Company regislration number: 04662849 Charity registration number.. 1105277 Learning for Life UK Limited (A company limited by guarantee) Annual Report and Financial Statements for the Year Ended 31 March 2025 Shammir Shah Cl)amberlaiF)s UK LLP 173 Cleveland Street London WIT 6QR
Learning for Life UK Limited Contents Reference and Admintstrative Details Trustees, Report 2to 14 Independent Exaininer's Report 15 Statement of Financial Activities 16 Balance Sheet 17 Notes to the Financial Statements 18to25
Learning for Life UK Limited Reference and Administrative Details SecretAry Ms M Desai ChArlty Registration Number 1105277 Company RegistrAtion Number 04662849 The charity is incorporated in England & Wales. 9 Berners Place London WIT3AD Registered Offite Independent ExAminer Sl)ammir Shah Chainberlains UK LLP 173 Cleveland Street London WIT 6QR Page I
Learning for Life UK Limited Trustees, Report The trustees who are also directors of the charity for the purp05es of the Companies Act 2006, present their report with the financial statements of the charity for the year ended 31 March 2025. The trustees have adopted the provisions of Accounting and Repoi'ting by Charities.. Siatement of Recommended Practice applicable to charities pi'eparing their aecounts in accordan¢e with the Financial Reporting Standard applicable in ihe UK and Republic of Ireland (FRS 102) (effective l Januaiy 2019). WELCOME TO LEARNING FOR LIFE At Learning for Life, we envision a world where education is accessible to all, regardless of background. We believe that education is the key to unlocking opportunities and einpowering individuals to create positive change in their lives and communities. Through our community-education initiativts, we strive lo provide South Asia's poor and oppi'essed with the education and opportunities they need lo overcome poverty. Learning for Life enables South Asia's most niarginalised populations lo gain access to education, health and employment - the necessary human rights that form the first, essential slep in overcoming povety. We currently work in Bangladesh, Nepal and, and have long-eslablished links with India, Pakistan and Afghanistan. We work with local partners to provide catcl)-up education for working childi'eii who have never been to school or have di'opped out. We also provide training for teachers, vocational ii'aining and reproductive health services for women, and capacity-building and rights awareness for communities. We provide our local parlnei's, who understand local issues, with th¢ skills and support to help communities set up and manage practical and sustainable projects tliat meet theii. real needs. W¢ aim to be Iran5parenl, accountable and innovative. Our li'ack record of establishing stable, sustainable pi'ojects that continue to make a pennanent difference, gives us great pride. We conduct research, analysis, evaluation and dissemination with all our projects and enhance our partners, capacities to do the same both nalionally and internationally. We are committed to supporting leachers and their pupils.. on streets, in refitgee camps, slums or in remote villages. As an organisalion in an ever-clianging political world, Ihrough our learning from the field, we are constantly evolving. Together, we can give education and change lives Page 2
Learning for Life UK Limited Trustees, Report CHAIR'S STATEMENT l am delighted to shal'e the Chair's Report for Learning for Life UK for 2024125. This year has been a time of growih as our programmes in Bangladesh and Nepal have continued to develop their strength and reach. Together with our partnei's, we have supported some of the most marginalised childr¢n and young people to access opportunities ihat can Iruly change the course of their lives. In Bangladesh, our Floating Schools in the isolated Haor region have gone from strength lo strength and we now have six boats providing education aiid community support - particularly during the monsoons. All the children receive unifomls, textbooks and daily tiffin. Our digital work ensures that children are prepared and able to shape their futures in an increasingly connected world. The expansion of the SONGLAP programme has enabled over 180 adolescent girls lo acc¢ss safe learning environments and life-skills sessioiis, even in hard-to-reach communities. These sessions provide girls with a safe space to explore issues directly affecting their lives: gender based violence, life skills, child marriage. and pathways to income generation. The impact of these sessions is clear - girls are able lo speak openly abolit their aspirations and demonstrate lh¢ courage to challenge Iiam]ful practices - a first group of adolescents took an exti'aordinary step by uniting to prevent a child mari'iage in theii. village, de¢laring that no girl would marry before the age of 18. Alumni of eai'lier cohoi'ls have become role models..acting a5 advocates in their communities. Parents increasingly recognise the sessions as transformative, with Inany acknowledging that their daughters now Speak with confidence and detei'mination about issues once Considered taboo. Our Early Years Education project in Cox's Bazar also continues to ihrive, preparing ¢hildren for school and equipping their parents with the tools to support leai'ning at home. We are working to expand this projecl to oiher areas of Bangladesh and are actively seeking fiinding and welcome collaboration froin other organisations who may wish to learn about or replicate our approach. We are particulai'ly grateful to our long-standing partners POPI and to the donors who have enabled us to extend this work. Theii. commitment ensures that girls and boys who might otherwise be excluded fiom education can take their first steps towai'ds bi'ighter futures. In Nepal, our partnership with IGD has ¢nabled u5 lo maintain our Supplementary Education Centres and Community Learning Centres in Makwanpur. The Dan Doherty Memorial School has seen coiitinued progi'ess, wilh enrolment numbers steady and teaching quality streiigthened through ongoing training and mentoring. This year, we have placed a paiticulai. emphasis on upgrading i'esoui'¢es and building leachei. capacity, ensuring sustainability and an good le&i'ning experience for the children who attend. Despite the many challeiiges of delivering education in remote ¢ommuniti¢s. our teams remain steadfast in their dedication and resilience. Our Commilmenl to addressiiig climate Ghange continues, with climate juslice remaining a cornerstone of our work, particularly in the regions where we woi'k which are very vulnerabl¢ to environinental degradalion. This y¢ar, we expanded projects in Bangladesh to include prograins aimed at educating children and families about suslainable pra¢lices and ¢limate resilience. These initiatives are vital as ¢ommunilies in oui. program areas face inci'easingly severe climate cliallenges, underscoring our IDI¢ not only in educalioi) but also in supporting 5UStainable, resilient futures. The wider landscape remains challenging, both financially and in temis of the working environment. Global governmenl cuts to ovei'seas developnient spending sei)d a clear Signal abolit the shifting value and priorities placed on supporting development iii the Global South. The cosl of living continues to impact on projects and families in Bangladesh and Nepal and on ihe ability to raise funds in Ilie UK. We eonlinue to strategically refine our fundraising approaches to adapt to new donor priorities and emerging oppoi'tunilies for corporate partnerships. Page 3
