragèd others wlthln thelr communllles lo Improve thelr skllls and enrol on locally provlded courses all&n s and Re8olutlong Many of the learners are refugee8 who have 8uffer8d trauma and displacement from war lorn zones apart from Ih81r lack of18nguage skllls. Tutor8 have worked diligently and selflessly to engagg with18arners and to provlde them with the tools to integrate inlo and navigate a new educalion, work and social sys18m In the UK. Consequently, motivatlon levels have Improved dr8mailc8lly. The tutors often exp8rience Ilngu1811c obstacles while teaching refugees due lo diverse 18nguages In the classroom. Thege languages cau88 Interference and confusion. To address this, lulors are resorting lo GTM (Grammar Translatlon Method). At ATN several mulll-llngual lexlcong are provlded lo th8 leamers In the classrooms. The tutors need Irauma4nfom)ed teachlng appr08cheg whlch need to be explored furth8r at 8landardl88llon 88sslon818ad by senlor Staff. Learners ara encouraged lo talk about bereavement arKI any recent trauma they have experienced in their lives. Pracllcal barrlers Include poor attendance due to chlldcare and flnandal conslr8lnt8 of the learners. Staff al ATN are w611-equlpped In provldlng IAG and homework to such learners so that they can catch up with any 9esglon8 that they have mlssed. Instllullonal challenges Include budget constralnts for learnlng malerSals and resources. To address Ihls Issu8 the senlor staff members often discuss and shar6 resources related to ESOL ¢urrlculum, ment81 health and well-being as well as digital skllls. ATN intendg lo continue lo support l&arners In a hollsllc manner wlth the slrategles mentloned abov8. Anal 818 rn8r Surve Learner surveys were conducled for all funding programmes. Ninely percent or more of the 547 beneficiari88 who responded lo the learnersurveys expressed excellenvgood views on Information, Advice and Guidance prfor to the start of th8 course, Ihe quality of teachlng. achlavement of per80nal leaming goals. the quality of the assessment procedure, the quality of support advlce and guldance re￿Ived Ihroughoul, the quality of resou￿@$, Iralnlng venue and facilities, Safely and respecl experlenced, over811 course rallng Sample Learner Comments 'My teach8r Is good and I Improved my Engllsh and job skill8.' "l am Satlsfied with the course because I have gained the skills lo find a job." '18m happy and satisfied with the course. I leaml a lot to do vAth employability.. 'Il helped me find a lob and I leaml dlfferent things aboutjobs." .1 can read well, improved my vocabulary and pronunciation.. "I have improved my listening.. .1 am sat15fied because I now can talk wkth more confidence.. Pazpiid34 °This course helped me learn how to typ8. 1 never typed on the Computer before and .1 was able to type 8 cover letter." Yhis course h81ped me to communlcate with other pe￿." "I would like more lessons on computer or digital skills. I need rnore hours for me to understand more about how to use a computer.. Case Studles Numan Besmelah Numan Is originally from Afghani8tan, where he was bom and raised. Whilst h8 was there, he attended rellglous school and has h8d no prlor employment history. He left Afghanistan and arrlved In the UK In 2021 due lo fear of persecullon. As Numan did not have any employment hlstory it would be hard for hlm lo apply for and have success wh8n looking for employment. Additlonally. due to the language barrier he also faced, il meant that Numan would have lo prloritise leaming English so that he could begin achlevlng hi5 dream 88 a bus driver Sn the future. Numan was later enrolled at ATN onto an Entry Level Award in ESOL Skllls for Llfe Enlry 1 cours8 so he could begln 8chlevlng the quaiificallons he requlred lo begin worklng. As h progressed within Ihe course. Numan began lo Improve his written and spoken English, whlGh allowed him to converse Iluently with others as well as belng able lo successfully ask and answer questions. With th8 progress that Numan qul¢kly made, he was successful in finding himself employment. worklng part lime 88 8 mechanic al OT Service. Numan Is $1511 hoplng lo achl&ve hls dream of worklng as a bus drlver Ir) the future but he Is currently enloylng hls new role and has been grateful for the opportunity given lo improve his English whlch helped ald him In ftndlng hls new lob. Adult Tralnlng Netsvork Is very grateful forthe 8UPFh)rt of Garfleld Weston Foundatlon In supportlng th8 work ofATN. Wilh the combined fundlng that we have recelved from all Ihe funders the impact forthe b8neficiari88 has been Ir8nsformallonal. We Intend lo move forward In a proaclSve manner to overcome the challenges facing the beneficlaries who represent one of the most marginalised and disadvantaged groups In the communlly. Sackler Trus Ob ectlve8 of the Pro ramme The oblecllve8 ofthe programm8 are to develop the Skills, COnf￿enCe, employmenl and edu¢atlonal prospects Includlng th8 well belng of mlgrants, refugees and asylum seekers. The programm& a150 seeks to support Ihelr Integralion into wider society. This is being achieved by conducting programmes in pre Entry ESOL, Digllal Skills, Employability and strategies for improving health and well belng. Actlvltlag ATN eng8ged with 38 bèneficiaries and delivered programm88 of 96 hours In pre Entry ESOL, Dlgllal Sklll8 and Employability Support which was emb8dded In the program content. Each partlcSp8nt was glven an In11181 assessment to ascertain their level of competence in ESOL and Digllal Skills Includlng career aspiralion$. Thls was followed by courses whlch Included malrlx ac¢redlled Informallon Advlce and Guidance and course support by qualified tutors who provlded targeted additional support when neco55ary for learners who found the programmes to be challenging. Individual Learning Plans were developed which specify short and long term goals and milestones were revlewed, updated and recorded on a fortnlghlly basls between tutor and learner. Addltlonally partlclp8nts were supported vAth strategies for improvlng thelr heallh and well belng. Health and Wellbeing surveys were Conducted at the beginning of programme5. mid course and al the end to determine tho extent to which mental well being had improved. 