OpenCharities

This text was generated using OCR and may contain errors. Check the original PDF to see the document submitted to the regulator.

← Adult Training Network Limited

2025-11-30-accounts

Registered Charity Number 1093609 Company number 04286151 (England and Wales)

ADULT TRAINING NETWORK LTD

REPORT OF THE TRUSTEES AND FINANCIAL STATEMENTS FOR THE PERIOD ENDED 30 NOVEMBER 2025

==> picture [90 x 57] intentionally omitted <==

==> picture [96 x 58] intentionally omitted <==

==> picture [96 x 57] intentionally omitted <==

==> picture [200 x 82] intentionally omitted <==

TRUSTEES’ REPORT (INCLUDING DIRECTOR’S REPORT)

FOR THE PERIOD ENDED 30 November 2025

The trustees who are also directors of the charity for the purposes of the Companies Act 2006, present their report with the financial statements of the charity for the period ended 30 November 2025. The trustees have adopted the provisions of Accounting and Reporting by Charities: Statement of Recommended Practice applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) (effective 1 January 2019).

~~Objectives and activities~~

The Adult Training Network (known as ATN) strives to provide the best quality education and training to socially excluded members of the community who have little or no access to mainstream education ~~.~~ One of its main purposes is to build the skills and confidence of traditionally disadvantaged members of the community, including refugees and members of ethnic minority communities to support their entry into meaningful employment. In addition, the Adult Training Network strives to integrate learners into the social and cultural fabric of society at large. The organisation was formed to help address the educational disadvantage suffered by certain marginalised sections of the community ~~.~~

The main objectives of the educational programmes are to:

Staffing

In the period August 2024 ~~—~~ July 2025, ATN employed 16 members of staff ~~.~~ ATN Southall employed a total of eight staff members, who served various programmes funded by Sackler Trust, Step2Skills (Herts County Council), Merton Council, National Lottery Community Fund, Garfield Weston Foundation, Heathrow Community Trust and City Bridge Foundation It included the Director, Regional Manager, two part time administrators, one senior tutor, 2 ESOL/Functional Skills/Digital Skills tutors and one part ~~-~~ time finance coordinator. In Stevenage there were a total of five members of staff employed to serve learning programmes funded by Step2Skills ~~.~~ Staffing included: three part ~~-~~ time tutors to deliver ESOL/Community Education programmes, one administrator and admin/outreach officer. In Merton, three par ~~t-~~ time Digital Skills/English/ESOL/Maths Tutors were employed including an Admin/Outreach Officer.

Page4 of 37

~~Staff Development & Training~~

During the year one member of staff completed a Level 5 Diploma in Education and Training as part of their continuing professional development ~~.~~ There is strong evidence that teachers who continue to develop their skills during their careers contribute more to improved learner attainment and IQA processes. During 2024 ~~-~~ 25 we continued to provide support to all tutors and members of staff to extend and enrich their skills and to further enhance their professional development ~~.~~ Some of the key CPD activities attended by the staff in this period were as follows:

Page 5 of 37

QUALIFICATION ACCREDITATION

The Adult Training Network is accredited by the C&G (City and Guilds) for various qualifications including Functional Skills in English and Maths and ESOL at all levels including Entry Level 1, Entry Level 2, Entry Level 3, Level 1 and Level 2, Business Administration, ICT, etc. These include options for both paper ~~-~~ based and on-line testing. ATN is accredited to offer the following portfolio of qualifications:

Page 6 of 37

ACTIVITIES OCTOBER 24 ~~—~~ NOVEMBER 2025

MERTON ADULT LEARNING

~~Introduction (Context / Uniqueness)~~

2. Key Areas for Sel ~~f—~~ -assessment

Evaluative Area ~~—~~ Leadership

Leaders and managers provide a clear strategic direction for ATN with regular updates at SMT and Trustee Meetings which are held quarterly ~~.~~ A number of very experienced trustees including the Chair of trustees monitor all aspects of quality assurance and help raise standards ~~.~~ There is a clear and detailed self ~~-~~ assessment process with a culture of self ~~-~~ criticism and the identification of on ~~-g~~ oing development ~~.~~ The clarity and openness of communication on the strategic plans and priorities of ATN have had a significantly positive impact on the morale and energy of staff, for the benefit of learners ~~.~~ Staff across ATN understand and support the leadership team’s priorities and aspirations for the organisation and its students ~~.~~ They are consulted regularly and their voices are listened to in terms of informing i ~~n-~~ year progress against priorities but also helping to shape the future strategic plans for the organisation ~~.~~

Evaluative Area - Inclusion

ATN strives to integrate learners into the social and cultural fabric of society at large. ATN’s vision is to ‘strive to help our clients to fulfil their potential and forge a successful future’ ~~.~~ This is supported by its mission ‘to provide the best quality education and training to socially excluded members of the community who have little or no access to mainstream education’

ATN provides basic skills courses in Digital Skills (non ~~-a~~ ccredited), Multiply (Numeracy), Functional Skills English/Maths (accredited and non ~~-a~~ ccredited) and ESOL to disadvantaged learners from Afghanistan, Ukraine, Syria, Sri Lanka, Romania, Pakistan and England, a majority of whom are from deprived wards in Merton. ATN is delivering in deprived wards in Mitcham where Merton Council has focused its priorities on at Mitcham Library and South Mitcham Community Association ~~.~~

At a practical level senior managers and tutors adopt an inclusive and welcoming culture for all learners from diverse communities at the IAG, initial assessment, teaching and learning, assessment and end of course exit stage ~~.~~ The course content especially reflects the needs and aspirations of learners and celebrates the cultural diversity of the student body.

Page 7 of 37

Additionally, there were end of term parties and awards ceremonies where learners celebrated their success with a range of food from different cultures prepared by them ~~.~~ This was also a good opportunity to come together as a group and to sample the variety of food prepared and to network and bond as a group ~~.~~

Learners who were disadvantaged or found the content to be challenging identified by tutor analysis of completed tasks were supported as follows:

(i) Homework was given to some learners in some classes to supplement their knowledge and recap on previous learning.

(ii) Displayed objects on a monitor to supplement learning in some groups, provided easier worksheets and sufficient use of audio ~~-v~~ isual resources namely: including projectors, laptops posters, charts, colourful handouts, pictured lexicons to make lessons more adaptable and user ~~-f~~ riendly including PowerPoint presentations to support learners with phonics, colours and shapes ~~.~~

(iii) There was more one to one support offered to learners who found the content to be challenging ~~.~~

(iv)Learners were mentored and supported at every stage of the learning journey to achieve their objectives ~~.~~

(v) Effective monitoring and review of learning objectives recorded on ILPs with new target dates set for objectives which had not been achieved ~~.~~

(vi) Larger A3 exam scripts for mock and actual exams were provided for learners with sight issues ~~.~~

(vii) Learners with special education needs were provided with worksheets with bigger fonts and less verbose content ~~.~~

(viii) One tutor contacted the optician to make an appointment for a learner with sight issues ~~.~~ Also, advised the learner of the availability of NHS subsidised spectacles ~~.~~

Safeguarding

ATN hasa strong safeguarding culture and ensures that learners and staff are well versed in safeguarding issues and the mechanisms for raising safeguarding issues which arise both at ATN and outside in a wider context. Ninety seven percent of 143 learners surveyed in July 25 confirmed that they were made aware of safeguarding arrangements and 99% felt safe at ATN ~~.~~

Page8 of 37

Provision Evaluative Area ~~-~~ Curriculum (Adults)

Reflective Questions:

Provision Evaluative Area ~~-~~ Teaching & Training (Adults)