Learning for Life UK Limited Trustees, Report The trustees have continued to oversee ihe charity's work with care and diligence, ensuring funds are spent wisely and projects deliver maximum impact. We continue to work to ensure that our administrative costs remain low, allowing tl)e vast majority of donations to reach the communities we serve. Looking forward, Learning for Life UK is committed to deepening its impact. Our priorities in¢lude expanding provision for adolescent gil'ls in Bangladesh, slrengthening digital learning opportunities in Nepal, and continuing to build the capacity of our local pai'lners. Our work would not be possible without the generosity of our donors. trusts, foundations, and individual suppoi'ters. We have been heartened by the loyalty of existing fundei's and the enthusiasm of new ones who share our vision of educalioi) for all. Special thanks also go lo oui. volunteers. marathon runners and Community fundraisers, whose creativity and energy eontinue to inspire us. Finally. I would like lo thaiik my fellow trustees, oui. Programine Dii'ector, and our partners in Bangladesh and Nepal. Together we are ci'eating oppoitunilies that transform lives through education and look forwai'd lo continuing to do so foi. many years. Susan Simmonds Chair, Learning for Life UK Page 4
Learning for Life UK Limited Trustees, Report OUR BACKGROUND Learning for Life has had an incredible journey since it began in 1994. The initial idea, developed by Charlolte Bannister-Parker and Sophia Swii'e, was to help develop gil'ls, educalion in India and Pakistan. Over tw¢nty-five years on, we have expanded our vision and Commitment, workii)g with street and working children, as well as impoverished communities across South Asia. Our Vision Learning for Life's vision is of a world where everyone ha5 ac¢ess to education, health, civil liberties, and safe, Sustainable employment. Our Misslon Learning for Life's mission is to ovei'come poverty by providing South Asia's poor and oppressed wilh education and opportunity, a5 well as to raise awar¢i)ess of development issues and challenge stereotypes in the UK. Philosophy Give an educalion. change a life. Guiding Principles: l.Ein owei'ment throu h Education We believe that education is the most powerful tool for Iransformii)g lives. By providing access to quality education and vocational training. we empower individuals with ihe knowledge and skills they need to break the cycle of poverty and build bett¢r futures for themselves and their communities. 2.Sustainable Develo ment Our projects are designed with sustainability in mind. We work closely wilh local partners to ensure our initiatives are culturally relevant and can be maintaiiied by the community long after our involvement ends. This appi'oa¢h ensures that the benefits of our work are lasting and far-reaching. 3.Communi -Centred A roach We prioritise the needs and voices of the communities we serve. By involving local leaders and ¢ommunity members in the planning and impleinentation of our projects, we ensure that our interventions are effective, r¢5pectful, and address the i'eal needs of the people. 4.Pailnershi and Collaboration We believe in the power of collaboration. By building strong partnerships with local organisations, governments, and other stakeholdei's. we leverage Collective expertise and resources to maximise our impact. This collaborative approach enable5 us Éo achieve more togeilier than we could alone. Working with partner$ LtL's role is t)ot just as a donor or 3 grants maker. we are active participants in projects. As well as w'iting grants and helping partnei's to aequii'e funding, LtL is jointly responsible for developing, establishing. maintaining, monitoring and evaluating project activities. Partners al'e responsible for on-the-ground proj¢¢t implementation and condiicting monitoring and evaluation activities. It is not LfL's policy to work with religious organisations unless they show evidence of being interfaith or se¢ular in theii. work and the conimunities they serve. Page 5
Learning for Life UK Limited Trustees, Report 2024125 UPDATE In 2024125, Learning for Life UK has continued to champion access to quality, inclusive education for marginalised children and young people aci'oss South Asia. Our work this year has focused on sealing up successful models of early years learning, expanding educational access foi. girls. supporting rural education, and slrengthening resilience to climate and economic shocks. In Cox's Bazar. our Early Years Ediication (EYE) programme completed a very successful fii'st yeai.. Thi'ough 14 playgroups ai)d 7 pi'eschool centi'es, 357 children from disadvantaged communities have accessed safe, engaging, and developmentally appropriate learning environments. We also delivered monthly parei)ling sessions to build supportive home environmenls and increase school I'eadiness. Initial assessments show encoiiraging gaiiis in literacy, numeraGy, and emotional developnient, and the project is now viewed as a vital local resource. Our SONGLAP programme supported 150 adolescent girls this year across six Floaling School sites, following the launch of a new school in January 2025. Through life skills training, rights awareness aiid peer learning, participants gained knowledge and confidence to pui'sue ediicalion or safe livelihoods. Simiiltaneously, our Floating S¢hools provided primary education to 150 children, aged 7-14, in the flood-prone Haoi. region of Bangladesh, delivering uninteri'upted leai'niiig even during the monsoon season. These mobile schools also served as hubs for community awai'eness, health education, and youth engagement. In Nepal, we completed a significant rejuvenation of the Dan Doherty Memorial School and Guernsey Supplementary Education Centre in Makwanpur. This inclltded building maintenance, the Iraining of new teachers, and tlie provision of new books and classroom supplies. These centres continue to deliver catch-up education to out-of-school children and offer wider community services including a Ilbrary, meeting space, and emergency shelter. W¢ also marked the successful completion of our Covid-19 recovery project in Nikli, Bangladesh, which re-enrolled more than 4,600 children iii school, improved learning outcomes through catch-up classes, and empowered 240 adolescent girls through SONGLAP. The project sti'engthened community support for education and buili mol'e resilient education systems in the face of ongoing challenges. Despite the continued effects of global economic instability and increasing climate risks, we remain committed to agile, comiJ)unity-led responses that deliver tangible, lasting change. Key Aehieveinents in 2024125 Delivered a strong first year of Early Years Education to 357 childrei) in Cox's Bazar Provided life skills and rights education to 150 adolescent girls Ihrough SONGLAP Delivered primary education lo 150 children via six Floating Schools Rejuvenated and restocked key education centt'es ii) rural Nepal Successfully coinpleted a posl-covid education recovery programme in Nikli, re-enrolling over 4,600 children Slrengthened community engagenient a¢ross all projects to promote sustainability and local ownei3hip Strategie Priorities fol. 2025126 Consolidate geograpliic and Ihematic priorities to maximise impact Design new education initiatives grounded iii rights-based, inclusive, and gendei'_responsive appi'oaGhes Deepen our theory of change to tackle root causes of poverty through education • Exploi'e new partnei'ships across the SAARC I'egioii. with a focus oil replication and scale Continue to integrate climate I'esilience, child safeguarding, and community parti¢ipation acros5 all programmes Page 6