12of34 Participants were also encouraged lo use the free facilities and to keep in touth with ATN staff (laptops, desktops and printers) for Cvs and lob search support. Celebrallon events were held presenllng partlclpanls wlth certificates and linking them to former leamers who act as positive role models, sharing their experience arKI inspiring others. At the end of each course. each leamer was given an exit review whlch provlded guidanc8 and support for progresslon Into further learnlng andlor lobs. Monltorln and Evaluatlo Learners undergo a comprehensive Initial assessment lo determine Engllsh, math8 and ICT Sk1119 Using the BKSB Initial and DiagnoslicAssessments, assessments of employment gkills as well as health and well belng uslng the Warwick Edinburgh Mental Well being Scale (WEMWB). These provlde the basls for our monltoring and evalualSon processes, provldlng Ihg baselln& from whlch w6 (and the leamer) can a88e8s progr888 alongside the ILPS which detail goals and milestones. Proflle of loarnors The learners were prlmarily from BAME communities as follows: Indlan 12. Afghanl 6. Bangladeshl 1. Bulgarlan 1. Erilerfan 1, Elhloplan 1. Ilallan 1. Nepali 2, Paklslanl 2. Pollsh 2. Sudanese 2. Syrlan 5. Ukranlan 1 Somali 1. The gender breakdown was 68% female and 32% male. 7Wenly nlne percent of the leamers were refugees, 8 % were asylum seekers and the rest were ellher Brltlsh or those with settled slalus In the UK Age group percentsges were as follows: 18-24- 5%, 2540 - 32%, 41*5- 63% act and Outcome The Achlevement rate was a credlble 87% with 8 relentlon rats of 89%. indlcaling that learner8 were engaged and benefitted from Ihe programme. The percentage of learners who progressed onto hlgher level ac¢redlled ESOL 8t ATN w88 55Q/o, whSlst 10% moved into employment. On8 learner progressed onto a Beaullcian's course. 13% h8d he811h issues and 8% 18ft as unemployed after the programme. There wa8 8180 a tanglble Improvement In Ihe menlal health and well belng of leamers at the end of programmes when compared wllh Ihelr condition al the Commencement of the courses. Learner8 were more confidenl Sn laklng ownership of their lives and expressed the view that they were able lo engage with people a lot better and dld not feel 80 isolaled as a result of attending Ihe programme. The famllleg and communlll88 of the partlclpanls benefltted from the Improved knowledg8 and 8kllls galnéd on the prograrnme. In partl¢ular. the Improved skills in lh8 U8e of technology for communication and le8rnlng. whl¢h were cascaded throughout the particlpants famllles, and frlends. For many individuals th18 programme provided tho Gondull lo embark on a joumey of life-long learning. and they have encouraged olhers wlthln thelr communllle8 to Improve thelr skllls and enrol on locally provlded cour888 Learner Survg The % of le8rneT8 who expressed excellenvgood vlews V￿re as follow8: ([} Inlllal Inducllon and Explanatlon at the start of th8 course- 94% (il)The standard of tralning during the course - 96% (111)The sk1118 learned durlng the course helplng to Improve yourlob prospects- 90% {Iv) Support from staff at all stages of the programme- 94% PxeiYd54 Casa Studies Se Stud 1 Mohammed Hali is originally from Morocco and he attended school until Ihe 4th class. For personal reasons he left Morocco for Italy and he lived in Italy for 33 years. In Italy he worked as a forklift driver. He ariived in the UK in 2023 and worked as a clear)er for about a month but due to language issues he had to give up his job. Hali possesses limited communication skills in English. He was disillusioned as he had to work as a cleaner and was unable to see employment as a forklift driver due lo language issues. He realised that in order for him to lake up any exams for fork lift driving he has to improve his spoken and wrillen ski115 in English. In addition lo this he 8180 has a child with dlsabilities and has lo deal wllh the child's health issues. He was referred by the job centre as he was lacking confidence. had low self esteem, possessed limited English and was not feeling positive about himself. Upon arriving al ATN a staff member who spoke Italian assisted him with the enrolment and also explained to him the purpose of his referr81. He was enrolled on the Sa¢kler Trust Course on 0811112023. He was kean lo improve his English, Improve his employability skills, enhance his digilal skills and also his mental health and well being. He sellled well in the class and was allending the programme regularly. He was very keen In improving himsèlf and he participated in class with enthusiasm. His tutor was very supportivo and he had also made progress wilh his spoken and wrillen English. He made friends in the class and during the lea break they would chal with each other. There was a change in his personality. He completed the course and was enrolled on the ESOL Entry 1 programme. He was vary happy about the progre$$lon h8 was making. en he arrived at ATN for enrolment he looked lost. Mfilh the help of the translator he enrolled on the Sackler Trust programme. The support he received from the tutor in the classroom helped him Improve his English. He also forged friendships with his classmates and thls h•J a posilive impact with hls well belng. He found the staff al ATN user friendty and helpful. Hali has enfolled on the ESOL Entry 1 course and he is planning lo complete the cour88. Upon Completion he would like to progress onto the ESOL Entry 2. Hali hopes lo obtain a fork lilt licence once he improves his spoken and written Engllsh and look for employment 88 a fork lift driver. Case Stud 2 Nazmie had been referred by the Job Centre 88 She w88 deaNng with her chikl's heallh186ues and was lacking confidence and was not feeling positive about herself. She enrolled on the Sackler Trust Course on 1711012023 but had lo withdraw as her Child was ill and sho had to take the child to Bulgaria for treatment. She re-enrolled for the course agaln on the 0110212024 as her child's health was better. She wanted lo improve her English. her mental health and well being and 8180 to enhance her employability prospects. At the start of the programme she was nervous bul once she started attending the programme iegularly her ¢onfiden¢e grew. In addition, she also formed friendships with her fellow classmates. She was also supported by the tutor with improving her spoken and written English. She enjoyed her training and was keen lo look for part-time work either as a cleaner or a shell slacker. Her CV was updated and she attended an interyiew at Z8gros Food Centre and She was successful al her ir¢lerview, She started working part-lime as a cashier. She was really very happy as she felt that she was helping to support h8T famity financially. She commenced her employment in March 2023 whilst on the prcoramme. When she initially came to ATN she was feeling nervous butthe office staff made her feel comfortable and welcome. The lulor Sobia Qureshi was very supporttve and she helped her with improving her spoken and wrilten English, digital skills and also wilh her confKlence and mental health and well being. She also enjoyed being in the classroom where she forged frIendsh￿IS and looked forward to learning and allending class Irom Mondays through Thursdays. At the present moment she would like to settle into her job and then she would like to enrol on an ESOL course which will enable her to help her children with their school work and a150 enhance her employment prospects. P4eUof34 This course has helped her to improve her confidence levels as well as her mental health and wellbeing. In addition. with the help of the lutor she was able lo look for employment and has started working on a part-time basis. Fulure ro rammes ATN intends to conllnue sSmllar programmes In the next year frnm Sept 24 -August 25 focusslng on ESOL, Dlgilal SkS11s and Employabllity Including stralegles for malntalnlng Health and Wellb&lng. Refarrals will primarily be from JCPS in