Tutors displayed objects on a monitor to supplement learning in some groups, provided easier worksheets and sufficient use of audio ~~-v~~ isual resources including projectors, laptops posters, charts, colourful handouts, pictured lexicons to make lessons more adaptable and user ~~-f~~ riendly including PowerPoint presentations to support learners with phonics, colours and shapes ~~.~~

There was extensive CPD for teachers throughout the academic year. Some of the CPD activities are highlighted below:

(i) Jan and April 25 ~~—~~ One to one induction/recap for all new/existing tutors prior to the commencement of their courses on Attendance Register, Initial Assessments, SOW, Diagnostics, Class Profile, Individual Learning Plans, Course reviews, Course Evaluation, Case study

(ii) Jan and April 25 ~~-~~ Relevance of Diagnostic Assessments, setting of assessments and marking scheme ~~.~~

(iii) Jan and April 25 ~~-~~ Class Profiles, Different learning styles and how to introduce safeguarding into sessions ~~.~~

(iv) April 25 ~~-~~ Digital Skills — Induction of learners, Registers, Initial Assessments

(v) Jan and April 25- ILPs and SMART Targets ~~—~~ How to record progress, achievement and learner reflection ~~.~~

(vi) Jan and April ‘25 ~~-~~ Standardisation Training in marking and assessment of accredited learning

(vii) MAL CPD on the 6/5/25. One of the teams’ discussions centred around the Ofsted inspection in Sept 24 of MAL provision on what we do well and what we need to improve on as a provision. In a few instances, tutors do not check learners’ understanding well enough. In these instances, they do not provide helpful and enough feedback, so learners know how to improve their work. In a few instances, tutors do not adequately help learners to fill gaps in their knowledge

Also, discussion centred on outstanding providers and Ofsted feedback on what outstanding looks like ~~.~~ Additionally, discussion centred around resources, where to find them and tips for creating effective resources. Focus group discussions centred on working effectively with stakeholders, support for learners starting their own business, successful attendance strategies and sharing best practice on IAG and signposting learners ~~.~~

Page9 of 37

(viii) How to write an Effective SAR in the light of the new Ofsted inspection framework ~~.~~ There were 3 online workshops as follows: Introducing the inspection framework, inclusion and leadership.

Impact of staff CPD

(i) Greater understanding of recording and tracking processes.

(ii) More effective completion of document templates

(iii) Tracking learner progress on ILPs and target setting which is SMART ~~.~~ Revisiting targets which have not been accomplished with new target dates

(iv) Less errors in the marking and assessment process ~~.~~

(v) Areas for improvement

(vi) Insights into strengths and how we need to improve in the IAG process.

(vii) Cascade to tutors to concept check for all knowledge imparted and provide feedback to enhance embedding of knowledge ~~.~~

(viii) Greater understanding of the requirements of the new Ofsted inspection framework and the steps to improve our practice ~~.~~

There are regular two weekly tutorial sessions and learner progress against set time bound targets is recorded and reviewed on ILPs ~~.~~ New dates for further review are set if there are still gaps in knowledge ~~.~~ For qualification based courses, there is a mid ~~-~~ course mock exam followed by an end of Term final assessment ~~.~~

Provision Evaluative Area ~~—~~ Achievement

OTLAs are sufficiently robust to identify strengths and areas for improvement and create a roadmap to improve the practice of tutors where appropriate and to maintain strengths.

The comments above are evidenced in management data, OTLAs, IQA and

EQA reports, learning walks and Learner Surveys ~~.~~

Page 10 of 37

~~Provision Evaluative Area — Participation and Development~~

Page 11 of 37

Learners have confirmed the following in Termly exit surveys:

Final Sel ~~f-~~ assessment Executive Summary

ATN is an SME, BAME led Charity that is long established in the communities we currently serve in Merton ~~.~~ Our main purpose is to build the skills and confidence of traditionally disadvantaged members of the society to support them in gaining qualifications and with their entry into sustainable employment. Additionally, ATN strives to integrate learners into the social and cultural fabric of society at large

The basic skills qualifications in ESOL, (Functional skills in English, Digital Skills

and Multiply (Numeracy) offered in Merton by ATN are a priority for up ~~-s~~ killing,

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 including local and national economic and social data and reports,

ATN’s priority is to prepare learners for their life goals to obtain employment, progress into further learning and to support their children with their education, rather than only gaining qualifications in Merton ~~.~~

The Leadership and Management of ATN know the communities they work with well and have a strong vision of aligning the curriculum intent to the needs of those communities ~~.~~

ATN has developed good relationships with the local JCPs and local community organisations who place learners with us and they continue to inform us that we listen to their intent of providing basic skills for progression into further learning and employment.

Key strengths identified

Page 12 of 37

Garfield Weston Foundation ~~-~~ End of Programme Grant Report for year end 10/4/25

Introduction

ATN was granted a sum of £30,000 for core funding by Garfield Weston Foundation and was able to fulfil the objectives set out in the grant bid to develop the skills, confidence, health and wellbeing of the 678 beneficiaries and to support positive progression pathways into further learning and employment, similar to the previous academic year.

Activities

ATN conducted programmes in English, Digital, Health and Wellbeing and Employability skills in the grant year ~~.~~ Each beneficiary was provided with a Matrix accredited information advice and guidance session to explore barriers to learning and employment including additional support needs ~~.~~ This was followed by a BKSB initial and diagnostic assessment of English, maths and IT skills ~~.~~ Mental health/ Wellbeing was also assessed using the Warwick Edinburgh Mental Wellbeing Scale (WEMWB). This was followed by high quality teaching and learning sessions with SMART targets followed by mid ~~-p~~ oint and final assessments ~~.~~ At the end of each course there wasa final progression advice session into further learning or work ~~.~~

There were also opportunities for social inclusion and integration in the form of coffee mornings, end of course parties and celebration of cultural events where food and drink representing different culinary traditions was prepared and presented by the beneficiaries ~~.~~ Additionally, these events were enhanced by music from a multitude of different cultural heritages which added to inclusivity and mutual respect amongst participants ~~.~~ The above activities helped bring beneficiaries from different communities together to celebrate with food, music and drink. It also helped learners engage and network with each other, including fostering friendships, social bonds and mutual respect. An added benefit was to promote social inclusion at the events ~~.~~ Together with the educational programmes which had taken place previously, the social events added to an important objective in supporting learners to integrate into the social fabric in the UK ~~.~~

Outcomes

Most of our learners from Afghanistan, Syria, Ukraine, Sri Lanka, Pakistan and India have developed greater confidence, identity and sel ~~f-~~ worth to move into further education and employment ~~.~~ For example, 10% moved into employment on the Harrow Richmond Uxbridge College programme and 58% continued with ATN to develop their skills set further ~~.~~

We continue to develop strong relationships with stakeholders such as local Job Centre Plus offices in Ealing and Merton, Merton Council, Herts County Council and local employers ~~.~~

ATN had a cumulative achievement rate of 90%, pass rate of 94% and retention rate of 96% which is very credible and above national benchmark figures for all grant funded programmes and core funded by Garfield Weston Foundation.

Additionally, given our commitment to existing learners, 53 of the beneficiaries achieved an achievement rate of 93%, pass rate of 100% and retention rate of 93% without any funding from any source ~~.~~

There was also a tangible improvement in the mental health and wellbeing of learners at the end of the programmes when compared with their condition at the commencement of the courses. Beneficiaries were more confident in taking ownership of their lives and expressed the view that they were able to engage with people a lot better and did not feel so isolated as a result of attending the programme.