Learning for Life UK Limited Trustees, Report OUR PROJECTS EArly Years Edueation in partnership Ivith People Orlented Pi'ogram Implement4tlon (POPI) Supported by the Educalion*l Oppoi'tunity FoundAtion. Learning for Life's Early Years Education (EYE) project in Sadar Upazila, Cox's Bazar, has had a very successful first year, laying strong foundations for impi'oved s¢hool enrolment and long-term learning outcomes for 357 children from disadvantaged and often displaced communities. The project focuses on bridging early developmental gaps and ensuring children are better prepared to transition into formal primary education. Over th¢ past year, we have established 14 cominunity-based playgroups and 7 preschool centre5, each equipped with age-appropriate, play-based learning inaterials designed to support children's physical, cognitive, and emotional development. These safe, nurturing spaces have be¢ome an essential part of daily life for participating familie5, Wlth structui'ed routines, slorytelling. songs, and eai'ly literacy and numeracy activitie5 helping childi'en build Confidence and curiosity. Cru¢ially, the EYE project recognises the critical role of pai'ents and caregivers in childi'en's eai'ly learning. We have conducted monthly parent training sessions, Covei'ing topics such as the importance of early education, how to support learning at honie, child development milestones, and school readiness. As a result, we have seen a marked increase in pareiilal engagement and understanding of the value of education, particularly for gil'ls. To ensure that lh¢ programme remains responsive and effective, we l)ave implemented regular assessments or hildren's developinent and progress. Early results are promising, with significant improvements in school readiness indicators and strong demand from ihe community for continued support. Our local delivery teain has also been trained in child-friendly teaching methods and inclusive practices, ensuring quality and ¢onsistency across all centres. This project is not only in¢r¢asing enrolment rates, but also building a culture of early leari)ing within the community. As we move into the second year, we aim to deepen our impact by streiigthening school transitions, expanding peei. learning among teachers, and further integi'ating early years education into local education planning. Small Floating Schools, in pArtnership with People's Oi'iented Programme Implementatlon (POPI), supported by Pan Asian Women's Association (PAWA), & EKTA Foundation and 'Sophie's FIoAting School, Freyja's Floating Sehool, Sayla's Floating School And Willow'5 Floating School" suppoyted by individuAI donor. The school enrolmenl rate of children across the river basin area of Kishoreganj in Bangladesh is 37 % and the literacy rate of the adult population is a staggeringly low 160/0. During the monsoon and post-monsoon seasons, mol'e than 90 /0 of ¢hildren and yoiiihs living in this area do not have access to any form of education as the surrounding area floods and villages are forced onto tiny islands cut off by 30-40 feet of water. In addition Éo the poor education provisions, ill health, nialnutrilion and social exploitation form part of their daily lives. Children and youths are forced to work, often in very dangerous environments. PrimAry Education for Children (Aged 7-14) Our innovative Floating Schools provide a transformative response to these challenges. Operalii)g during the monsoon season, they travel from village lo village, delivei'ing primary education directly to children who would otherwise be cut off from all learning opportunities. As of January 2025, we have expanded our reach with the laiinch of a new Floating School, bringing Ihe total to six. Together, Iliese schools now serve 150 children aged 7 to 14. offering quality education aligned with the national curriculum and enabling children to sil government-accredited exams. The s¢hools also double as community hubs, offering parents and local residents access lo vital information on health, hygiene. and social protection. These mobile classrooms are not only teaching children-they are anchoring hope and r¢5ilience in Ihe Inost isolated parts of the Haor region. Page 7
Learning for Life UK Limited Trustees, Report SONGLAP Life Skills Progrxmme for Adolescent Girls (Aged 15-18) In tandem with our primary educalion pi'ovision, Ihe Floating Schools also host the SONGLAP programme. whi¢h now supports 150 adolescent girls across the six schools. These girls face heightened risks of child marriage, trafficking, and hazardous labour due to poverty and entrenched gender norms. SONGLAP pr(>vides them with critical life skills, rights awareness, and knowledge around reproductive health, leadership, financial literacy, and decision-making. The programme creates a safe space for learning and self-expression, while also bLEilding pathways for gil'ls to i'e-enler formal education or access safe livelihoods. Througli community engagement, it also helps shift harmful social attitudes and strengthen girls, agency and visibility wiihin their communiti¢s. Together, the Floating Schools and SONGLAP programme are tackling both the structural and social barriers to education-reaching those most at risk of being left behind and helping them ehait a path towai'ds safer, more empowered futures. Dan Doherty MemoriAI Sehool and Guernsey SEC (Mal(Ivanpur, Nep41), in partnership ivitli Communlty Suppo1 Association of Nepal (COSAN), suppoi'ted by the friends And family of DAnlel Doliei'ty and the Marr Munning Trust It was with inimense sadness that we said goodbye to our wonderful friend and brilliant Trustee, Dan Dohgty, on 16th March 2016. Dan's legacy continues to shape Learning for Life's work. and we honoured his Inemory Ihrotjgh the construclion of the Dan Dohety Memorial School in i'ural Makwanpur. Nepal-a region where twelve of our schools were destroyed in the devastating eai'ihquake of April 2015. In partnership with Dan's husband, Neil Fullbrook, and with ihe support of many generous friends, the school was officially opened by Neil on 20th February 2017. Together with the Guernsey Supplementary Education Centre (SEC)-funded by the Guernsey Overseas Aid Committee in 2017-these schools have since provided essential catch-up edu¢ation for out-of-school children, particularly those from mai'ginalised or Dalit commiinities. The ceiitres aim to reintegrate Children into mainstream government schools and offer a safe, inclusive learning environment for thirty students per site each year. Approximately 70 % of children transilion successfully into formal education. creating space for new learners and sustaining the model's long-term impact. In 2024125, both centres underwent a much-needed phase of rejuvenalion and reii)forcemenl, including structural maintenance and ihe provision of fresh teaching and learning matei'ials. We recruiled and trained new teachers from the local area, enhancing theii. skills in inclusive. child-¢entred pedagogy. Eaoh classroom was restocked with new books, classi'oom supplies. and leai'ning aids, creating a more engaging envii'onment that fosters Grealivity, confidence, and curiosity. Beyoi)d the classroom, these schools continue to serve as vibrant community resource hubs. Local secondary school students use ihe facilities for after-school study, while the buildings host community meetings. awareness sessions on health and hygiene, and rights-based training woi'kshops. The halls remain available as emergency shelters when needed, reinfoi'cing their I'ole as vital assets to tlie wider community. These schools al'e not only places of learning, but also spaces of hope, resilience, aiid conneclion-ei)siiring Ihal Dan's spirit Riid commitment to education live on in evely lesson taught and every child welcomed through the doors. Emergency Relief, in partnership with People Oi'iented ProEYm ImplementAtion (POPI) supported by SpeakFirst, PAWAY and individual donors. Learning for Life's Emergen¢y Relief Fund exists to provide rapid, life-saving support to communities affected by natural disasters or crises in the areas where we work. This flexible fund enables us to act immediately protecting vulnerable families. restoring basic services, and supporting long-temi r¢coveiy when disaster slrikes. Page 8