Ealing. Uxbridge, Hayes and Harrow. It is envisaged that there will also b8 881f- referrals and recommendations from previous learners. Natlonal Lottè Ob actlv95 of the Pro ramme Through IhSs one-year project, ATN are Improving the skill$ and employment prospecls for 48 unemployed adults, who have recently arrived in th8 UK as refugee8. asylum seekers or mlgranls and speak English 88 a second language. We ar8 achleving this by providing 45 Guided Learning Hours (GLH) per indlvldual delivered lo cohorts of12 leamers over 15 hours per week for 3 weeks. Course conlenl include8.' ESOL sk1118 (15 GLH}. • IT skllls115 GLHI. Job s8archlng, appll¢atlon8 and Inlervlew S￿115 (10 GLH). Health and Well-belng (5 GLH). Actlvltlè8 To daleATN has engaged wllh 14 learners and dellvered programm&s of ESOL. Dlgllal SkS11s and Maths whlch were embedded In the program content. Each participant was given an initial assessment lo ascertain thelr level of compelence In ESOL and Functional Skills Maths. This was followed by courses whlch included matrlx accredited Informallon Advlce and Guldance and course support by quallfied tutors who provlded largeled addlllonal 8UPPOrt when nece888ry for18am8rs who found the programmes to be challenglng. IndSvldual Learnlng Plans were developed whl¢h speclfy short- and long-temi goals and mlle8lones were reviewed, updated and recorded on a fortnlghlly basis belween lutor and learner. Addlllonally, partlclpants w8re supported wlth strategles for Improvlng thelr health and wellbelng. He81th and Wellbelng surveys were conducted at the beglnning of programmo8. mldwcourse and at the end to delermlne the extent to which mental wellbeing had improved. Partlcipants wer& also encouraged to use Ihe f￿ fadlllies and lo keep In touch viilh ATN staff {laptOP8, d8sklop8 and prlnter81 for Cvs and job search support. Celobration evants were held presentlng partlclpanls with ¢ertlfi¢ates and linklng them to former leamer8 who act a8 positive role models. sharing their experience and Insplring others. At the end of each course, each leamer wa8 grven an exit review which provided guidance and support for progresslon Into further learning andlorjobs. Monltori and Evaluatlo Learners undergo a comprehensive Initial assessmenl to detemlne Engllsh, maths and ICT Skills uslng the BKSB Initial and Diagnostic Assessments, assessments of employment skills). These provide the basis for our monitoring and evaluallon Pro￿sses. providing the baseline from which we (and the learner) can assess progress alongside the ILPS which detail goals and milestones. OTLAS and Leaming Walks were conducted on a lemily basis and the qualily of teaching and leaming was judged to be of a good standard P42tsof84 Profil8 of learners The learners who achieved were primarilyfrom BAME and refijgee communities forlhe programme as follows: Asian, Ukrainian, Syrian and African. act and Outcomes The A¢hSevement rale was a credib18 90% wth a retention rate of 93% and a pass rale of lo￿ and an achlevemenl rate of 93% Indlcating that learners were engaged and benefilled from the programme. Of Ihe leamers who had disability achieved their learning goals. The per￿ntage of leamors who progressed onlo higher level accredited ESOL al ATN was 14% wlth 50% actively seeking employment. Of these it is eslimaled that 10% moved into employment The famlli8$ and communltles of tho partlclpanls benefitted from the improved knowledge 8nd $klll8 galned on the programme. In particular, the improved skills in Speaking and Listening and Reading and Writing supported learners to galn confidence and communlcate more readily wilh officlaldom and also Informally. For many individuals this programme provided the conduit to embark on a journey of life-long learning, and they have encouraged others wllhln Ihelr communltles to Improve their skllls and enrol on locally provlded courses All18arners 8urv8yed expres88d excellenugood vlews on the follO￿ng. The ￿urSe Improved general wellbelng. inlllal induction was of a high calibre, the quallty of Informallon advice and guldance the quallly of leaehlng durlng the course the quallty of support, advlc& and guldance you recelved throughout, the quallly of re80urce8 Includlng the variety of course notes and handouts, the Irainlng venue and fa¢ililles includlng teas and coffee8 al b￿ak limes, Improvement of self-confidence during the Gourse. improved digital skills, job searching skllls, new updated CV of a hlgh quality, the leamer8 8urv8yed were act￿01Y Seeklng work and development of wellbelng durfng the course Boneflcla comments Please flnd below sample o)mments made by some of the benofidar188 on the value of the programme. "I can read well, Improved my vocabulary and pronunclation.. .1 have Improved my Ilslenlng.. .1 have started speaklng In Engllsh.. ura ramma Two programmes are scheduled In Sept 24 and March of 25 where we expect 20 learners cumulatlvely to partlcip8te In the programme and ATN 18 hopeful of similar oulcomes lo be achieved. Merton Councll Intont ATN'S prlorlty19 to prepare learners for Ihelr Ilfe goals such 8s obtsln employmenl or to support thelr chlldren with thelr educallon. rather than only gainlng qualificallon$. The Leadershlp and Management ofATN know the communities they work with well and have strong vision of aligning the curriculum intent to the needs of those cornmunitie5. ATN ha5 developed good re1211onships with the local JCPS who place learners wth us, and they continue to inform us that we listen to their intent. P4te16of34 The basic skills qualifications {Functional skills in English, Digital Skills and Multiply (Numeracy) offered at ATN are a priority lor up-skilling, which has been documented by the Mayor of London, Merton Adult Learning and echoed by local employers. The range of provision offered by ATN was carefully considered and based on a thorough understanding and analysis of a wide range of information induding local and national econom￿ and social data and reports. Actlvlti98 ATN 18 delivering in deprived wards in Milcham in the &ast of the borough wh8r8 M8rton Council has focu8ged Its priorllles on. The baslc gki11g qU81ifications (Functional skllls In English, Dlgilal Skills and Multiply (Numeracy) offered al ATN are a priorlly for up-skilling, which has been documented by Ihe Mayor of London, Merton Adult Leaming and echoed by local employers. ATN conducted 153 learning opportunities in FF FS English (E1-E3) and Digital Skills programmes In 23124 and 53 learnlng opportunllies In CL consisting of programmes In Pre-Entry and Entry 1 English. Courses wer8 conducted at Milcham Llbrary and SMCAwhich are easily accessible by publlc Iransport. Programmes were held at1Smeg to suit parents with childcare responslbi15118s. The learnerlourney was Conducted initially by IAG and IA sesslons followed by wur8e delivery followlng a SOW which was adapted as the course progressed. Learner progress was monitored and evaluated through a FIARPA proces8 whlch was documented on an ILP. Le8rn8r work was assess6d throughoul the cour8e. OTLAS were conducted al least once 8 term to evaluate strengths and offer guldance