The families and communities of the participants benefitted from the improved knowledge and skills gained on the programme. In particular, the improved skills in the use of technology for communication and learning, which were cascaded throughout the participants’ families and friends. For many individuals this programme provided the conduit to embark on a journey of life-long learning, and they have encouraged others within their communities to improve their skills and enrol on locally provided courses

Page 13 of 37

~~Challenges and Resolutions~~

Many of the learners are refugees who have suffered trauma and displacement from war ~~-t~~ orn zones apart from their lack of language skills. Tutors have worked diligently and selflessly to engage with learners and to provide them with the tools to integrate into and navigate a new education, work and social system in the UK ~~.~~ Consequently, motivation levels have improved dramatically ~~.~~ The tutors often experience linguistic obstacles while teaching refugees due to diverse languages in the classroom. These languages cause interference and confusion ~~.~~ To address this, tutors are resorting to GTM (Grammar Translation Method). At ATN several multilingual lexicons are provided to the learners in the classrooms ~~.~~ The tutors need trauma ~~-i~~ nformed teaching approaches which need to be explored further at standardisation sessions led by senior staff ~~.~~ Learners are encouraged to talk about bereavement and any recent trauma they have experienced in their lives ~~.~~ Practical barriers include poor attendance due to childcare and financial constraints of the learners. Staff at ATN are well-equipped in providing IAG and homework to such learners so that they can catch up with any sessions that they have missed. Institutional challenges include budget constraints for learning materials and resources ~~.~~ To address this issue the senior staff members often discuss and share resources related to ESOL curriculum, mental health and well-being as well as digital skills ~~.~~ ATN intends to continue to support learners in a holistic manner with the strategies mentioned above ~~.~~

Learner Survey Analysis

Learner surveys were conducted for all funding programmes ~~.~~ Ninety percent or more of the 547 beneficiaries who responded to the learner surveys expressed excellent/good views on Information, Advice and Guidance prior to the start of the course regarding the quality of teaching, achievement of personal learning goals, the quality of the assessment procedure, the quality of support advice and guidance received throughout, the quality of resources, training venue and facilities, safety and respect experienced and overall course rating

Sample Learner Comments

“My teacher is good and | improved my English and job skills ~~.~~ ”

“| am satisfied with the course because | have gained the skills to find a job ~~.”~~

“lam happy and satisfied with the course. | learnt a lot to do with employability ~~.”~~

“It helped me find a job and | learnt different things about jobs.”

“| can read well, improved my vocabulary and pronunciation. ~~”~~

“| have improved my listening ~~.”~~

“| am satisfied because | now can talk with more confidence.”

“This course helped me learn how to type. | never typed on the computer before and

“| was able to type a cover letter.”

“This course helped me to communicate with other people.”

“| would like more lessons on computer or digital skills. | need more hours for me to understand more about how to use a computer.”

~~Case Studies~~

Numan Besmelah

Numan is originally from Afghanistan, where he was born and raised ~~.~~ Whilst he was there, he attended religious school and had no prior employment history ~~.~~ He left Afghanistan and arrived in the UK in 2021 due to fear of persecution. As Numan did not have any employment history it would be hard for him to apply for and have success when looking for employment. Additionally, due to the language barrier he also faced, it meant that Numan would have to prioritise learning English so that he could begin achieving his dream as a bus driver in the future ~~.~~ Numan was later enrolled at ATN onto an Entry Level Award in ESOL Skills for Life Entry 1 course so he could begin achieving the qualifications he required to begin working ~~.~~ As he progressed within the course, Numan began to improve his written and spoken English, which allowed him to converse fluently with others as well as being able to successfully ask and answer questions ~~.~~ With the progress that

Page 14 of 37

Numan quickly made, he was successful in finding himself employment, working part time as a mechanic at OT Service ~~.~~

Numan is still hoping to achieve his dream of working as a bus driver in the future, but he is currently enjoying his new role and has been grateful for the opportunity given to improve his English which helped aid him in finding his new job ~~.~~

Conclusion

Adult Training Network is very grateful for the support of Garfield Weston Foundation in supporting the work of ATN ~~.~~ With the combined funding that we have received from all the funders, the impact on the beneficiaries has been transformational.

National Lottery Awards for All

~~Aims of the Programme~~

Through this project, ATN are improving the skills and employment prospects for unemployed adults, who have recently arrived in the UK as refugees, asylum seekers or migrants and speak English as a second language ~~.~~

We are achieving this by providing 45 Guided Learning Hours (GLH) per individual delivered to cohorts of 12 learners over 15 hours per week for 3 weeks ~~.~~ Course content includes:

e Job searching, applications and interview skills (10 GLH) ~~.~~

e Health and Well-being (5 GLH) ~~.~~

Activities

ATN engaged with 48 learners and delivered four programmes of ESOL, Digital Skills and Maths which were embedded in the program content. A short health and wellbeing course was also included in each of the 3 programmes ~~.~~ Each participant was given an initial assessment to ascertain their level of competence in ESOL and Functional Skills Maths. This was followed by courses which included matrix accredited Information Advice and Guidance and course support from qualified tutors who provided targeted additional support when necessary for learners who found the programmes to be challenging.

Individual Learning Plans were developed which specify short ~~-~~ and long ~~-~~ term goals and milestones were reviewed, updated and recorded ona fortnightly basis between the tutor and the learner ~~.~~

Additionally, participants were supported with strategies for improving their health and wellbeing.

Health and Wellbeing surveys were conducted at the beginning of programmes, mid ~~-~~ course and at the end to determine the extent to which mental wellbeing had improved ~~.~~

Participants were also encouraged to use the free facilities and to keep in touch with ATN staff (laptops, desktops and printers) for CVs and job search support ~~.~~ Celebration events were held presenting participants with certificates and linking them to former learners who act as positive role models, sharing their experience and inspiring others ~~.~~

At the end of each course, each learner was given an exit review which provided guidance and support for progression into further learning and/or jobs.

Monitoring and Evaluation

Learners undergo a comprehensive initial assessment to determine their English, Maths and ICT Skills using the BKSB Initial and Diagnostic Assessments (assessments of employment skills) ~~.~~ These provide the basis for our monitoring and evaluation processes, providing the baseline from which we (and the learner) can assess progress alongside the ILPs which detail goals and milestones. OTLAS and Learning Walks were conducted on a termly basis and the quality of teaching and learning was judged to be of a good standard.

Page 15 of 37

Profile of learners

The learners were primarily from BAME and refugee communities who were as follows: Asian, Ukrainian, Afghani, Syrian and African.

~~Impact and Outcomes~~

The Achievement rate was a credible 80% with a retention rate of 80% and a pass rate of 100% indicating that learners were engaged and benefitted from the programme ~~.~~ Of the 19 learners who had a disability 95% achieved their learning goals ~~.~~ The percentage of learners who progressed onto higher level accredited ESOL at ATN was 3% with 65% achieving employment or actively seeking employment. Of these, it is estimated that 10% moved into employment

The families and communities of the participants benefitted from the improved knowledge and skills gained on the programme. In particular, the improved skills in Speaking and Listening and Reading and Writing supported learners to gain confidence and communicate more readily with officialdom and informally ~~.~~ For many individuals this programme provided the conduit to embark on a journey of life-long learning, and they have encouraged others within their communities to improve their skills and enrol on locally provided courses

~~Learner Survey~~

All learners surveyed expressed excellent/good views on the following:

The course improved general wellbeing,

initial induction was of a high calibre,

the quality of information advice and guidance,

the quality of teaching during the course,

the quality of support, advice and guidance received throughout,

the quality of resources including the variety of course notes and handouts,

the training venue and facilities including teas and coffees at break times,

the improvement of sel ~~f-~~ confidence during the course,

the improved digital skills and job searching skills,

the new updated CV of a high quality,

the learners surveyed were actively seeking work, and

the development of wellbeing during the course ~~.~~

Beneficiary comments

Please find below sample comments made by some of the beneficiaries on the value of the programme ~~.~~

“| can read well, improved my vocabulary and pronunciation. ~~”~~

“| have improved my listening ~~.”~~

“| have started speaking in English ~~.”~~

Case Studies ROHULLAH

NABIZADAH

Rohullah was born in Afghanistan where he studied and completed his education up until the 12th grade in Farsi. Due to the conflict in the country, he moved to the UK so that he could re ~~-j~~ oin his family here. Since arriving, Rohullah was not able to find himselfany employment as he could not speak English fluently ~~.~~ Rohullah then decided to enrol onto The National Lottery Community Fund where he

Page 16 of 37

could improve his English communication as well as learn transferable skills to help him succeed in pursuing his goal of being an engineer in the future. At the start of the course, he was nervous and did not speak often. As the course went on, there was a huge improvement in Rohullah’s confidence when conversing with others as well as his spoken English. Upon the completion of the course, Rohullah wanted to follow onto the next step he needed so that he could become an engineer, so he enrolled in Southall College in September 2024, so that he could study English and Maths ~~.~~ Once he has completed this, Rohullah expressed how he would like to enrol on an engineering programme at a university in the future.