Learning for Life UK Limited Trustees, Report From 2020 to 2022, the fund played a critical role in responding to the Covid-19 pandemic in Bangladesh. When lockdowns were enforced aci'oss the country. in¢luding in Kishoreganj, where our Floating Schools operate, millions of families were pushed to the brink. With no income and no access to food, communities faced an impossible choice: risk exposui'e to ihe virus by continuing to work or stay home and go hungry. In response, Learning for Life distributed 30-day food parcels containing basic staples to the most at-risk families, allowing them to stay home and protect tliemselves. We also provided hygiene kits, including soap. buckets, disinfectant, and reusable face masks, to boih families and project staff. These interventions enabled families to coinply with lockdown measures safely, while our local team continued to offei. targeted advice and support wherever possible. In 2022, Bangladesh wa5 hit by the worst floods in over a century. affecting more than five million people. Entire ¢ommunities in low-lying Haor regions. where our Floating Schools operate, were submerged. Althoiigh Ihe schools themselves withstood the deluge, many homes, crops, and infrastructure, including water sour¢es. roads and power lines, were destroyed. In the immediate aftermath, Learning for Lif¢ mobilised emei'g¢n¢y supplies, delivering food parcels, fresh water, and niedical kits to marooned families, thanks to the swift generosity of our donors. This einergency fund remains active and available today, enabling Learning for Life to respond immediately to future crises, including flooding, earthquakes, cyclones, or displa¢ement evenls. By maintaining this dedicated reserve. we can act fast. delivering urgent support to the children. families, and communities we serve without delay. We remain committed to strengthening local resilience, ensuring that when the next emergency comes. no one is left behind. COMPLETED PROGRAMMES Reeovering Enrolment, Retention and Attainment in the Classrooms of Nikli, BAngladesh, folloivlng the COVID-19 loekdown, in partnership with People Orlented Program Implementation (POPI) supported by British and Foi'eign Schools Society) Guernsey Ovei'seas Aid Commlttee and individuAI donoi's and foundations. Thi5 recently completed project successfully addressed ihe severe educational disruption caused by the COVID-19 pandemi¢ in Nikli, Bangladesh, an area marked by high povety. seasonal flooding, and limited access to public services. Over the course of the projecl, Learning for Life UK and its partners worked intensively lo rebuild learning pathways for children, pailiculai'ly girls, who were at risk of permanently dropping out of school. The project had three core focus ai'eas: l. Enrolment and Re-en ement A wide-reacliing mass awareness campaign was conducted to promote the value of education, reaching families through house-to-l)oiise visits, leaflets, posters, and coinmuiiity events including sports competitions and education fairs. These 3Ctivities successfully re-enrolled over 4,600 children into school, many of whom had been absent for months or even years following pandemic-related closures. Hygiene equipment and training wei'e also provided to ensure schools could remain safely open and minimise future health-related disruptions. 2. Academic Calch-u and Retention To support sustained attendance and learning progress, the pr(>ject delivered tailored catch-up classes for students who had fallen furthest behind. Basi¢ digital literacy and online leai'ning methods were introduced to help schools adapt to a more flexible and i'esilient model of ¢ducation. As a resiilt. more than 85 pei'cent of participating Children are now not only back in school but demonstrating improved attainment, with ieacher5 reporting increased confidence and engagement in the classroom. Page 9
Learning for Life UK Limited Trustees, Report 3.Em owerin Adolescent Girls throu h SONGLAP The project also enrolled 240 adolescent girls aged 15 to 18 into our accredited SONGLAP programme, providing life skills, rights awai'eness, and livelihoods training. These girls becaine peer educators, sharing their knowledge with others and amplifying the programme's reach across their ¢ommunities. Alongside this, community sessions and yoiith forums pi'omoted gender equality and girls. righis, helping to challenge harmful norms and reinforce the importance of gil'ls, education. This project leaves a lasting impact in the Nikli region. Children are back in classrooms, teachers are better equipped, school systems are mor¢ resilient, and communities are Inore engaged in supporting girls, rights and long-term learning. We are deeply graleful to our partners and donors for enabling this vital and successful intervention. IncreAslng Household Incomes for 1,658 Households (NuwAlcot, Nepal), in pArtnership with the Rural Self-ReliAnee Development Centre (RSDC) supported by UKAid. This pioject aimed to increase the income of 1,658 impovei'ished households in rural Nuwakot, Nepal, by inci'easing agricultural prodiictivity, supportirkg micro-enlei'prise development and improving access to local mai'kets. This was achieved through training & skills development, Ihe formation of Income Genei'ation Groups and cooperatives, facilitating access to credit and developing strong leadership. In support of these aims the project included a social awai'eness component to reduce discrimination. This project lead lo a significant increase in household income in the project area. Open Sehool Project, (Kolk8ta, India) in pMrtner5hip ivith Tomorroiy's Foundation, supported by Genesis Trust Despite the Indiai) Government outlawing child labour, unfortunately il is still a common pra¢tice. The city of Kolkata, where this project worked, has a particularly high rate of child labour, with over 500,000 working hildren compared to 425,000 in full time education. Our project enabled 240 working children to access education by ulilising existing facilities to pi'ovide education for children outside of mainstlEam houi's, thus enabling them to continue to piDvide for their families whilst simultaneously offering tl)em the opportunity to get an education, obtain recogiiised qualifications and ultimately gain long-term, safe employment. Alongside providing education, we woi'ked to change the level of awareness and attitudes of all stakeholders including employers aiid parents towards child labour law. child protection and the benefits ofthe release of children from hazardous workplaces. E*i'thqu#ke Reconstruetlon (MakwAnpui', Nepal) in partnership ivith COSAN, supported by v41'lOUS donors On 25th April 2015, a devastaling 7.6 magnitude earthquake hit Nepal. Nearly 9,000 people lost their lives and around 22,000 people were injured in fourteen Districts. The social, economi¢ and psychological effects on the population were severe. In Makwanpur District, where Learning for Life woi'ks with local partner COSAN, 12 out of 19 of our Supplementary Educalioi) Centres (SECS), whi¢h were pi'oviding ¢atch-up education for Children who had either dropped out of school or nevei. attended, were totally desti'oyed. Many lives were lost and l)omes and livelihoods destroyed. We provided victims of the earthquake with tents and plastic tarpaulin for teinporary shelter. along with food packages and hygiene kits. We also helped to rebuild and re-establish the schools that were 105t or damaged. Page 10