on areas for development. Mld-polnt and ond polnt asse$$m8nls were conducted and reslls offered wherf) necessary. Learner voice w88 recorded and Progres$lon and Destination data documented for each programme. oni orin Evalua lo Learners undergo a comprehenslv8 Initlal assessment to determine Engllsh, maths and ICT Skills using th8 BKSB Initial and Dl8gnoslic Assessments, assessments of employment skills). Thes8 provide the basis for our monitoring and evaluation processes, providing the baseline from which we (and the learnar) can assess progress alongside the ILP$ which detail goals and milesto OTLAS are sufficiently fobusl lo identify strengths and areas for improv8menl and croale a roadmap lo improve the practice of tutors where appropriate and lo maintain strengths. Proflle of learner8 Learnèrs are from deprived wards In Merton especially from Mitcham W8rds. The ethnl¢ compositlon of th8 learning cohort is Sri Lankan, Asian, Bangladeshi, Ukrainian. Syrian and Afghani. Im act and Outcorne8 The achlevornent rate for Communlty L•arnlng (Dlgltal Sk1118 and Pro-EntrylEntry 1 Engllsh) was excellent at 97% The Formula Funded rat• was 80% and needs to bo ralsod to th8 benchmark of 85% for FS Engll$h. Th8 retentlon rats for Communlty Leamlng wa8 also oxcollent at 97% Retention foi FF was 95% Standards of leamer behaviour are excellent. Tutor feedback and OTLAS conducted in tha year confirm that there is a calm leaming environment which is conducive for tea¢hlng and learning. Good improvement of learner wellbeing and confidence compared to 22123 ATN is a very safe environment that fosters mental and physical well-being for all its students. Lgarners, development of English. malhematlcg and ICT akng wllh employablllty sk1118 Is good and helps their progression into further learning and careers. Leaders and managers provide a clear stfategic direction for ATN with regular stralegic updates at SMT and Trustee Meetings which aro held quarterly. A number of very experienced trustees including the Chair of trustees monitor all aspects of quality assurance and raise standards. Clear and detailed self-assessmenl process with culture of self-crilicism and the identification of on-going development. PaBe170134 Learner Surve Learners have confimed the following in Termly SuNeys LeaTners developing better communicationllanguage skills Excellent quality of leaching and learning. Learners gaining confidence to achieve their goals such as independence and empowerment. Employability skills, confidence to support their children with their school work and help themselves in daily life situalions. Both sil&s are safe places and learners are respected. Excellent IAG process pre and post course. Casg Studlo¥ Ali Gokcgmen Ali struggled with focus and infomialion retention throughout hls thlldhood due lo undiagnosed dyslexia, which impacted his ¢onfiden¢e and academic achievements. Despite these challenges, he succossfully ran hi$ own business until the COVID-19 pandemic forced its dosure, leaving him unemployed. In search of new opportunities, Ali joined th& Adult Training Network to improve his language skills and employabillly. Here. he discovered his dyslexia, which explained his lifelong struggles. With tailored support from his tutor, Ali completed Functional Skills courses at Entry Level 3 and passed h1$ exams, slgnificanlly boosting his ¢onfidence. Encouraged by his success. Ali advanced lo digital skills training. becoming proficient in essential computer tasks such as online job searches and email communication. His lulorfs guid8nce in career planning further molivaled him, helping Ali Sel and pursue long-lemi goals. The training also included learning to navigate various sofvare and understanding basic cybersecurity, enhan¢ing his overall digital literacy. All's Iransformallon was evldenl not only In hls skllls but also In hls outlook. He began p8rtlclpatlng more actively in group dis¢ussions, sharing his ideas confidently, and supporting his peers, which further bolsleied his self-8sleem. His lulor noticed his growing ￿adership potential and encouraged him lo consider fuluie roles that coukl leverage his newfound skills and Confidence. Today, Ali confidently navigates the job market. equipped wilh improved literacy and dlgllal skills. The support he received from th& Adull Training Network has transformed his outlook on life. instilling a renewed sense of purpos8 and optimism for the future. He is now exploring opportunities in fields that value dsgital proficiency and is excited about the possibility of combining his ent￿preneUr1al spirit with his enhanced sklll sel. lonela Antoch lonela moved from Romania to the UK 15 years ago, Seeking a better life. However, her limiled English skills created significant barTi8rs, affecling her confidence and molivalion. Her struggles were further exacerbated by issues at work. culminating in the sudden death ol her manager. which deeply impacted her morale and sense of direction. Determined lo turn her life around, lonela joined the Adult Training Nelwork. She started with English cours85 at Entry Level 2, where she received personalized support from her lulors. Their encouragement and tailored leaching methods helped her overcom8 her language barriers. Successfully completing her Entry Level 2 exams, lonela's confidence began to grow. She then progressed to Entry Level 3. where she continued to excel, passing all her exams with dedication and hard wot1(. Encouraged by her progress. lonela expanded her learning lo include courses in personal finances aThJ wellbeing as well as digital skills. These courses equipped her with practical knowledge and skills to manage her life better, further boosting her self*sleem. Passing these exams reinforced her belief in her capabilities and opened up new opportunities for pgrsonal and professional growth. Page ￿Or34 The comprehensive support from her tutors played a crucial role in her journey, offering not only academic guidance bul also emotional support. They helped lonela set realislic goals and develop a clear plan for her future. This holistic approach empowered her to rebuild her confidence and regain her motivation. Now, lonela feels ready to retum to the care sector, a field she is passionate about. Wlh improved English skills, beller financial understanding, and a positive outlook on life, she is well-piepared to re-enter the workforce. lonela's experience with the Adult Training Network has been transformalive, enabling her to overcome past challenges and look forward lo a fulfilling career in care. External Verificatlon and E ARe ort cs and Gullds The Adult Tralnlng Network continued to receive good reports from Exlemal Verffiers, College, Franchlse Managers and Contract Man8ger8 from the various funding bodles. There was ong External Verifier sampling acllvily In Ihe academlc year by Clty and Gullds External Qualily Assurance A98e8sors In Funcllonal Skllls English and Malh5. ATN retained Direct Claim Slalus in both these subjecl areas. Are ort on Functlonal Skllls In En Ilsh & Mathematic Th8 EQA Assessor conliimed that the cenlre