2023-08-31-accounts

Ufton Court Educational Trust Annual Report & Account 2023

Ufton Court Educational Trust Registered Charity No. 1116659 company no. 5794281 (a company Limited by guarantee)

Statement from our Chair

journey that Ufton Court Educational Trust has been on over the past 17 years. As the outgoing Chair of Trustees and Founder of this charity, I stand in awe of the collective achievements and enduring impact that so many people have worked so hard to achieve. With heartfelt appreciation, I pass the mantle to our new Chair, James Hawker, knowing that the foundation we have laid will continue to flourish under his guidance.

The year gone by has been a testament to our unwavering commitment to nurturing young minds, fostering resilience and championing inclusivity. Through our immersive history visits, we've not only preserved the past but also ignited curiosity, sparked critical thinking and fostered a deeper understanding of our shared heritage. These experiences serve as catalysts for growth, empowering children and young people to connect with history in meaningful ways, to appreciate the complexities of the past and to envision a more inclusive and equitable future.

Amidst the backdrop of challenges, our resolve has remained steadfast, propelled by the shared vision of creating transformative opportunities for children and young people from all walks of life. From the tranquil grounds of the beautiful Englefield Estate to the vibrant Longhouse for experiential learning, every corner of Ufton resonates with the echoes of empowerment and possibility.

As we embark on this new chapter, I extend my deepest gratitude to our dedicated team, steadfast supporters and the schools we serve. Together we have woven a tapestry of hope, resilience and boundless potential, illuminating the path for generations to come. May the information shared within these pages inspire you to join with us to champion the transformative power of education and community.

Mary Riall

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Introduction

Children are facing challenges like never before. The enduring impact of Covid, a cost-of-living crisis and a growing disparity in what children get, present us with new obstacles but an even greater determination to overcome them.

In the UK, children and young people encounter a multitude of obstacles that can impact their wellbeing and future prospects. These challenges encompass mental health concerns stemming from various sources such as academic pressures, social media exposure and familial dynamics, alongside limited access to quality education, enrichment activities and opportunities. Moreover, child poverty remains a significant issue, with far too many experiencing food insecurity, homelessness and fuel poverty. These difficulties are compounded by income disparities and insufficient access to mental health resources. Addressing these complex issues necessitates a holistic approach, including early intervention, equitable access to support services, and collaborative efforts to address the underlying causes of poverty while fostering positive mental health and resilience among young individuals.

In the unfolding chapters of our annual report, the year spanning from September 2022 to August 2023 reveals not just the milestones of our year at Ufton Court Educational Trust, but the urgent narrative of our times. In an era where the innocence of childhood is often overshadowed by the complexities of modern life, global conflict, the legacy of the pandemic and the immediacy of the climate emergency, the fragility of children's lives calls for a steadfast commitment to their well-being and growth. Today, more than ever, children deserve nurturing spaces, compassionate guidance, and opportunities to thrive. As you read through this report, you will recognise the belief we have in the preciousness of childhood and the responsibility we have as a charity to safeguard and enrich the lives of the thousands of young minds that stay with and visit us. Join us as we take bold steps forward, where every endeavour is dedicated to ensuring that the journey of childhood is one of joy, resilience and boundless potential.

We delivered exceptional day and residential visits to over 20,000 children, giving them new experiences and helping them learn new skills.We thank every teacher, supporter and volunteer for their commitment to our goals and helping us reach more children.

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Our Purpose

Our vision is that every child can step beyond the gate into an inspirational and nurturing space today, to learn differently, think differently to create a better tomorrow. We work in a holistic way to help children understand themselves and the world around them, take control of their wellbeing and develop the thinking skills and self-belief necessary to make the most of life.

How do we do it?

We inspire and educate children through historic and outdoor learning experiences in a unique heritage house and woodlands. Through immersing themselves in our unusual blend of inspiring history and the natural world, children improve their learning confidence, relationships and self-es teem. Our comprehensive, therapeutic model equips children to explore their inner selves and the external environment, nurturing self-care, critical thinking and the resilience required to embrace life's potential. We have a trauma-informed approach in all we do, working with community groups and schools to support children, especially those who have experienced trauma or adverse childhood experiences that then form a barrier to their learning.