Learning for Life UK Limited Trustees, Report Community Support AssociAtion of Nepal (COSAN) - Sustainable Empowerment of Exeluded Women in RurAI NepAI (DFID) This project began in July 2013 and aimed to address the political disenfranchisement of excluded communities, particularly women, in rural Nepal and the subsequent insufficient slandards of education and healthcare that they receiv¢. These aims wei'e achieved thi'ough education on rights and entitlements and improving excluded communities, Capacity to engage it) the local decision-making process, Ihi'ough th¢ fom)ation and training of Conimunity Aclion Gi'oups. In order to engage the community witl) the project, and address the immediate lack of adequate health care and education provision, the project provided supplementary education to children who wei'e not enrolled iii mainstream school and antenatal and postnatal services foi. pregnant women, as well as vocational training for adolescent5. As well as the formation of these community groups, the project delivei'ed training and capacity buildii)g to the target beneficiaries and other stakeholders. This ensured that the target population were in a position to directly engage with local decision makers and advocate collectively to ensure that their rights and entitlements were protected. The results of this was an increase in the female representation in local govemment lo 33 /o' an increase in the reporting and prosecution of domestic violence, a reduction in cases of doinestic violence, and ai) increase in the access to and quality of education for socially excluded commui)ities, in parlicular girls and women. People's Oriented Programme ImplementAtion (POPI) Sust*inxble Elimination and PreveJ)tion of the Worst Forms of Child LAbour in BhAII'Ab and Cox's Bazir (Comic Reliefj At tl)e start of this proj¢¢t over 3,200 children were working long hours in Bhairab's cottag¢ shoe factories. Children, who also slepl there, frequently suffered from injuries, and glue inhalation. In Cox's Bazar over 6,500 ¢l)ildi'en were working iii fish-drying plants, where they suffered sevei'e injuries and illnesses as a result of handling sharp tools. raw fish, chemicals and pesticides. Children in both areas sadly suffered abuse at the hands of employers. LtL and local paitner. POPI, in conjunction witli Comic Relief, established a project which created an enabling environment for children, parentslguardians, employers, duty beai'ers and other key stakeholders including government, lo support the release and reintegration of targeted child labourers and gain commitment of all groups not to engage in hazardous child laboltr in futur¢. Families were incentivised to send children to school. Children received individually-assessed support, fiom a inenu including educational support, health support, recreational activities and vocational training. All 6-14 years old children in the project area were preveiited from engaging in hazardous labour by educating th¢m on the dangei's involved. Flonting School And HeAlth service, Kishoregunj? Bangladesh. Learning for Life and partner POPI began work on an innovative floating school project in November 2009, in Ihe "liaor" flood-prone l'egion of Bangladesh. This innovative floating school travels from village to village during the monsoon season when villages are completely cut off from mainland services and conducts lessons for children who otherwise would not be able to attend school. In the evenings, the boat has been used as resoui'ee centre foi. commuiiities and delivers liealtli and social awareness pi'esentations and shows. The floating school has been designed to provide quality edlication for 250 childi'en (aged 6-12) and 50 youths (aged 13-18) and pi'ovides 150,000 members of the target population with health and social awareness to improve their health seekiiig behaviour aiid encourage them lo practice Pagell
Learning for Life UK Limited Trustees, Report GOVERNANCE Founders Both founders, Charlotte Bannister-Parker and Sophia Swire, after 10 years of work, have ceased their active involvement in running the organisation but remain supporlei's and fi'iends. Governing document The chai'ity is controlled by its governing docuinent, a deed of trust, and constitutes a limited company. liinited by guarantee, as defined by the Companies Act 2006. Trustees, induction And trtlining The Trustees who served the chai'itable company during the year are shown on page 3. New ti'ustees are selected ihroLEgh an open and competitive process, consisting of an initial application followed by an interview. Once invited to join the board Trustees al'e provided with an induction pack consisting of the governing doclimenls. annual repoi'ts and financial statements together with the policies and procedures of the eharitable coinpany. Trustees are en¢ouraged to attend appropriate external training events wheie these will facililate the undertakings of their role. StaIng Oui. Progi'amme Manager is Rebecca Paling Our Fiiiance Officei. is Jonathan Calvo Our Chair of Trustees Susan Simmonds provides pro bono management support. Our Treasurer Perosha Tengra provide pro-bono goveinance support Volunteers Learning for Life has a core group of active volunteers who support all activities. Their on-going contribution is fundamental to Learning for Life's continued success, The Charity is run by ils TrLEslees who meet bi-monthly to determine the strategy of the Charity, to discuss operalional and financial matters and to formulate policy. The Programme Manager attends all Trustee meetings. The Trustee5 delegate responsibility for delivei'ing day to day management priniarily to the Progi'amme Manager, who is responsible for ir)dividual supervision of our partners, staff and volunteers. Truslees al'e also responsible for ensuring Ihal the team continue to develop Iheii. skills and working practices in line with good practice. RelAted pai'ty transAttions None of the directors had any material interest at any time during the period in any contracts of significance in relation to the business of the company except those staled in note 20 to the financial statements. Publlc Benefit The object of tl)e Charity is the prevention or relief of povei'ty in South Asia through the provision and facilitation of ediication, training, healtl)care projects aiid community support, designed lo enable individuals {children and women) and conimunities to generate a sustainable income. exercise their rights and be self-sufficient. Our primary aims and objeclives and subsequent activilies allow us lo directly meet the following criteria for public benefil as defined by the Charity Commission guidance.. The prevention or relief of poverty. The advancement of education. The advancement of health and the saving of lives Page 12
Learning for Life UK Limited Trustees, Report Our related activities also address the further public benefit criteria as defined by the Charity Commission., The advancement of human rights, conflict re501ution or reconciliation or Ihe promotion of religious or racial harmony or equality and divei'sity; The advancement of environmental protection or improveinent. The relief of those in need. by reason of youth, age, ill-health, disability. financial hardship or other disadvantage. We aim to help ihe poorest and most marginalised members of society and no person is excluded on grounds of l'ace, religion, gender. sexuality, disability or social position. Any private b¢nefit to individuals from our work is incidental to our mairk objective. The trustees confirm that they have referred to the guidance contained in the Charity Commission's general guidance on piiblic benefit when reviewing the Charity's aims and obj¢¢tives and in planning future activities. Risk Analysis The Trustees r¢cognise that there are risks to which Éhe Chai'ity is exposed. The Trustees keep all major risks to the organisation under regular review and this is seen as integral to the a¢hievement of our strategi¢ goals. The trustees are satisfied that we have a formal review in place and consider new and emei'ging risks and through their day to day activities the staff are encouraged and guided to