was organised arKF sent all re￿rdS vla secure track and trac8 Royal Mail prior to the visit. Delivery In an orderly manner whlch ￿Vered all the Crilerionlstandards for the FS QUalIf￿allOns. The team are hard working and work well together to meet the needs of their learners- Ihls has been evident. The centre however needs lo lighten their Assessment and IQA pracllc8s. The ¢enlre Is 8 hard worklng cenlre and ha$ a good professional working relationship across the satellite sites and staff members Matrlx Accredltstlon ATN is malfix accredited and gained accredilallon in July 2007. The accr8ditallon has been renewed every thre8 year8 slnce then. In November 2023 ATN, accredilatlon was renewed after an assessment by th8 Matrix Assessor. Slgnificanl progress has b8on made In areas $ugge$led for development al last yeals Accredllatlon Revlew. Includlng addlng leamer o)mments to Ihe Leamer Volce section of the website. along with quantified data results; introduction of team meeting between the 2 Centres, and of a staff appraisal system. The leamer induction has been updated, and a Slep 7 in flow chart. Area$ lo be reviewed for progress next year include any increase in employer engagemenl results from Ihat, a partn survey,. and impact lo dale from the Sackler Trust project. ATN continues to work hard to support Ils learne including with IAG around employability aspects that are not funded. and in cost of living workshops to advise on ways lo 8conomis Sufficient evidence lo enablg a decision of 'Malnt81ning Accredll8tlon'. Future devolo mènts and rlorlties Ever since ils inception ATN has supported ils learners lo improve their confidence, develop their skills. get into work and become healthier. ATN will conlinue lo source funding opportunities and strive lo provide the bestquality education and training to socially excluded members of the community who have little or no access PagEJ90131 to mainstream education. Building the skills and Confiden￿ of traditionally disadvantaged members of the community, including refugees and members of ethnic minority communities to support their entry into meaningful employment is a high priority at ATN. The long-term relationship that exists wilh Step2Skills and Merton Council will continue to be fundamental to Adult Training Neiwork's ability to deliver qualification courses in the communities we serve. The Director is seeking additional contracts from TrustslFoundations including Garfield Weston, Sackler and National Lottery with the support of our bidding consultants to supplement any shortfall in funding. Additionally we are applying for funding from local authorities in London and the South East via funding porials such as Proactis. Structure, governance and management The Adult Training Ne￿Ork is a Registered Charity Number 1093609. established in July 1999, and a Company Limited by Guarantee number 42866151. The Head Office is at Unit 3, Trainagle Centre, 399 Uxbridge Road, Southall UB13EJ. The AdultTraining Ne￿Ork has a Board of Trustees and a Managing Director, who is the main contact person for the organisation. Further information on the Adult Training Neiwork can be found on the organisation's website at htt S.'I￿.adU[t-tra1nln -or .uk. The Chair of the Board of Trustees is Mr. Fawzy Adam and the Managing Director is Mr Sarjeet Singh Gill. The Trustees, who are also the directors for the purpose of company law, and who served during the year and up to the date of signature of the financial statements were: Fawzy Adam o Beulah Lyn Felstead Keeranpal Kaur o Sonia Khokhar o Janette Eve James Recrultment and tralnlng of trustees Trustees with specialist expertise in education, training, finance and fundraising are recruited through advertislng on charity forums. recommendations from Trustees and general members of the charity. There is a shortlisting and appointment process which is overseen by the Trustees. Appointments are made in accordance with the Articles of Association of the charity. On appoinlments, Trustees are provided with an induction pack which includes the Essential Trustee Handbook detailing roles and responsibilities. Both internal and exlernal training is provided including refresher training where appropriate for Trustees to be more effective in their roles and responsibilities including financial management. The Trustees, report was approved by the Board of Trustees. Mr. Sarjeet Singh Gill Managing Dlrector and Secretary Date: 1910612025 Page 20 of 34 INDEPENDENT EXAMINER'S REPORT FOR THE YEAR ENDED 30 September 2024 Indopèndènt axamingr's rgport to the trustees of Adult Training Network Ltd I report to the charity trustees on my examination of the accounts of the Company for the year ended 30 September 2024. Respon¥lbllltlos and ba813 of report As the charity's trustees of the Company (and also its directors for the purposes of company lawl you 8re responsible for the preparatlon of the accounts in accordan¢e wllh the requlremenls of Ihe Companlas Act 2006 ('Ihe 2006 Arf). Having satisfied myself that the 8ccounls of Ihe Company are not required to be audited under Part 16 of the 2006 Act and are ellgible for Independent examination, I report in respect of my examlnatlon of your ch8rSly's accounts as carried out under the Chariti&s Acl 2011, 8. 145 ('the 2011 Act,). In carrying out my examin811on I have followed Ihe Dlre¢tlons glven by the Charity Commi88lon under s. 145(5) Ib) of the 2011 Act. Indgpendgnt examln8r'8 8tatement Slnce the Companws gross Income exceeded £250.000 your examiner must be a member of a body118ted In 145 of the 2011 A¢1. l conflrm that l am qualified lo undertake the examlnallon b8caus8 l am a member of In81ilute of Chart&red Accounlanls of England and Wales IICAEW). whlch Is one of the Ilsled bodles. I have completed my examination. I conllmi that no matters have com610 my attenllon In conne¢llon with the examlnatlon glving me cause to belleve: (118ccountlng records were not kept In respect of th8 Company 88 requlred by sedton 386 of the 2006 Act., or {2) th8 aecounls do not accord wlh th08e records; or (3) the accounts do nol comply wilh the accounting requiremenls of Sectlon 396 of Ihe 2006 Act other than 8ny requirement Ihat the a¢¢ounls give a 'lrue and lair view which is not 8 malter ¢onsldered as part of an Independent examlnallon: or {4) the accounls have not been prepared in accordance wllh the melhod8 and principles of the Slalement of Recommended Pracllce for accounting and reportlng by charities lappllcable lo charille8 preparing Ihelr accounts In accordance wllh the Flnanclal Reporung Standard appllcable In Ihe UK and Republlc of Ireland FRS 10211. I have no concems and have come across no other m8tter8 In c¢)nne¢tlon with the examination lo which attenllon should be drawn In Ihls report In order to enable a prO￿r understandlng of th& accounts lo b8 reached. Slgned Name: Relevant professlonal qualificatlon or body. fr CA, k crg, FE8, É f r4, p ch Il Addre8S: AJ BenneHith &Qo Date.. I'IIARTtRID AC('.C)IJNYANf Upper Ground Floor 18 Farnham Road Guildford. Surrey GUI 4YA 01483 539777 fJ£J Pa8e210134 STATEMENT OF