FALAH NOORE SALAM

Falah was born in Iraq. He was in formal education up until the age of 5 before he had to stop due to issues within the country ~~.~~ Once he was able to begin working, Falah was employed as a truck driver for 15 years before having to move countries. He later moved to Sweden with his family where they lived for 5 years. During that time in Sweden, Falah worked as a handyman for 3 of those years before moving to the UK in 2020 with his family. Since arriving, he was unable to find work due to the language barrier he faced. Falah wanted to be able to find employment so that he could support his family, so he decided to enrol onto The National Lottery Foundation so he could improve his written and spoken English to improve his chances at gaining employment ~~.~~ There was an instant improvement in Falah’s English once the course began, he could answer and ask questions confidently and he was able to improve his written language ~~.~~ Once he successfully completed the course, Falah began applying for jobs and managed to find employment working part ~~-~~ time as a housing removal driver ~~.~~ He is now looking to start working full-time in the future in the same or another role ~~.~~

~~Step2 Skills~~

Objectives of the programme

The objectives of the programme are to develop the skills, confidence, employment and educational prospects of adult learners who are migrants, refugees and asylum seekers and local residents. These are being achieved by conducting programmes in ESOL from Entries 1 to Level 1 and non ~~-a~~ ccredited tailored learning courses in ESOL and Employment for positive progression into further learning at ATN or into employment

~~Activities~~

ATN engaged with 211 learners and delivered accredited programmes in ESOL and non ~~-a~~ ccredited community learning programmes in Digital Skills, Maths, Get that Job and pre ~~-~~ Entry ESOL ~~.~~ Each participant was given an initial assessment to ascertain their level of competence in ESOL. This was followed by courses which included matrix accredited Information, Advice and Guidance and course support from qualified tutors who provided targeted additional support when necessary for learners who found the programmes to be challenging.

Individual Learning Plans were developed which specify short ~~-~~ and long ~~-~~ term goals and milestones were reviewed, updated and recorded ona fortnightly basis between the tutor and the learner ~~.~~

Participants were also encouraged to use the free facilities and to keep in touch with ATN staff (laptops, desktops and printers) for CVs and job search support. Celebration events were held presenting participants with certificates and linking them to former learners who act as positive role models, sharing their experience and inspiring others.

At the end of each course, each learner was given an exit review which provided guidance and support for progression into further learning and/or jobs ~~.~~

Monitoring and Evaluation

Learners undergo a comprehensive initial assessment to determine ESOL using the BKSB Initial and Diagnostic Assessments. These provide the basis for our monitoring and evaluation processes, providing the baseline from which we (and the learner) can assess progress alongside the ILPs which detail goals and milestones. OTLAS and Learning Walks were conducted on a termly basis and the quality of teaching and learning was judged to be of a good standard.

Page 17 of 37

Profile of learners

The learners were from a diverse range of ethnicities including Ukrainian, Polish, Afghani African and Asian communities ~~.~~ The % of learners from BAME communities was 95% and above profile.

~~Impact and Outcomes~~

The Achievement rate for 217 learners was a credible 94% with a retention rate of 96% and a pass rate of 98%, indicating that learners were engaged and benefitted from the programme ~~.~~ 26% continued being employed on a par ~~t-~~ time basis or moved into employment

Learner Feedback

The % of 158 learners surveyed who expressed excellent/good views were as follows:

(i) Information, Advice and Guidance prior to the start of the course ~~—~~ 94%

(ii) Develop employability skills ~~—~~ 53%

(ii) The quality of teaching during the course ~~—~~ 95%

(iv) The achievement of personal learning goals ~~—~~ 95%

(v) Safety and respect experienced during the course ~~-~~ 100%

(vi) Signposted into further learning 23%

(vii) Referred to a careers adviser 21%

(vi) Overall course satisfaction, taking into consideration everything ~~—~~ 92%

~~City Bridge Trust~~

Outcomes and Achievements

ATN met its outputs for beneficiary starts, 42 learners have completed their programmes ~~.~~ A further 25 beneficiaries completed programmes conducted between April and July 2025

100% of learners who completed their programmes have reported improved hard and soft skills, including interview skills, ESOL and specific course ~~-r~~ elated knowledge with retention and achievement rates of 81% to April 25 which are consistent with this cohort of learners who are the most marginalised and furthest away from learning ~~.~~ The Achievement rate between April 25 ~~—~~ July 25 was higher being at 88% with retention rates of 96% demonstrating an excellent engagement of learners ~~.~~

To April 25, 16 (38% of the) beneficiaries have a disability which is very creditable given that this is 14% above the general population with an identified disability. Of these, 75% of the beneficiaries achieved their learning objectives ~~.~~

To April 25, 96% of the learners had reported increased motivation/confidence to enter further learning or secure new/improved employment as a result of their new skills ~~.~~

To April 25, 93% of the learners had reported increased confidence towards successfully integrating into their community as a result of improved English skills and confidence due to our support

The percentage of learners who progressed onto higher level accredited ESOL at ATN to April 25 was 33% whilst 7% moved into employment ~~.~~ There was also a tangible improvement in the mental health and wellbeing of learners at the end of programmes when compared to the commencement of the courses ~~.~~ Learners were more confident in taking ownership of their lives and expressed the view that they were able to engage with peoplea lot better and did not feel so isolated as a result of attending the programme ~~.~~

For many individuals, this programme provided the conduit to embark on a journey of life-long learning, and they have encouraged others within their communities to improve their skills and enrol on locally provided courses ~~.~~

Page 18 of 37

~~Dealing with challenges~~

The tutors often experienced linguistic obstacles while teaching refugees due to diverse languages in the classroom. These languages cause interference and confusion. To address this, tutors resorted to GTM (Grammar Translation Method). At ATN, several multilingual lexicons are provided to the learners in the classrooms ~~.~~

The tutors also needed trauma ~~-i~~ nformed teaching approaches. Such important issues are always dealt with by standardisation sessions led by the Director and Regional Manager. Learners are encouraged to talk about bereavement and any recent trauma they have experienced in their lives.

Practical barriers included poor attendance due to financial constraints of the learners ~~.~~

Staff at ATN are well-equipped in providing IAG to such learners so that they can attend classes regularly.

Institutional challenges included budget constraints for learning materials and resources. To address this issue, the senior staff members often discuss and share resources related to ESOL curriculum, mental health and well-being as well as digital skills ~~.~~

Heathrow Community

Trust

By the conclusion of the project to support learners with basic skills and employability, ATN had enrolled 36 learners who completed the programme with a 97% achievement rate ~~.~~ 33% of the learners moved into further accredited learning at ATN whilst 65% were either looking for work or gained employment.