ensure the risk management processes are effectively implemented. Systems hav¢ been established io mitigate known risks, including financial controls, employment pro¢ediires, agi'eements with partners and volunteer training. The Trustees keep proper accounting records and take i'easonable steps for the prevention and detection of fraud and other irregulai'ities. Health and safety, equal oppoitunities and quality standards are prioi'itised. Records and archives are securely stored and elecli'onic data carefully protected. We a150 have in place a comprehensive risk register which is regularly reviewed by the Trustees. This serves as a manageinent tool for managing risks l'ather than eliminating them. FINANCIAL REVIII W 2024125 saw a very small fall in our uni'estricted reserves compared with last year. While this reflects the challenging funding environment, Ihe organisation remains in a stable position. We have sufficient funding to sustain our ongoing projects and Trustees are continuing to review our situation on an ongoing basis. Reserves Policy Reseives al'e held in order that the charity operates effectively. The reserve5 policy is reviewed on a regular basis and adjusted as risk perceptions and other factors change. When reviewing and monitoring the reserves policy the Ii'u5tees ensure that they identify when the reserves are drawn on 50 that they understand the reasons and can consider the corrective actions, if any, that needs to be taken. We are content that our current re5eives policy will cover 3 months operational expenditure. Page 13
Learning for Life UK Limited Trustees, Report STRUCTURE, GOVERNANCE AND MANAGEMENT Governing doeument The ¢harity is controlled by its governing document, a deed of trust. and ¢onslilutes a limited company, limited by guarantee, as defined by the Companies Act 2006. REFERENCE AND ADMINISTRATIVE DETAILS Registered Company number 04662849 (England and Wales) Registei'ed ChArity number 1105277 Registered office 9 Bei'nei's Pla¢¢ London WIT 3AD Trustees Ms M Desai: H R Consultant Ms S Engineer: Personnel Consultant P Tengra: Chartered Accountant S Qureshi: Trustee C Hough: Barrister S A E Simmonds: Charity Consultant Complny Secretary Ms M Desai This report has been prepared in accordance with the special provisions of Part 15 of the Companies Act 2006 relaling to small companies. Approved by order of the board of trustees on 18 November 2025 and signed on ils behalf by: S A E Simmonds - Trustee Page 14
Learning for Life UK Limited Independent Examiner's Report to the trustees of Learning for Life UK Limited ('the Company,) I report to the charity trustees on my examination of the accounts of the Company for the year ended 31 March 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 ih¢ accounts in accordance with the requirements of the Companie5 Act 2006 ('the 2006 Act,). Having satisfied myself that the accounls of the Company are not required to be audited under Part 16 of the 2006 A¢t and are ¢ligible foi. independent examination, I report in respect of my examination of your charity, accounts as carried out under section 145 of the Charities Act 2011 {'the 2011 Act,). In carrying out my examination I have followed the Directions given by the Charity Commission under section 145(5)(b) of the 2011 Act. Independent exxminer's statement I have completed my examination. l ¢onfirni that no matters have come to my attention in connection with the examination giving me cause to believe: accounting records were not kept in respeGt of Learning for Life UK Limited as required by section 386 of the 2006 Act. or 2. the accounts do not accord with those re¢ords' or 3. the ac¢ounts do not comply with the accounling requiremeiits of section 396 of the 2006 Act other than any requirement that the a¢¢ounts give a 'true and fair view which is not a matter ¢onsidered 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 foi. accounting and reporting by charities [applicable to charities preparing their accounts in a¢eoi'dance with the Financial Reporting Standard applicable in ihe UK and Republic of Ireland (FRS 102)]. have no concerns and have come across no olher matters connection with the examinatioi) to which attention should be drawn in ihis report in order to enable a proper undei'standing of the accounts to be reached. Shaminir Shah Chamberlains UK LLP 173 Cleveland Street London WIT 6QR 18 Novembei. 2025 Page 15
Learning for Life UK Limited Statement of Financial Activities for the Year Ended 31 March 2025 Unrestrieted funds Restrleted nds Total 2025 Note Income And Endowments from: Donations and legacies Charitable activities Investment income 23,016 23,016 95,487 2,378 95.487 2,378 Total incoine 25,394 95,487 120,881 Expenditure on.. Raising funds Charitable activities (3,183) (23,018) (3,183) (78.788) (55,770) Total expenditure (26,201) (55,770) {81.971) Net {expenditure)lincome (807 39,717 38,910 Net movement in funds (807) 39,717 38,910 ReeonciliAtion of funds Total funds brought forward Total funds carried forward 42,164 44,964 87,128 17 41.357 Unrestricted funds 84,681 Resti'icted funds 126,038 TotAI 2024 Note Ineome and Endowments from: Donations and legacies Charitable activities Investment income 23,671 23,671 71,721 1,986 71,721 ,986 Total income 25,657 71,721 97,378 Expenditure on: Raising funds Charitable activities (1,689) 25,552) {1,689) (118,6551 {93,103) Total expenditure 27,241 (93,103 120,344 Net expenditure (1,584) (21,382) 22,966) Nel movement in funds (1,584) (21,382) (22,966) ReconcillAtlon of funds Total funds bi'ought forward 43,748 66,346 110,094 Total funds carried forward 17 42,164 44,964 87,128 All of the charity's activities derive from continuing operations diiring the above two periods. The funds breakdown for 2024 is shown it) note 17. The notes on pages 18 to 25 form an integral part of these financial statements. Page 16
Learning for Life UK Limited (Registration number: 04662849) Balance Sheet as at 31 March 2025 2025 2024 Note Current assets Debtors Cash at bank and in hand 13 14 2,882 126,500 3.684 90.075 129,382 93,759 Creditors: Amounts falling due within one year 15 3,344 (6,631) Net Assets 126,038 87,128 Funds of the chAI'Ity: Restricted income funds Restricted funds 17 84,681 44,964 Unrestricted income funds Unrestricted funds 41,357 42,164 Total funds 17 126,038 87,128 For the financial year ending 31 March 2025 the charity was entitled to exemption from audit under section 477 of the Companies Act 2006 relating to small companies. Directors, responsibilities.. The members have not required the charity to obtain an audit of its accounts for the year in question in accordance with section 476. and The directors acknowledg¢ their responsibilities for Complying wilh the requirements of the Act with respect to accounting records and the preparation of accounts. The financial statements on pages 16 to 25 were approved by the trustees, and authorised for issue on 18 November 2025 and signed on iheir behalf by.. P Tengra Trustee The notes on pages 18 to 25 form an integral part of these financial statements. Page 17