FINANCIAL ACTIVITIES FOR THE YEAR ENDED 30 Sept8mb8r 2024 Recommended categories by activity Notes Unrestricted Restricted Total Funds Total Funds funds income funds 2024 2023 Income and endowments from: Donations and 18gacias Investments 480,288 482,788 428,707 103 103 1,573 others Total 481891 430 280 Exp9ndlture on: Charitable acllvities 608,775 678 809,453 666,275 Other 1,812 4.610 6,422 6,146 Total 610587 615 875 672 421 Nét Incom81{expendlturo1 before Investment galn¥lll08$0$1 (128,696) {2,788) (131,4841 (242,141) Net gainsl(108ses) on inveslm8nls 1,154 1,154 1,234 Net Incornellexpenditurè) Nèt movement In funds {127.542) (2,788) 1130,330) 1240,9071 {127.542> (2,7881 1130,530) 1240,9071 Reconclllatlon of fund8: Total funds brought forward Total funds carrlod forward 167 379 185820 426 727 185 820 Py 22oF34 BALANCE SHEET FOR THE YEAR ENDED 30 September 2024 2024 2023 Notes Flxed Assets Tangible assets Currentassets 13 52,272 66,639 Debtors 15 37,183 56,680 Investments 14 3,924 68,294 Cash at bank and in hand 53 480 67,836 178,454 Credltors: amounts falllng duewithin one year 16 {48.144) {38,386) Net current assets 19,692 140,068 Total asgets less current liabilltles 71,964 208,707 Credltors: amounts falllng due after more than one year 19 (16,474) (20,887) Net assets Income fund8 Restricted funds 20 15,653 18,441 Unrestricted funds 21 39,837 167,379 For the year ended 30 September 2024 the company was entitled to exemption from audit under section 477 of the Companies Act 2006 relating to small companies. The members have not required the company to obtain an audit of its accounts for the year in question in accordance with section 476. The trustee acknowledges their responsibilities ft)r complying with the requirements of the Companies Act 2006 with respect to accounting records and the preparation of accounts. These accounts have been prepared and delivered in accordan￿ with the provisions applicable to companies subject to the small companies regime. The financial statements were approved by the trustees on 19 June 2025 and signed on their behalf by: Fawzy Adam Trustee Keeranpal Kaur Trustee PaBe23of 31 NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 30 September 2024 1. Accountlng Pollcles Charlty Informatlon Adult Tr8inlng Neiwork Ltd 55 a prlvate company limited by guarantee Sncorporated In England and Wales. The reglstered office addres8 is Unll 3 Triangle Centre, 399 Uxbridge Road, Southall. Middlesex UB13EJ. The principal accountlng pollrAes adopted by the Charity, which ig a public benefit entity, in Ihe preparation of the accounts a￿ as follows. 1.1 Basis of preparatlon Those accounts have bean p￿pared In accordance vAlh 'Accounllng and RorM)rting by Charlll&s: Stat8menl of Recommended Practice applicable to charilles preparing Ihelr accounts in accordance wlth the Fin8nGlal ReportSng Standard applicable in the UK and Republic of Ireland {FRS 102). (effeclivo 1 January 2019) (Charitie8 SORP (FRS 102)}, the Financial Reporting Standard applicable in the UK and Republlc of Ireland (FRS 10218nd the Charltles Act 2011. The charlly Is a Publlc Benefit Entity as deffned by FRS 102. The charity ha8 taken advantage of the provisions In th8 SORP for charltles not to prepare a Statement of Cash Flow8. Thes6 accounts are presented In pound8 sledlng and rounded to the n88re8t pound. These 8ccounts have b88n prepared under Ihe h15torical cost conveftllon. as modlfled by the Inclu81on of chari18ble propertles and fixed asset investments and inveslmenl properties al valuallon. 1.2 Golng concern The Trustees have prepared flnanclal projecllons, taklng Into conslderatlon the current economlc condlllons and hava, at Ihe tlme of approvlng these account$, a reasonable expeclallon that the ¢harlty has adequate resources lo conllnue in operational existence for the foreseeable future. Thus. they contlnue to adopl Ihe golng concern basis of accounting in preparing the accounts. 1.3 Incomg from donatlon8 or grants Income from donations and grants is recognlsed when the charily Is enlllled lo the lunds after any performance condition8 have been met, the receipt is probable, and the amount can be mea8ured rellably. t>onallons are recognlsed on receipt. Forgranls, whether'capilal, or'revenue., thls 1$ usually when a formal offer Is made In writing. If 8 donatlon or grant contains term8 and condSllons outside of Ihe charlty's control which musl be mel before the charily is enlilled to the funds, or if the donor specifies that the funds must be used In future time periods, then the Income Is deferred. Income lax recoverabl8 In relatlon to donatlons recelvod under Gift Ald or deeds of covenant Is recognlsed at the tlma of the donatlon. 1.4 Lfrga¢los Lega¢les ar6 Included In the SOFA when the amount Is kncwi. receipt18 probable. that Is, when there has been granl of probate, the executors have establlshed Ihal there are sufficient assets In tha eslale and any conditions altached to the legaGy are eilher wilhin Ihe controi of the charily or have been mel. Ilthe amount is not known, the legacy Is treated as a conlingenl asset. 1.5 Tax reclalm8 on donatlong and glfts Glft Ald receivable 18 Included In Incom8 when there 15 a valid dedaratlon from the donor. Any Gift Ald amount recovered on a donallon Is considered to be part of Ihat gift and is Irealed as an addlllon to the 88me fund as Ihe Initial donation unless th8 donor or the lem5 of the appeal have specified otherwise. 1.6 Expendltura Expenditure is recognlsed when a present legal or conslructlve obllgatlon exists at the balance sheet dale a8 a re8uII of a past event. il is probable that a transfer of economlc benefits will be required lo Settle the obllgatlon, arKI the amount can be estlmated reliably- It Is Induslve of VAT which cannot be re¢overed. PaLe240134 Expenditure is classified by activity. The costs of each activily are made up of the total of direct costs and shared costs, Including the support costs involved in undertaking each activity. Direct costs 8tl¥ibulabl8 to a single activity are allocated directly to Ihal aclivity. Shared costs which contribute to more than one activity and support costs which are not attributable lo a Single activity are apportioned behveen those activities on a basis consistent with the use of resources. Central staff costs are allocated on the basls of tlme spent. and depreciation charges are allocated on the portion of the assevs use. Expenditure is recognised on an accrual basis as a liability is incurred. Costs of generating funds comprise the costs associated with attra¢llng voluntary income and the costs of trading for fundraising purposes Including the ch8rity's shop. Charflable expenditure comprlses those costs incurred by th8 charity In the delivery of its aclSvS1ies and services for ils benefi¢iaries. It Includes both costs that can ba 811o¢aled directly to such aclivilles and those costs of an Indlrect nature necessary lo support them. FundraisSng cost8 8re th088 Incurred in seeklng voluntary contributions and do not include the costs of disseminating inform8tion In support of charitable aclivilies. Support costs ale those costs incurred directly in support of expendllure on the objects of the charity and include project management. 