52% of the beneficiaries had an identifiable disability which was 20% above expectation with a pass rate of 65% which was a laudable achievement ~~.~~

All beneficiaries reported increased motivation to secure new or improved employment, most learners had reported hard and soft skills, including communication, interview skills, teamwork, ESOL, IT and specific course ~~-r~~ elated skills. Furthermore, at least 95% have reported increased confidence in gaining employment or engaging in further education ~~.~~

Social events and end ~~-o~~ f ~~-~~ term awards ceremonies helped learners engage with each other including fostering friendships, social bonds, mutual respect, social inclusion and supporting learners to integrate into the social fabric in the UK.

~~Sackler Trust~~

~~Objectives of the Programme~~

The objectives of the programme are to develop the skills, confidence, employment and educational prospects including the wellbeing of migrants, refugees and asylum seekers. The programme also seeks to support their integration into wider society. This was achieved by conducting programmes in pr ~~e—E~~ ntry ESOL, Digital Skills, Employability and strategies for improving health and wellbeing ~~.~~

~~Activities~~

ATN engaged with 30 beneficiaries and delivered programmes of 96 hours in pr ~~e—E~~ ntry ESOL, Digital Skills and Employability Support which was embedded in the program content ~~.~~ Each participant was given an initial assessment to ascertain their level of competence in ESOL and Digital Skills including career aspirations ~~.~~ This was followed by courses which included matrix accredited Information Advice and Guidance and course support from qualified tutors who provided targeted additional support when necessary for learners who found the programmes to be challenging.

Individual Learning Plans were developed which specify short ~~-~~ and long ~~-~~ term goals and milestones were reviewed, updated and recorded ona fortnightly basis between the tutor and the learner ~~.~~

Additionally, participants were supported with strategies for improving their health and wellbeing ~~.~~

Health and Wellbeing surveys were conducted at the beginning of programmes, mid ~~-~~ course and at the end to determine the extent to which mental wellbeing had improved ~~.~~

Participants were also encouraged to use the free facilities and to keep in touch with ATN staff (laptops, desktops and printers) for CVs and job search support ~~.~~ Celebration events were held presenting participants with certificates and linking them to former learners who act as positive role models, sharing their experience and inspiring others ~~.~~

Page 19 of 37

At the end of each course, each learner was given an exit review which provided guidance and support for progression into further learning and/or jobs.

~~Monitoring and Evaluation~~

Learners undergo a comprehensive Initial assessment to determine English, Maths and ICT Skills using the BKSB Initial and Diagnostic Assessments, assessments of employment skills as well as health and wellbeing using the Warwick Edinburgh Mental Well-being Scale (WEMWB) ~~.~~ These provide the basis for our monitoring and evaluation processes, providing the baseline from which we (and the learner) can assess progress alongside the ILPs which detail goals and milestones.

Profile of learners

The learners were primarily from BAME communities namely Indian, Afghani, Bangladeshi, Eastern European, Ukrainian, Syrian, African and Ukrainian ~~.~~ The gender breakdown was 77% female and 23% male.

~~Impact and Outcomes~~

The Achievement rate was a credible 87%, the pass rate being 93% with a retention rate of 93%, indicating that learners were engaged and benefitted from the programme. The percentage of learners who progressed onto higher level accredited ESOL at ATN was 60%, whilst 37% moved into employment or were actively seeking employment. There was also a noticeable improvement in the mental health and wellbeing of learners at the end of programmes when compared with their condition at the commencement of the courses ~~.~~ Learners were more confident in taking ownership of their lives and expressed the view that they were able to engage with people a lot better and did not feel so isolated as a result of attending the programme.

The families and communities of the participants benefitted from the improved knowledge and skills gained on the programme. In particular, the improved skills in the use of technology for communication and learning, which were cascaded throughout the participants families, and friends ~~.~~ For many individuals this programme provided the conduit to embark on a journey of life-long learning, and they have encouraged others within their communities to improve their skills and enrol on locally provided courses

~~Learner Survey~~

All 25 learners who responded in the cohort of 30 learners expressed excellent/good views in the following:

(i) Initial Induction and Explanation at the start of the course

(ili) The skills learned during the course helping to improve your job prospects

(iv) Support from staff at all stages of the programme

(v) Resources and facilities provided by ATN

(vi) The variety of content within the course structure

(vii) The quality of IAG during the course

(vill) The quality and presentation of a new/updated CV

(ix) The skills learned during the course helping to improve job prospects

~~External Verification and EQA Report (City and Guilds)~~

The Adult Training Network continued to receive good reports from External Verifiers, College, Franchise Managers and Contract Managers from the various funding bodies ~~.~~ There were two External Verifier sampling activities in the academic year by City and Guilds External Quality Assurance Assessor (EQA) in ESOL, Functional Skills English and Maths. The EQA confirmed that the team worked well across all three sites and was impressed with the quality of the sampling activity and commented that a commendable and collective team effort was evident throughout the day and across the years ~~.~~

Page 20 of 37

Matrix Accreditation

ATN is matrix accredited and gained accreditation in July 2007. The accreditation has been renewed every three years since then. In November 2024, ATN’s accreditation was renewed in year two of the three ~~-~~ year assessment cycle after an assessment by the Matrix Assessor.

Significant progress has been made in areas suggested for development at last year’s Accreditation Review, including adding learner's comments to the Learner Voice section of the website, along with quantified data results, introduction of team meeting between the 2 centres, and of a staff appraisal system ~~.~~

The learner induction has been updated, with an additional step in the flow chart. Areas to be reviewed for progress next year include any increase in employer engagement and result from that, a partner survey and impact to date from the Sackler Trust project ~~.~~ ATN continues to work hard to support its learners, including with IAG, around employability aspects that are not funded, and in cost- ~~of~~ -living workshops to advise on ways to economise sufficient evidence to enable a decision of ‘Maintaining Accreditation’ ~~.~~

Structure, governance and management

The Adult Training Network 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, Triangle Centre, 399 Uxbridge Road, Southall, UB1 3EJ.

The Adult Training Network has a Board of Trustees and a Managing Director, who is the main contact person for the organisation ~~.~~ Further information on the Adult Training Network can be found on the organisation’s website at ~~https:/Awww.adult-training.org.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 the signature of the financial statements were:

Recruitment and training of trustees

Trustees with specialist expertise in education, training, finance and fundraising are recruited through advertising 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 appointments, Trustees are provided with an induction pack which includes the Essential Trustee Handbook detailing roles and responsibilities. Both internal and external training is provided including refresher training where appropriate for Trustees to be more effective in their roles and responsibilities including financial management ~~.~~

Page 21 of 37

~~Closure of the Charity~~

The Trustees of Adult Training Network confirmed on the 28 July 2025 that the charity will close shortly and cease operating due to issues of financial sustainability ~~.~~

The Trustees are very sorry that we are unable to continue serving the needs of disadvantaged communities as has been the case over the last 26 years ~~.~~

Despite our best efforts in making at least 18 grant applications to foundations/ trusts and statutory funders since December 2024, no new grant funding is forthcoming to ensure the financial viability of the charity.

The Trustees would like to thank all funders for the grants/contracts which have been allocated in the period to November 25 including winding down grants by City Bridge Foundation and Garfield Weston ~~.~~

The Trustees’ report was approved by the Board of Trustees.