Ufton serves children primarily aged 6-11 (and their accompanying adults) especially those facing challenges exacerbated by the cost-of-living crisis and educational disparities. Many come from areas of high social deprivation, with a focus on schools with a high proportion of children accessing free school meals. Ufton aims to extend its impact to children within a 50-mile radius for residential and 30 miles for day visits.

We welcome an average of 20,000 children to Ufton each year of whom, at least 80% will come from state schools.

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Programmes, interventions and activities:

Ufton's evidence-based approach involves a comprehensive mix of historical, environmental and outdoor activities taking an experiential, adaptable approach. This includes immersive history programmes, therapeutic interventions at The Nest and a diverse range of outdoor challenges.

Ufton's model of repeated visits fosters holistic development, builds lasting relationships and allows for the deepening of knowledge over time. On the other hand, quick burst day visits provide an accessible introduction, broad exposure and accommodate diverse schedules. Together, these approaches cater to varied learning styles, maximise impact and ensure that Ufton's transformative experiences are inclusive and beneficial for all participants.

We employ a dynamic whole and small group approach, we are objective driven not activity led; setting goals to empower and foster a structured learning journey recognising the process is as important as the outcome. Reflection sessions are integral, encouraging ongoing self-assessment and recognising special moments.

Ufton prides itself on our residential visits which always happen onsite as well as day visits (80% of which happen on our site and the remainder in a school setting)..

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Ufton Adventure

Focused on building resilience and a connection to nature, Ufton Adventure offers purposeful outdoor activities tailored to boost life skills critical to success. Activities include forest skills, biking, low ropes, archery, growing food, shelter building and team games and fostering personal growth.

Ufton History

Ufton History brings the past to life, offering immersive experiences across historical periods aligned with the curriculum. Trained educators create an inclusive approach recognising what has happened on our doorstep and the role of minority groups and women in shaping history.

The Nest

Providing a safe and nurturing environment, The Nest supports children lost in the classroom, emphasising experiential and outdoor learning. The programme targets trauma, attachment issues and challenges at school, fostering positive connections.

Ufton Outdoors

Through a diverse range of outdoor activities, Ufton Outdoors aims to cultivate resilience, boost pesonal and social development, deepen connections with nature and create lasting memories. Key activity areas include team building, environmental exploration, understanding sustainability, construction projects, water activities and forest skills.

Time Voyagers

Transforming a school or classroom into an exhilarating, interactive historical site. through dramatic narrative-based workshops, we offer a unique opportunity to breathe life into history, creating a meaningful and unforgettable experience for children.

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Our Values

Our values ground and guide us in all we do.

Agility with consistency Playful and professional Curiosity leads to excellence Act today for tomorrow

Equity, Diversity and Inclusion

We are deeply committed to addressing critical issues and upholding a high standard in our engagement with communities. Embracing equity, diversity, and inclusion principles, we acknowledge and aim to rectify power imbalances that impact staff, partners and children. Our policies underscore our commitment to equality and non-discrimination, particularly concerning ethnicity and other protected characteristics. Through our Equity, Diversity, and Inclusion Working Group, we have formulated a comprehensive improvement plan and key performance indicators to enhance inclusivity. We aim to integrate EDI principles throughout our work, culture, and internal operations, fostering an environment where everyone feels empowered and supported. Prioritising race, neurodiversity/disabilityand gender, we endeavour to address disparities and celebrate diversity within our team and the communities we serve.

Safeguarding

The safeguarding of children, as well as those who come into contact with the Charity, is paramount in all that we do. We recognise our responsibility to promote safe practice and to protect the young people we engage with from harm. All employees and volunteers receive safeguarding training as part of their induction, followed by regular refresher training. All staff received DBS checks, there is mandatory safeguarding training, and we have stringent policies to ensure that the work of partners and volunteers is safe and carefully supervised. Safeguarding practise is regularly reviewed by our full Board.

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Life for children in the UK

Why is our work important?