1.7 Employee b8neflts The cost of any unused hollday entillement is recognised in the period In which the employee's services are recelved. TermSnatlon ben8flts are recognlsed Imm8dlalely as an expense when Ihe charlly Is demonstrably committed to terminate the employmenl of an employee or to provide termln8tion benefits. 1.8 Pon8lons The Charlly makes contrlbullons to deflned contrtbullon penslon Schemes through 8Uto 6nrolm8nl. The8e contrlbullons are charged lo the income and expenditure account In the year In whlch Ih8y become payable. 1.9 Taxatlon The organlsatlonls a Teglslered charlly arKI has no Ilab116ty to Irthme tax or corporallon tax on Ils charltabl8 aclfvilles during the year. Value added tax Is accounl8d for on an accrua18 ba858. 1.10 Credltors The ch8rlty has credltors whlch are measured at settlement amounts188s any trade dSscounts. 1.11 Lea8e8 L88se9 8re ¢18$$lfied as financ8 leawJ when8ver the t8fft￿ of the lease Iran8fer 8ubslanllally all the rl8k8 and rewafds of the ownership to Ihe188sees. All other leases ar8 cla88ifi8d as operatlng lease8. A88818 held under finance leases are recognlsed 8$ 8ssel$ at the lower of the assets fair value at the date of Inceptlon and the present value of tho mlnlmum lease payments. The related Ilabilily18 Included In th8 balance sheet as a finance lease obllgalion. Lease payments are treated a8 consisting of capllal and Interest elem8nl8. The interesl 58 charged to nel incomelexpendilure for the year so 8$ lo produce a constant periodlc rate of Interest on Ihe remalnSng balance of the Ilablllty. 1.12 Flnanclal Instruments The ¢harlty has elected lo apply the provislon8 of Secllon 11 'Baslc Flnanclal Inslwmenv and Sectlon 12 'Olher Flnanclal Instrum8nt818sues' of FRS 102 to all of its financial Instruments. Flnanclal Inslrumenls are recognlsed In the chartty's balance sheet when tho charity becomes party to the contractual provlslons of the in8trum8nt. Flnanclal as88ts and Ilabllltle$ are off9et, with the net amount8 presented In the accounts, when th6re Is a legally enforceable right to set off the recognlsed 8munls and there Is an Intention to settle on a net basis or lo realise the asset and seltle the liability simultaneously. P¢eXSof34 Baslc flnan¢lal assets Basic financial 888els, whl¢h include debtors and cash arKI bank bal8nce5. are initially measured at transaction pric8 includlng transaction costs and are subsequently c8rrled at amortised cost uslng the effective interest method unless the arrangement constitutes a financing transaction, wher8 the transaction is measured al the present Value of the future receipts dis(xJunted at a market rate of Interest. Flnandal assets dassified as receivable within one year are not amortised. 88slc flnanclol Ilabllltles Basic financlal Ilabllllles. Includlng credltors and bank loans are Inltlally recognlsed at the transactlons prlce unless the arrangement conslitules a flnancing Iransactlon, where the debt instrument Is measured at the present value of the future payments discounted al a market rate of inleresL Fin8nclal liabilities cla88ified as payable within one year are not amortised. Debt Instnjmenls are subsequently catrled at amortlged o)st. uslng an 8ffectlve Interest rate method. Trade creditors are obligations to pay for goods and services that have been acquired in the ordinary cour88 of oporallons from suppllers. Amounts payable are classlfled as current Ilabilllles If payment Is due wllhin one y6ar or less. If not, they are presented as non-current Ilabllilles. Trade creditors are recognlsed Inllially al ITansacllon prlce and subsequently measured at amortlsed cost uslng Ihe effecllve Intere81 method. Dor•cognltlon of flnanclal Ilabllltlos Fln8nclal Ilabllltles are derecogn18ed when the charlvs eonlractual obllgallons explre or are d18charged or cancelled. 1.13 Fund accountlng Unre8lrlcted funds are those funds whlch are av8llable lor us8 at the dlscrellon of the Trustees In furtherance of the general objectives of the charlly and whlch have not been deslgnaled for other purpose8. Reslrlcted fund8 are funds whlch are to be used in accordan￿ wllh speciflc reslrictlons imp08ed by donors, or which have been ralsed by th6 charity for particular purposes. Endowment funds arn subject to spedftc condltlons by donot8 that th8 c8pIt81 must bè m81ntalned by th charS1y. 1.14 Crltlcal accountlng èstlmates and Judgements In the application of Ihe charily's ac￿unI1ng policles, the Trustees are reqUI￿d to make judgemenl8, estlmales and assumpllons about the carrying amount of assets and IlabS11118s that are not readlly apparent from other sources. The eslimales and associated a88umptions are based on historical experience and other factors that are consIde￿d lo be relevant. Actu81 results may differ from these e8tim8te8. The e8timates and underlying assumptions are reviewed on an ongoing basls. Revisions lo accounting esllmales are recognlsed In the period in which the estlmale Is revised, if the revlslon affects only that perlod. or In the perlod of the revlslon and future perlods if the revlsion affects both current and future perlods. There are no e$llmates and assumptlons whlch have a slgnifieant rfsk of causlng a m8terlal adjustment to the C8rylng 8mount of assets and 1lab1lll￿. 1.15 Tanglblo flxod assets Tangible fixed assets, such as land and buildings. plant, vehlcles and equipment, are held to provlde an on- golng economlc benefit to 8 charily through thelr contribution. directly or Indirectly, to the provision of goods or servlces by the charity. Tangible flxed assets, other than freehold laThl, are slated al cost or valuation less depreclation and any provislon for impairment. Depredallon Is provided al rates calculated to write off Ihe cost or valuation of flxed as5els, less their estimated residual valuo. over their expected ugeful lives on the following ba818.' Computer equlpmenl- 25Vo reducing balance. Fixtures, fittings and office equipment- 25% redu￿ng balance. Motor vehides- 250A reducing ba18nce. Page16ot34 The gain orloss arising on the dispogal of an asget is determined as the difference be￿een the sale proceed8 and the carrying value of the asset and is recognised in the statement of financial aclivities. 1.16 Impalrrngnt offixed assets At each reportlng end dale. the charity revlews the ¢arrylng amounts of its tangible assets lo delermlne whether there is any indication that those assets have suffered an impairment loss. If any such Indication exists, the recoverable amount ol the asset is estimated in order lo determine the extenl of the impairment loss, If any. 1.17 Cash and cash equlvalgnts Cash and cash equivalenls Include cash in hand, deposits held at call with banks, other short-term liquld Investments with original malurilies of three months or less, 8nd bank overdrafts. Bank overdrafts are shown within borrowngs in current liabililies. 