Mr ~~.~~ Sarjeet Singh Gill Managing Director and Secretary

Date: 3 March 2026

Page 22 of 37

INDEPENDENT EXAMINER’S REPORT TO THE TRUSTEES OF ADULT TRAINING NETWORK LTD

FOR THE PERIOD ENDED 30 November 2025

Independent examiner’s report to the trustees of Adult Training Network Ltd (‘the Company’)

| report to the charity trustees on my examination of the accounts of the Company for the period ended 30 November 2025 ~~.~~

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 the Company are not required to be audited under Part 16 of the 2006 Act and are eligible for independent examination, | report in respect of my examination of your charity’s accounts as carried out under Section 145 of the Charities Act 2011, s. 145 (‘the 2011 Act’). In carrying out my examination, | have followed the Directions given by the Charity Commission under Section 145(5) (b) of the 2011 Act.

Independent examiner’s statement

Since the charity’s gross income exceeded £250,000, your examiner must be a member of a listed body. | confirm that | am qualified to undertake the examination because | am a member of Institute of Chartered Accountants of England and Wales (ICAEW), which is one of the listed bodies.

| have completed my examination. | confirm that no matters have come to my attention in connection with the examination giving me cause to believe:

(1) accounting records were not kept in respect of the Company as required by Section 386 of the 2006 Act; or

(2) the accounts do not accord with those records; or

(3) 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

(4) the accounts have not been prepared in accordance with the methods and principles of the Statement of Recommended Practice for accounting 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)]~~ .

| have no concerns 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.

A J Bennewith FCA, FCPA, FFA, FFTA, FIPA, DChA, FRSA Upper Ground Floor 18 Farnham Road Guildford Surrey GU1 4XA

Date: 11 March 2026

Page 23 of 37

STATEMENT OF FINANCIAL ACTIVITIES

FOR THE PERIOD ENDED 30 November 2025

Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 Recommended
categoriesbyactivity
Notes		 .
Unrestricted		 .
Restricted		 .
Restricted		 .
Restricted		 Total
Funds		 Total
Funds		 Total
Funds
funds income
funds		 01.10.2024
to
30~~.~~11~~.~~2025		 01.10.2023
to
30.09~~.~~2024
£ £ £ £
Income and
endowments from:
Donations and
legacies 2 396,801 ~~-~~ 396,801 482,788
Investments 3 22 ~~.~~ 22 403
Others
Total
Expenditure on:
Charitableactivities		 4
5		 1,078
397,901
432,273		 ~~-~~
~~-~~
~~.~~		 1,078
397,901
432,273		 1,500
484,391
609,453
Other
Total		 7 5,642
~~___437,915 18652,~~		 15,652
~~18652, ~~		 21,294
~~=~~
~~453,567,~~		 6,422
~~«15.875~~
Net
income/(expenditure)
before investment
gains/(losses) (40,014) (15,652) (55,666) (131,484)
Netgains/(losses) on
investments 9 191 ~~-~~ 191 1,154
Net
income/(expenditure) (39,823) (15,652) (55,475) (130,330)
Net movement in
funds (39,823) (15,652) (55,475) (130,530)
Reconciliation of
funds:
Total funds brought
forward ~~39,837~~ ~~15.652~~ ~~55,489~~ ~~185,820~~
Total funds carried
forward 14 - ~~14~~ ~~55,490~~

Page 24 of 37

BALANCE SHEET

FOR THE PERIOD ENDED 30 November 2025

2025 2024
Notes £ £ £ £
Fixed Assets
Tangible assets 13 ~~.~~ 52,272
Currentassets
Debtors 15 ~~-~~ 37,183
Investments 14 ~~_~~ 3,924
Cash atbank and in hand 9813 26.729
9,813 67,836
Creditors: amounts falling duewithin
one year 16 (9,799) (48,144)
Netcurrentassets 14 19,692
Totalassets assets lesscurrent current liabilities 14 71,964
Creditors: amounts falling due after
more than one year 19 ~~-~~ (16,474)
Netassets 14 55,490
Incomefunds
Restricted funds 20 ~~-~~ 15,653
Unrestrictedfunds 21 14 39,837

The charitable company is entitled to exemption from audit under Section 477 of the Companies Act 2006 for the period ended 30 November 2025.

The members have not required the company to obtain an audit of its financial statements for the period ended 30 November 2025 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 that comply with Sections 386 and 387 of the Companies Act 2006 and

(b) preparing the financial statements which give a true and fair view of the state of affairs of the charitable company as at the end of each financial year and of its surplus or deficit for each financial year in accordance with the requirements of Sections 394 and 395 and which otherwise comply with the requirements of the Companies Act 2006 relating to financial statements, so far as applicable to the charitable company ~~.~~

These accounts have been prepared and delivered in accordance with the provisions applicable to companies subject to the small companies regime.

The financial statements were approved by the Board of trustees and authorised for issue on 3 March 2026 and were signed on its behalf by:

Fawzy Adam Trustee

ee Da Keeranpal Kaur Trustee

Page 25 of 37

NOTES TO THE FINANCIAL STATEMENTS

FOR THE PERIOD ENDED 30 November 2025

1. Accounting Policies

Charity information

Adult Training Network Ltd is a private company limited by guarantee incorporated in England and Wales. The registered office address is Unit 3 Triangle Centre, 399 Uxbridge Road, Southall, Middlesex, UB1 3EJ.

The principal accounting policies adopted by the Charity, which is a public benefit entity, in the preparation of the accounts are as follows ~~.~~

1.1 Basis of preparation

These accounts have been prepared in accordance with “Accounting and Reporting by Charities: Statement of Recommended Practice applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102)” (effective 1 January 2019) ~~-~~ (Charities SORP (FRS 102)), the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) and the Charities Act 2011 ~~.~~ The charity is a Public Benefit Entity as defined by FRS 102 ~~.~~

The charity has taken advantage of the provisions in the SORP for charities not to prepare a Statement of Cash Flows ~~.~~

These accounts are presented in pounds sterling and rounded to the nearest pound ~~.~~

These accounts have been prepared under the historical cost convention, modified where necessary to reflect the non ~~-g~~ oing concern (cessation) basis of preparation.

1.2 Going concern

During the year, the Trustees resolved to cease the charity’s activities, and the charity has now stopped operating ~~.~~ These financial statements therefore represent the final accounts of the charity ~~.~~

Accordingly, the Trustees have concluded that it is not appropriate to prepare the accounts on a going concern basis ~~.~~ The financial statements have instead been prepared on a non ~~-g~~ oing concern (cessation) basis.

Assets have been stated at amounts expected to be realised and liabilities include all known and anticipated costs arising from the cessation of the charity’s activities.

1.3 Income from donations or grants

Income from donations and grants is recognised when the charity is entitled to the funds after any performance conditions have been met, the receipt is probable, and the amount can be measured reliably ~~.~~

Donations are recognised on receipt ~~.~~ For grants, whether ‘capital’ or 'revenue’, this is usually when a formal offer is made in writing. If a donation or grant contains terms and conditions outside of the charity’s control which must be met before the charity is entitled to the funds, or if the donor specifies that the funds must be used in future time periods, then the income is deferred. Income tax recoverable in relation to donations received under Gift Aid or deeds of covenant is recognised at the time of the donation.

No material income is expected to arise following the cessation of the charity’s activities ~~.~~

1.4 Legacies

Legacies are included in the SOFA when the amount is known, receipt is probable, that is, when there has been grant of probate, the executors have established that there are sufficient assets in the estate and any conditions attached to the legacy are either within the control of the charity or have been met. If the amount is not known, the legacy is treated as a contingent asset.

1.5 Tax reclaims on donations and gifts

Gift Aid receivable is included in income when there is a valid declaration from the donor ~~.~~ Any Gift Aid amount recovered on a donation is considered to be part of that gift and is treated as an addition to the same fund as the initial donation unless the donor or the terms of the appeal have specified otherwise.

Page 26 of 37

1.6 Expenditure

Expenditure is recognised whena present legal or constructive obligation exists at the balance sheet date as a result of a past event, it is probable that a transfer of economic benefits will be required to settle the obligation, and the amount can be estimated reliably. It is inclusive of VAT which cannot be recovered.