Learning for Life UK Limited Notes to the Financial Statements for the Year Ended 31 March 2025 I Charity stAtus The charity is limited by guaranlee, incorporated in England & Wales, and consequently does not have share capital. Each of the trustees is liable to contribute an amount not exceeding £Nil towards the assets of the charity in the event of liquidation. The address of its registered offi¢e is: 9 Bei'nei's Place London WIT 3AD 2 Accounting policies SummAry of significant Accounting policies and key Accounting estimates The principal accounting policies applied in the preparation of these finati¢ial statement5 are set out below. These policies have been consistently applied to all the years presented, unless olhenvise stated. Statement of compliAnee The financial statements have been prepared in accordance with Accounting and Reporting by Charities: Statement of Recommended Practice (applicable lo chai'ities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102)) (issued in October 2019) (Cl)ai'ities SORP (FRS 102)), the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) and the Companies Act 2006. Basis of preparation Leai'ning for Life UK Limited meets ihe defii)ition of a public benefit entity under FRS 102. Assets and liabilities are initially recognised at historical cost or transaction value unles5 Otherwise stated in the relevat7t accounting policy notes. Going Concern The trustees consider that there al'e no material uncertainties aboul the charity's ability to continue as a going concem nor any signifi¢anl areas of uncertainty Ihkt affect the carrying value of assets held by the charity. Income And endo)Yments All iii¢ome is recognised once the charity lias entitlement to the income, it is pi'obable that the income will be received and the amount of the income receivable can be measured reliably. Donailoiis and legncies Donations are recognised when the charity has been notified in writing of both the amount and settlement date. In the event that a donation is subject to conditions that require a level of pei'foi'mance by the charity before the chai'ity is enlitled to the funds, the inconie is defei'i'ed and not cOgniSed until eiiher those coi)ditions are fully met, or the fulfilment of those conditions is wholly within the control of the chai'ity and it is probable that these conditions will be fulfilled in the reporting pei'iod. Page 18
Learning for Life UK Limited Notes to the Financial Statements for the Year Ended 31 March 2025 Expendlture All expenditure is recognised once there is a legal or constructive obligalion to that ¢xpenditure, it is probable settlement is required and the amount can be measured reliably. All costs are allocated to the applicable expenditui'e heading that aggi'egate similar costs to thal category. Whei'e cosls cannot be directly attributed to particular headings they have been allocaled on a basis consistent with the use of resources, with central slaff costs allocated on the basis of time spent, and depreciation charges allocated on the portion of the asset's use. Othei. support costs are allocated based OD the spread of staff costs. Raisingfiinrfs These are costs incurred in attracting voluntary income. the management of investtnents and those incurred in trading activities that raise funds. Clinrlirtble ac(iviiles Charitable expenditure comprises those costs incurred by the charity in the delivery of its activities and services for ils beneficiai'ies. It includes both costs that can be allocated directly to such aclivities and those costs of an indirect nature necessary to support ihem. Granl provlslons Provision5 for grants are made when th¢ intention to make a grant has been communicated to the recipient but Ihere is unceilainty aboul either the timing of the grant or the amount of grant payable. Governance costs These include tlie costs attributable to the charity's MplianCe with Constitutional and statutory requiremenls, including audit, stralegic management and Érustees meetings and reimbursed expenses. Taxation Tl)e charity is Considered to pass the tests set out in Pai'agi'aph I S¢liedule 6 of the Finance Act 2010 and th¢i'efore it meets the definitioii of a chai'itable company for UK corporation lax purposes. Accoi'dingly, the ¢harity is potentially exempt fi'om taxation in respect of income or capital gains received within categories covered by Chapter 3 Part I l of the Corporation Tax Act 2010 or Section 256 of the Taxation of Chargeable Gains Act 1992. to the extent that such income or gains are applied ¢xclusively to Charitable purposes. Cash xnd cAsh equivAlents Cash and cash equivalents compi'ise ¢ash on hand and call deposits, and other short-term highly liquid investnienls that are readily convertible to a known amount of cash and are subject to an insignificant risk of hange in value. Page 19
Learning for Life UK Limited Notes to the Financial Statements for the Year Ended 31 March 2025 Foreign exchange Transactions in foreign currencies are recorded at the rate of exchange at the date of the transaction. Monetary assets and liabilities denominated in foreign currencies at the balance sheet date are reported at the rates of ex¢hange prevailii)g at that dale. The I'esults of overseas operations are translated at the average rates of eK¢hange during the period and their balaiice sheels at tlie i'ales ruling at the balance sheei date. Exchange differences arising on translalion of lh¢ opening nel assets ai)d results of overseas operations are reported in other comprehensive income and accumulaled in equity {artribuled lo non-controlling interests as appropriate). Otlier exchange differgnces are recognised in the Statement of Financial Activities in the period in which they arise except for.. l) exchange differences on Iransactions entered into to l)edge certain foreign currency risks {see above): 2) exchange differences arising on gains or losses on non-monelaiy items which are i'ecognised in other compi'ehensive income. and 3) in the case of the consolidated financial statements, exchange differences on monetary items receivable from or payable to a foi'eign operation for which settlemenl is neither planned nor likely to occur (therefore forming part of the net inveslment in the foreign opei'ation), which ar¢ recognised in other comprehensive income and reported under equity. Fund structure Unrestricted income funds are general funds that are available for use at the trustees discretion in furtherance of the objectives of the ¢harity. Restricted income funds are those donated for use ii) a particular ai'ea or for specifi¢ purposes, the use of which is i'eslricted to that aa oi. purpose. Pensions and other post retirement obligatlons The charity operates a defined contribution pension scheme whi¢h is a pension plan under which fixed contributions are paid ii)to a pension fund and the cliarity has no legal or constructive obligation lo pay fuither contributions even if the fund does iiot hold sufficient assets lo pay all employees the benefits relating to employee service in the cui'rent and prior periods. Contributions lo defii)ed ¢onlribution plans are recognised in the Statement of Financial Activilies when they are due. If conti'ibulion paymeiits exceed the contribution due for service, the excess is recogiiised as a prepayment. 3 Income fi'om donations and legacies Unrestricted funds General Total fuiids Donations and legacies. Donations 23,016 23,016 TotAI for 2025 23,016 23,016 Total foi. 2024 23,671 23,671 Page 20
Learning for Life UK Limited Notes to the Financial Statements for the Year Ended 31 March 2025 4 Income from ehfiritxble activlties Restricted funds Totpl funds General Fund 95,487 95,487 Total for 2025 95,487 95,487 TotAI for 2024 71,721 71,721 5 Investment iJ)come Unrestricted funds Gener] Total funds Interest receivable and similar in¢oine' Interest receivable on bank deposits 2,378 2,378 Tot1 for 2025 2,378 2,378 Total for 2024 1,986 1,986 6 Expenditure on raising thnds 8) Costs of g¢nei'Ating donations And legacies Unresti'icted funds General Total funds Note Fundraising costs 3,183 3,183 Total foi. 2025 3,183 3,183 TotAI for 2024 1,689 1,689 7 Expendlture on charit8ble activities Unrestricted funds Geiieral Restricted funds Total fuiids Note Grant funding of a¢livities Governance & support costs 47,044 8.726 47,044 31,744 23,018 TotAI roy 2025 23,018 55,770 78,788 Tot*] foi. 2024 25,552 93,103 118,655 Page 21