2. Income from Donatlon8 and Lagacles Recommènded cat8gorle8 by activity Total Fund$ Total Funds Unre8trlcted R88trlcted income fund¥ fvnd8 2024 2023 Grant$ ro¢olvable 480,288 2,500 482,788 428.707 480 288 482 788 428 707 Grants r8c•lvabla for corè activltlèg funds Total Funds Total Funds Unre8tr1cted Re81rfcted Income funds fund8 2024 2023 Ml Complsolulions RichmondlHarrow Upon Tham&s College Slough Borough Council 19,010 127,5CN) 127.500 225,347 7,440 Merton Adult Training 124,749 124,749 44,927 North HertfordshSre College 425 Slep2Skills 124.268 124,268 38,561 Bucklngham County Councll 2,909 10,122 Hertfordshire Council 62,871 The Sackler Trust 20,000 20,000 20,000 National Lottery Communty Fund 20.000 20,000 Garfield Weston 30,000 PxE27rf34 Cily of London - City Bitdge Foundation 20.OIXJ 20,000 Heathrow Community 10.5CKI 10.500 Go Fund Me 362 362 Axis Foundation 2.500 Other 480,288 482 788 428 707 3. In¢om8 Irom Investments Analysls Unrestrlctsd funds Tolalfunds 2024 Total funds 2023 Interest Incom8 103 103 1,573 103 103 1,573 4. Other In¢omo Analys18 Unreslrlcted lunds Total funds 2024 Totalfunds 2023 Gainslllossesl on disposal of a tangible fixed asset held for charity own use 1.500 1,500 1,600 1,600 5. Expgndltur• on Charltsblo Actfvltle8 Analy$l$ Totsl fund8 2024 Total fund8 2023 Prlntlng and stationery Staff costs Exam fees. courses and licences Hospilalily and sub51slence Consultancy and work placements Motor and travel expenses IT costs Training and other costs Support costs 6.026 359,362 15,514 538 8,700 424,157 16,744 1,209 9,679 4,604 1,151 60 26,453 3,199 2,279 156 195,926 199,968 609 453 666,272 p•28of34 6. Support Costs Analysis Total fund$ 2024 Tolal funds 2023 Repairs and maintenance Bookkeeping Depreci81ion and impairment- Compul&r equipment Depreciation and impairment- Fixtures. fittings and equipment Depreciation and impairment- Motor vehicies Legal fees Insurance Interest on HP 5,833 8,142 7,074 2,109 931 9,697 12,929 1,012 3,915 570 3,782 570 Professional fees 21,758 12,160 146,659 4.085 724 Rent, rates and service charges Telephone & Internel Bank charges Governance C08ts Accounlanl's fees Auditor's fe89 134,683 4,614 741 4,800 3,600 4,200 195,926 199,968 7. Othor Expfrndlturo Total Funds Total Funds Analysls Unrestrlct8d R8strlct8d fund8 Incoma funds 2024 2023 Depre¢ialion Charge for Ihe Year- Computer equipment 1.812 4.610 6.422 6,146 8. D8talls of certaln Items of Expendfture 2024 2023 Independent examinerf8 fees Audit fees 2,400 4,200 PaKe29da4 9. Galns and Losses on Investments Unrestrlcted Unrestrlcted funds 2024 funds 2023 Gainsl{lossesl arising on- Valuations of investments 1.154 1,234 10. Trustee8 None of the trusts8$ (or any person$ ¢onnecl8d wlth IF￿rn) recelved any remuner8tlon or benefit8 from the chaflly durlng the year. 11. Ernployee'8 Ernolurnents Staff costs 2024 2023 Salarlos and wago$ 311,934 371,633 So¢lal 80curlty ¢o$ts 18,228 23,606 Ponslon co$t$ {d8lln&d contrlbutlon scheme) 29,200 28,918 359 362 424 157 The average monthly number of employees durfngthe year was: 2024 Number 2023 Numbor Admlnlstratlve stafl Other staff 16 20 Totalemployees 20 24 The numberofemployeeswhose annual remuneratlonwas more than £60,000 Is as follows: 2024 Numbtrr 2023 Number Band £60,000 10 £69.999 £70.000 to £79.999 Remuneratlon of key management personnel (Includlng senlor management) was as follow5: 2024 2023 Remuneratlon 120,375 131,319 P￿30￿31 12. Deflned contrlbutlon Pen$lon Scheme 2024 2023 Amount of contributions recognised in the SOFA as an expense 29,200 28,918 The charlly operates a deflned ￿ntrIbutIon penslon scheme for all quallfylng employees. The assets of the scheme are held separately from those of the charity in an independently administered fund. 13. Tanglblo Flxed Assets Flxtures, Flttlngs & Equlpment Motor Vehlcles Computer Equlpment Total Cost At l October 2023 78,542 10,678 107,688 196.908 Addltlons 2,429 630 3.059 Dlsposals 25.175 25,175 At 30September2024 53,367 13,107 108,318 174.791 Depreclatlon & Impalrment At l October 2023 39.755 7.884 82.631 130,269 Charge tortheyear 9.697 1,306 6,422 17,424 Ellmlnatlon on dlsposal 25.175 25,175 At 30 September 2024 24.277 9.189 89.052 122.519 Carrylng amount At 30 September 2024 29,090 3,917 19,266 52,272 At 30 September 2023 38.787 2.794 25,057 66.638 14. Current Asset Investments 2024 2023 Llsted Investments 3.924 68,294 The Investments are presented at market value 8s of 30 September 2024. EJlof34 15. Debtors Amount5 falllng due wlthln one year". 2024 2023 Prepayments & accrued Income Trade debtors Other debtors Rent deposlts 3,736 26,865 11,590 5,349 33,159 6,582 6,582 37,183 56,680 16. Cradltor8: Amounts falllng due wlthln one year 2024 2023 Bank loans and overdrafts Trade credltors Obiigatlons under hlre purchase Accruals and deferred income Taxatlon and socialsecurlty Othef credltors 790 6.828 4,523 13,618 1,905 20,480 1.174 14.083 4,415 9,324 5,970 3,420 48,144 38,386 17. Flnance Lea88 Obllgatlon• Future mlnimum lea8e paym8nts due under finance leases: 2024 2023 Wllhln one year Wilhln two and flve year5 4,523 16.474 4,415 20,887 20,997 25,302 18. Loans and Ovordrafts 2024 2023 Bank overdrafts payable wlthln one year 790 1.174 19. Credltors: Amounts lalllng due after more Ihan one year 2024 2023 Obligatlons under hlre purchase 16,474 20.887 16,474 20,887 Pa8t320194 20. Restrictgd Funds The restricted fvnds of the Charity comprised the unexpended bala[￿ of donations and granls held on trust subject lo specific Conditions by donors as to how they may be used. Atl October 2023 Galns and losses At30 September 2024 Incomlng resources Resources expended Restrfcted funds 18.441 2,500 15.289} 15,653 Prevlous year: Atl October 2022 Galns and losses At30 September 2023 Incomlng resources Resources expended Restrlcted funds 24.587 16,146) 18,441 21. Unrestrlclod Funds The unreslric16d funds of the charity comprl8e Ihe unexpended balances of donations and gran18 whl¢h are not subject lo speclflc condlllons by donor and granlors as to how they may be used. The98 Includ6 deslgn8led funds whl¢h have been set aslde out of unreslrlcied funds by the trustees for speclflc purposes. Ati October 2023 Galns and losses At30 September 2024 Incomlng resources Resources expended Geneial funds 167,379 481,891 1610,5871 1,154 39.837 Prevlous year: Ati October 2022 Galns and losses At30 September 2023 Ineomlng resources Resources expended General funds 402.140 430.280 {666.275) 1.234 167,379 Pw33ofY4 22. Analysis of Net Assets Belweon Funds Unrestricted funds 2024 Restrlcted funds 2024 Total 2024 At September2024: Tangible assets Current assetsllllabllltlesl Long term Ilabilitles 36.620 20.591 116,4741 15,653 52,273 20,591 116.4741 Unr•$trlctod fund8 2023 Restrlcted funds 2023 Total 2023 AtSeptember2023: Tanglble assets Curient assetsllllabllltlesl Long term Ilabllltles 48,198 140.068 {20,8871 18,441 66,639 140,068 120,8871 167 379 185 820 23. Rolated Party Transactlon$ Durlng the ye8r, 8818ry of £69,961 (2023- £79,956) has been pald to the Secretary Mr. Sarje81 Singh Glll and £50,41412023- 51,364) has been paSd lo hls spouse, Mrs. Kamaljll Glll. Included In the other credllors Is a sum of £8,000 owed lo the Secretary Mr. Sarleel Slngh Glll. PaKe a4of34