Expenditure also includes any costs directly attributable to the cessation of the charity’s activities, including professional fees and other wind ~~-~~ down costs ~~.~~

Expenditure is classified by activity. The costs of each activity are made up of the total of direct costs and shared costs, including the support costs involved in undertaking each activity. Direct costs attributable to a single activity are allocated directly to that activity ~~.~~ Shared costs which contribute to more than one activity and support costs which are not attributable to a single activity are apportioned between those activities on a basis consistent with the use of resources ~~.~~ Central staff costs are allocated on the basis of time spent, and depreciation charges are allocated on the portion of the asset's use ~~.~~

Expenditure is recognised on an accrual basis as a liability is incurred. Costs of generating funds comprise the costs associated with attracting voluntary income and the costs of trading for fundraising purposes including the charity's shop ~~.~~ Charitable expenditure comprises those costs incurred by the charity in the delivery of its activities and services for its beneficiaries. It includes both costs that can be allocated directly to such activities and those costs of an indirect nature necessary to support them ~~.~~ Fundraising costs are those incurred in seeking voluntary contributions and do not include the costs of disseminating information in support of charitable activities ~~.~~ Support costs are incurred directly in support of expenditure on the objects of the charity and include project management.

1.7 Employee benefits

The cost of any unused holiday entitlement is recognised in the period in which the employees’ services are received ~~.~~

Termination benefits are recognised immediately as an expense when the charity is demonstrably committed to terminate the employment of an employee or to provide termination benefits.

At the balance sheet date, the charity had no continuing employees and no outstanding employee- ~~r~~ elated obligations.

1.8 Pensions

The Charity makes contributions to defined contribution pension schemes through auto enrolment ~~.~~ These contributions are charged to the income and expenditure account in the year in which they become payable ~~.~~

1.9 Taxation

The organisation is a registered charity and has no liability to income tax or corporation tax on its charitable activities during the year.

Value added tax is accounted for on an accruals basis.

1.10 Creditors

The charity has creditors which are measured at settlement amounts less any trade discounts.

1.11 Leases

Leases are classified as finance leases whenever the terms of the lease transfer substantially all the risks and rewards of the ownership to the lessees ~~.~~ All other leases are classified as operating leases ~~.~~

Assets held under finance leases are recognised as assets at the lower of the assets fair value at the date of inception and the present value of the minimum lease payments. The related liability is included in the balance sheet as a finance lease obligation. Lease payments are treated as consisting of capital and interest elements. The interest is charged to net income/expenditure for the year so as to produce a constant periodic rate of interest on the remaining balance of the liability ~~.~~

Page 27 of 37

1.12 Financial instruments

The charity has elected to apply the provisions of Section 11 'Basic Financial Instrument’ and Section 12 ‘Other Financial Instruments Issues’ of FRS 102 to all of its financial instruments.

Financial instruments are recognised in the charity's balance sheet when the charity becomes party to the contractual provisions of the instrument ~~.~~

Financial assets and liabilities are offset, with the net amounts presented in the accounts, when there is a legally enforceable right to set off the recognised amounts and there is an intention to settle on a net basis or to realise the asset and settle the liability simultaneously ~~.~~

Basic financial assets

Basic financial assets, which include debtors and cash and bank balances, are initially measured at transaction price including transaction costs and are subsequently carried at amortised cost using the effective interest method unless the arrangement constitutes a financing transaction, where the transaction is measured at the present value of the future receipts discounted at a market rate of interest ~~.~~ Financial assets classified as receivable within one year are not amortised ~~.~~

Basic financial liabilities

Basic financial liabilities, including creditors and bank loans are initially recognised at the transactions price unless the arrangement constitutes a financing transaction, where the debt instrument is measured at the present value of the future payments discounted at a market rate of interest. Financial liabilities classified as payable within one year are not amortised ~~.~~

Debt instruments are subsequently carried at amortised cost, using an effective interest rate method.

Trade creditors are obligations to pay for goods and services that have been acquired in the ordinary course of operations from suppliers ~~.~~ Amounts payable are classified as current liabilities if payment is due within one year or less. If not, they are presented as non ~~-c~~ urrent liabilities. Trade creditors are recognised initially at transaction price and subsequently measured at amortised cost using the effective interest method.

Derecognition of financial liabilities

Financial liabilities are derecognised when the charity's contractual obligations expire, discharged or cancelled ~~.~~

1.13 Fund accounting

Unrestricted funds are those funds which are available for use at the discretion of the Trustees in furtherance of the general objectives of the charity and which have not been designated for other purposes ~~.~~

Restricted funds are funds which are to be used in accordance with specific restrictions imposed by donors, or which have been raised by the charity for particular purposes.

Endowment funds are subject to specific conditions by donors that the capital must be maintained by the charity ~~.~~

1.14 Critical accounting estimates and judgements

In the application of the charity's accounting policies, the Trustees are required to make judgements, estimates and assumptions about the carrying amount of assets and liabilities that are not readily apparent from other sources ~~.~~ The estimates and associated assumptions are based on historical experience and other factors that are considered to be relevant. Actual results may differ from these estimates.

The estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised, if the revision affects only that period, or in the period of the revision and future periods if the revision affects both current and future periods ~~.~~

There are no estimates and assumptions which havea significant risk of causing a material adjustment to the carrying amount of assets and liabilities ~~.~~

Page 28 of 37

1.15 Tangible fixed assets

Tangible fixed assets are held for use in the charity’s activities or for disposal as part of the cessation of operations ~~.~~

Tangible fixed assets, other than freehold land, are stated at cost or valuation, less depreciation and any provision for impairment, or at estimated realisable value where higher than value in use, reflecting the non ~~-~~ going concern basis of preparation.

Tangible fixed assets, other than freehold land, are stated at cost or valuation, less depreciation and any provision for impairment ~~.~~ Depreciation is provided at rates calculated to write off the cost or valuation of fixed assets, less their estimated residual value, over their expected useful lives on the following basis:

Computer equipment ~~-~~ 25% reducing balance ~~.~~

Fixtures, fittings and office equipment ~~-~~ 25% reducing balance. Motor vehicles ~~-~~ 25% reducing balance ~~.~~

The gain or loss arising on the disposal of an asset is determined as the difference between the sale proceeds and the carrying value of the asset and is recognised in the statement of financial activities ~~.~~

1.16 Impairment of fixed assets

At each reporting end date, the charity reviews the carrying amounts of its tangible assets to determine whether there is any indication that those assets have suffered an impairment loss. If any such indication exists, the recoverable amount of the asset is estimated, based on its expected realisable value in order to determine the extent of the impairment loss, if any ~~.~~

1.17 Cash and cash equivalents

Cash and cash equivalents include cash in hand, deposits held at call with banks, other short ~~-~~ term liquid investments with original maturities of three months or less, and bank overdrafts ~~.~~ Bank overdrafts are shown within borrowings in current liabilities ~~.~~

2. Income from Donations and Legacies

Recommended categories by
activity		 Recommended categories by
activity		 Recommended categories by
activity		 Recommended categories by
activity		 Recommended categories by
activity		 Recommended categories by
activity		 Recommended categories by
activity		 Recommended categories by
activity		 Unrestricted Restricted Restricted Total
Funds		 Total
Funds		 Total
Funds
01~~.~~10~~.~~2024 01~~.~~10~~.~~2023
income to to
funds funds 30~~.~~11.2025 30~~.~~09~~.~~2024
£ £ £ £
Grants receivable (as below) 343,558 ~~-~~ 343,558 482,788
Gift Aid 53,143 ~~-~~ 53,143 ~~-~~
Other 100 ~~-~~ 100 ~~-~~
~~396,801~~ ~~-~~ ~~396,801~~ 482,788