Learning for Life UK Limited Notes to the Financial Statements for the Year Ended 31 March 2025 In addition to the expenditure analysed above, there are also governance costs of £31,744 (2024 £31,730) which relate directly to charitable activities. See note 8 for further details. 8 Analysis of governance and support costs Governance eo$tS Uni'estricted funds Geileral Restrieted fuiids Total funds Staff costs Wages and salaries Pension Costs 13,239 448 8,600 21,839 448 Independent examiner fees Management fees Other governance & 5UPPOrt costs Total for 2025 2,520 5,000 1,811 2,520 5,000 1,937 126 23.018 8,726 31,744 Total for 2024 25,552 6,178 31,730 9 Trustees remuneration and expenses No Irustees, nor any persons connected with them, hav¢ received any remuneration from the charity during the year. 10 Staff costs The aggregate payroll Costs were as follows.. 2025 2024 StAff costs dui'ing the yeAr were: Wages and salaries Pension costs 21,839 448 22,395 454 22,287 22,849 The monthly average number of persons (ii)¢luding senior management I leadership leam) employed by the charity during the year expressed as full time equivalents was as follows.. 2025 2024 Employees Page 22
Learning for Life UK Limited Notes to the Financial Statements for the Year Ended 31 March 2025 No employee received emoluments of more than £60.000 during the year. 11 Independent examiner's remuneration 2025 2024 Examination of the financial statements 2,520 2,340 12 TAXlltion The charity is a registered charity and is therefore exempt from taxation. 13 Debtors 2025 2024 Prepayments 2,882 3,684 14 Cash and cash equivalents 2025 2024 Cash at bank 126,500 90,075 IS Creditors: amounts fAlling due ivlthln one year 2025 2024 Accruals 3,344 6,631 16 Pension and other schemes Defined contribution pension scheme The charity operales a defined coi)tribution pensioii scheme. The pension cost ch'ge for the year represents contributions payable by the charity lo the scheme and amounted to £448 {2024 - £454). Page 23
Learning for LAfe UK Limited Notes to the Financial Statements for the Year Ended 31 March 2025 17 Funds Balance at 31 March 2025 Balance at i April 2024 Incoming resources Resources e%pended Transfers Uni'estricted funds Geiiernl General Fund 42,164 25,394 (21.201) (5,000) 41.357 Restrlcted funds Floatiiig Schools Dan's School Emergen¢y Relief Covid Recovery Guernsey Covid R¢Very Early Years Education 24,235 2.836 574 61.517 4.000 (15,686) (22.864) 70,066 (11,028) 574 7,513 5,000 575 6,938 9.806 6,938 (6,938) 24.970 17,220) 17,556 Total restrieted funds 44,964 90.487 (55,770) 5,000 84,681 Total fullds 87,128 115,881 76,971) 126,038 BalAnee At 31 MArch 2024 Balance at I Api'il 2023 Incoming resources Resourees expended Transfer5 Unrestricted funds Geiieral General Fund 43,748 25,657 (22,241) (5,000) 42,164 Restricted Floatiiig S¢hools Dan's School Emergency Relief Covid Re¢overy Guernsey Covid Recovery Early Years Education 54,612 3,526 574 1,922 5,712 32,716 (63,093) (5,690) 24.235 2,836 574 575 6,938 9,806 5,000 5,516 ,226 27,264 (6,863) (17,458) Total i'esti'lcted funds 66.346 66,722 (93,104) 5,000 44,964 Total funds 110,094 92,379 (115,345) 87,128 Page 24
Learning for Life UK Limited Notes to the Financial Statements for the Year Ended 31 March 2025 18 Analysis of net Assets behyeen funds Unrestricted funds General TotAI funds at 31 March 2025 Current assets Current liabilities 129,382 3,344) 129,382 3,344 Total net assets 126,038 126,038 Unrestrict¢d fuiids GenerAI Total funds at 31 Mai'ch 2024 Curi'ent assets Cun'ent liabilities 93,759 {6,631 93,759 6,631) Total net assets 87,128 87,128 19 Analysls of net funds At l Aprll 2024 Financing eash At 31 March flows 2025 Cash at bank and in hand 90,075 36.425 126,500 Net debt 90,075 At l Api'il 2023 36,425 Finaneing cash flows 126,500 At 31 March 2024 Cash ai bank and in hand 121,362 (31,287) 90,075 Net debt 90,075 20 RelAted party transactlons Mehta & Tengra, a firm in which P Tengra (Trustee) is a partner. provides accounting and payroll services at no cosl. In the absence of a chief executive, Susan Simmonds (Trust¢e) offers her services pro bono. Page 25
Learning for Life UK Limited Statement of Financial Activities by fund for the Year Ended 31 March 2025 Unrestricted Funds Total TolAI Unrestricted Unrestricted Fuilds Fund$ 2025 2024 Income #nd Endowments from: Donations and lega¢ies Investment income 23.016 2,378 23,671 1,986 Total income 25,394 25,657 Expenditure on: Raising funds Charitable activitie5 (3.183) {23,018) (1,689) 25,552) Total expenditure Net expenditure 807) 1,584) Net movement in funds (807) (1,584) Reconciliation of funds Total funds brought forwai'd 42,164 43,748 Total fund5 carried forward 41,357 42,164 This page does not forin parl of the statutory financial slalements. Page 26
Learning for Life UK Limited Statement of Financial Activities by fund for the Year Ended 31 March 2025 Restricted Funds TotAI Restricted Funds 2025 Total Resti'icted Fund5 2024 Income And Endoivments from: Charitable aotivilies 95,487 71,721 Total income 95,487 71,721 Expenditure on: Charitable activities (55,770) 93,103 Total expenditure (55,770) 93,103 N¢t income/(expendilure) 39,717 {21,382 Net movement in funds 39,717 (21.382) Reconciliation of fund5 Total ndS broughi fonvard 44,964 66,346 Total funds carried forwai'd 84,681 44,964 This page doe5 not form part of the statutory financial statements. Page 27
Learning for Life UK Limited Detailed Statement of Financial Activities for the Year Ended 31 March 2025 Total 2025 TotAI 2024 Income And Endowments fi'om: Donations and legacies (analysed below) Charitable activities (analysed below) Investment income (analysed below) 23,016 95,487 2,378 23,671 71.721 1,986 Total income 120,881 97,378 Expenditure on: Raising funds {analysed below) Charitable activities (analysed below) Total expenditure (3,183) (78,788) (1,689) 118,655) (81,971) 120,344) Net income/{expendilure) 38,910 22,966) Net movement in funds 38,910 (22,966) Reconciliation of funds Tolal funds brought forward 87,128 110,094 Tolal funds carried forward 126,038 87,128 This page does not forin part of the statutory financial slalements. Page 28
Learning for Life UK Limited Detailed Statement of Financial Activities for the Year Ended 31 March 2025 Total 2025 Total 2024 Donatlons ftuil legftcles Appeals and donations - General 23,016 23,671 23,016 23,671 Cliarilable a¢(Ivl(lÉs Grants receivable - FS Grants receivable - DS Grants receivable - CR Grants i'eceivable - GCR Grants receivable - EYE 61,517 9,000 32,716 5,000 5,516 1,225 27,264 24,970 95.487 71,721 litveslnieiil iiiconie Interest on cash deposits - General 2,378 ,986 2,378 1,986 Rrtlslngfiincls Fundraising costs- General (3.183) (3,183) (1.689) 1,689 Clinrlillble uetlvliles Grant5 payable - institutions - FS Grants payable - inslilutions - DS Grants payable - inslilutions - CR Grants payable - instiliitions - EYE Wages and salaries - FS Wages and salaries - DS Wages and salaries- CR Wages and salaries - EYE Wages and salaries - General Staff pensions (Defined contribution) pension scheme l General Insui'ance - General Computer software and maintenance ¢osts - General Printing, postage and stationery - General Trade subsci'iplions - Genei'al Independent examiner's fee - General Underl(Over) prov of independent ¢xaminees fe¢- General Management fees - General Bank ¢hai'ges - FS Bank cl)arges- DS Bank charges - CR (12.060) (20,389) (59,418) (5,090) (5,635) (16,782) (3,600) (501) (1,202) (650) (16,442) (454) (1,061) (35) (47) (ioi) (2,700) 360 (5,000) (75) (100) (25) (14,595) (3,600) (2,400) (2.600) (13.239) (448) (1,135) (35) (564) (2,700) 180 (5,000) (25) (76) This page does not form part of the statutory finaiicial statements. Page 29
Learning for Life UK Limited Detailed Statement of Financial Activities for the Year Ended 31 March 2025 Total 2025 Total 2024 Bank charges - EYE Bank charges- General (25) (77) (25) (72) (78.788) (118,655) This page does not form part of tlie statutory financial statements. Page 30