Page 29 of 37

==> picture [49 x 56] intentionally omitted <==

==> picture [50 x 67] intentionally omitted <==

==> picture [50 x 67] intentionally omitted <==

==> picture [466 x 280] intentionally omitted <==

==> picture [63 x 46] intentionally omitted <==

==> picture [63 x 46] intentionally omitted <==

==> picture [323 x 41] intentionally omitted <==

==> picture [467 x 684] intentionally omitted <==

----- Start of picture text -----
|||||||||||||| |---|---|---|---|---|---|---|---|---|---|---|---|---| |4.|Other|Income| |Analysis|Total|Total| |y|Unrestricted|Restricted|Funds|Funds| |01|.|10|.|2024|01|.|10|.|2023| |to|to| |funds|funds|30|.|11|.|2025|30|.|09|.|2024| |£|£|£|£| |Gains/(losses)|on|disposal|of a|tangible| |fixed|asset|held|for|charity|own|use|1,078|-|1,078|1,500| |1,078|-|1,078|1,500| |5|.|Expenditure|on|Charitable Activities| |Total funds|Total funds| |Analysis|01|.|10|.|2024 to|01|.|10|.|2023|to| |30|.|11|.|2025|30|.|09|.|2024| |£|£| |Printing|and|stationery|5,736|6,026| |Staff|costs|276,714|359,362| |Exam|fees,|courses|and|licences|13,162|15,514| |Hospitality|and|subsistence|316|538| |Consultancy|and work|placements|5,960|26,453| |Motor and|travel|expenses|3,260|3,199| |IT|costs|1,814|2,279| |Training|and|other|costs|24|156| |Support costs|(Note|6)|125,287|195,926| |432,273|609,453| |6.|Support Costs| |Total|funds|Total|funds| |Analysis|01|.|10|.|2024|to|01|.|10|.|2023|to| |30.11.2025|30|.|09.2024| |£|£| |Repairs|and|maintenance|3,569|5,833| |Bookkeeping|-|8,142| |Depreciation|and|impairment|-|Fixtures,|fittings|and|979|1,306| |equipment| |Depreciation|and|impairment|-|Motor vehicles|934|9,697| |Insurance|3,282|3,782| |Interest|on|HP|758|570| |Professional|fees|9,000|21,758| |Rent,|rates|and|service|charges|87,353|134,683| |Telephone|&|Internet|4,986|4614| |Bank charges|806|741| |Governance|Costs| |Accountant's|fees|13,620|4,800| |125,287|195,926|

----- End of picture text -----

Page 31 of 37

7. Other Expenditure

==> picture [482 x 680] intentionally omitted <==

----- Start of picture text -----
||||||||||||||||||| |---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---| |Unrestricted|Restricted|Funds|Funds| |Analysis|.|.|Total|Total| |funds|funds|01.10.2024to|01.10.2023to| |£|30|.|11|.|2025|30|.|09|.|2024| |£|£|£| |Depreciation|Charge|for the Year|-| |Computer|equipment|5,642|-|5,642|6,422| |Gains/(losses)|on|disposal|of a|tangible| |fixed|asset|held|for|charity|own|use|-|15,652|15,652|-| |5,642|15,652|21,294|6,422| |8.|Details|of certain|Items|of|Expenditure| |01|.|10|.|2024|to|01|.|10.2023|to| |30.11|.|2025|30.09.2024| |£|£| |Independent|examiner's|fees|2,400|2,400| |9.|Gains|and|Losses|on|Investments| |Unrestricted|Unrestricted| |funds|funds| |01|.|10|.|2024|to|01|.|10|.|2023|to| |30.11|.|2025|30|.|09|.|2024| |Gains/(losses)|arising|on:|£|£| |Valuations|of|investments|191|1,154| |10.|Trustees| |There|were|no|trustees’|remuneration|or|other|benefits|for|the|period|ended|30|November|2025|nor|for|the| |ended|31|October|2024|.| |There|were|no|trustees’|expenses|for|the|period|ended|30|November|2025|nor|for|the|year|ended|31| |2024.| |11.|Employees’|Emoluments| |Staff|01.10.2024 to|01.10|.|2023 to| |costs|30.11|.|2025|30.09|.|2024| |£|£| |Salaries|and wages|246,342|311,934| |Social security|costs|5,486|18,228| |Pension|costs|(defined|contribution scheme)|24|885|29 200| |276,713|359,362|

----- End of picture text -----

There were no trustees’ remuneration or other benefits for the period ended 30 November 2025 nor for the year ended 31 October 2024 ~~.~~

There were no trustees’ expenses for the period ended 30 November 2025 nor for the year ended 31 October 2024.

Page 32 of 37

==> picture [85 x 31] intentionally omitted <==

==> picture [175 x 62] intentionally omitted <==

==> picture [61 x 35] intentionally omitted <==

==> picture [62 x 35] intentionally omitted <==

==> picture [174 x 72] intentionally omitted <==

==> picture [61 x 35] intentionally omitted <==

==> picture [62 x 35] intentionally omitted <==

==> picture [35 x 34] intentionally omitted <==

==> picture [35 x 34] intentionally omitted <==

==> picture [62 x 61] intentionally omitted <==

==> picture [61 x 61] intentionally omitted <==

==> picture [92 x 104] intentionally omitted <==

==> picture [40 x 37] intentionally omitted <==

==> picture [49 x 51] intentionally omitted <==

==> picture [50 x 37] intentionally omitted <==

==> picture [38 x 62] intentionally omitted <==

==> picture [41 x 62] intentionally omitted <==

==> picture [120 x 105] intentionally omitted <==

==> picture [33 x 62] intentionally omitted <==

==> picture [32 x 62] intentionally omitted <==

==> picture [38 x 62] intentionally omitted <==

==> picture [95 x 51] intentionally omitted <==

==> picture [317 x 33] intentionally omitted <==

==> picture [156 x 33] intentionally omitted <==

==> picture [183 x 49] intentionally omitted <==

==> picture [155 x 76] intentionally omitted <==

==> picture [183 x 127] intentionally omitted <==

==> picture [255 x 33] intentionally omitted <==

==> picture [183 x 73] intentionally omitted <==

==> picture [183 x 59] intentionally omitted <==

20. Restricted Funds

The restricted funds of the charity comprised the unexpended balances of donations and grants held on trust subject to specific conditions by donors as to how they may be used ~~.~~

Ati Gains At 30
October Incoming Resources and November
2024 resources expended losses 2025
£ £ £ £ £
Restricted funds 15,652 - (15,652) - -
Previous year:
At1 Gains At30
October Incoming Resources and September
2023 resources expended losses 2024
£ £ £ £ £
Restrictedfunds 18,441 2,500 (5,289) - 15,652

21. Unrestricted Funds

The unrestricted funds of the charity comprise the unexpended balances of donations and grants which are not subject to specific conditions by donor and grantors as to how they may be used ~~.~~ These include designated funds which have been set aside out of unrestricted funds by the trustees for specific purposes.

At1 Gains At 30
October Incoming Resources and November
2024 resources expended losses 2025
£ £ £ £ £
General funds 39,837 397,901 (437,915) 191 14
Previous year:
At1 Gains At 30
October Incoming Resources and September
2023 resources expended losses 2024
Generalfunds 167,379 481,891 (610,587) 1,154 39,837

Page 36 of 37

==> picture [437 x 170] intentionally omitted <==

==> picture [104 x 54] intentionally omitted <==

==> picture [49 x 52] intentionally omitted <==

==> picture [59 x 52] intentionally omitted <==

==> picture [274 x 70] intentionally omitted <==

==> picture [473 x 118] intentionally omitted <==