With child poverty rates at a 25-year high (31%[1] )and children's overall happiness hitting a 10- year low[2] we must act now. Childhood is short and children deserve more. Unhappiness with school surpasses dissatisfaction with other life aspects, especially among disadvantaged children. Schools today benefit significantly from having a diverse student body with nearly 20% of students having something other than English as their first language[3] and 35.7% from minority ethnic backgrounds[4] . However, this diversity can pose challenges for building strong relationships and fostering a sense of belonging, crucial for school well-being[5] .

Ufton plays a role in addressing the multifaceted challenges faced by children and young people in the UK. Through our immersive outdoor education programmes, we provide a supportive environment where children can develop crucial life skills, build resilience, and foster positive mental health. By offering experiential learning opportunities, Ufton equips children from diverse backgrounds with the tools they need to navigate life. Our programmes encourage curiosity, critical thinking, and self-discovery, empowering young learners to overcome obstacles and seize future opportunities.

Moreover, Ufton's commitment to accessibility ensures that children facing economic hardship have equal access to our transformative programmes. Through initiatives like Ufton Adventure, we reach out to communities affected by poverty, offering experiences that inspire hope, confidence, and a sense of belonging – all protective factors as they forge their way into adulthood. Furthermore, by promoting environmental stewardship and connection with nature, Ufton contributes to the overall well-being of young people, fostering a sense of interconnectedness and resilience in the face of adversity.

Joseph Rowntree Foundation (2024). UK Poverty 2024: The essential guide to understanding poverty in the UK | Joseph Rowntree Foundation. The Children’s Society (2019) The Good Childhood Report 2019. London: The Children’s Society Clark, D. (2022). EAL learner statistics in English schools 2015-16 to 2022-23. [online] Statista. statistics.service.gov.uk. (2023). Schools, Pupils and Their characteristics, Academic Year 2022/23. [online] UCL (2020). Creating a sense of belonging for your students. [online] Teaching & Learning

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Our Strategy Springboard

To ensure we are in the best position to support these children in need in the long term, in early 2023, we put in place a short-term strategy spring board for 2023 to 2025 that provides a clear roadmap towards achieving long term goals. The plan outlines specific actions, initiatives and priorities that the charity will undertake to address the needs of our visiting children and young people, fulfil our charitable objectives and create positive social impact.

The strategy has six priorities:

1. Invest in impactful educational, experiential and personal development programmes

2. Create and implement sustainable practices

3. Develop a site beyond expectations

4. Enhance the school experience

5. Build a strong reputation

6. Foster partnerships

We have set clear, measurable goals and targets aligned with the Charity's mission and strategic priorities, providing a framework for tracking progress and evaluating success. The six goals are:

60% state schools within 45-minute drive of Ufton visit at least once a year by 2025 10% state schools within 1.5 hrs have a residential at least once a year by 2025 Double proportion of schools in deprived wards within 1.5 hrs have a residential at least once a year by 2025

Increase the number of repeat visits from schools by 20% by 2024/5 Increase the number of engaged social media followers by 1000% (3 channels) by end of 2023/4 Decrease our carbon footprint by 20% each year

To meet the priorities and goals, a set of supporting plans have been developed to identify the resources required, to assess potential risks and challenges, and to clearly define responsibilities, timelines and key performance indicators, enabling Ufton to demonstrate progress.

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Below is an outline of those supporting plans:

1) Education:

today. Post-pandemic and in the midst of an economic crisis, we see increasing needs of all children regardless of background, we therefore recognise the benefits of taking a therapeutic and trauma-informed approach to our work. We will also develop specific programmes for those children who are unable to engage in the traditional classroom. Developing our relationship with the University of Reading we will develop ongoing monitoring and evaluation techniques.

2) Sustainability

year and through the natural assets and heritage of our amazing site. In the face of the climate emergency and biodiversity loss, our key driver is to meet the increasing needs of teachers and children in managing climate anxiety, helping them develop the connection with nature, thinking skills and self-belief necessary to defend our planet and future.

3) Promotion

For some time, Ufton has not been proactive in reaching out to schools to grow bookings or to increase our visibility. Now, we identify our target schools based on geography, demographics and need. As a Charity, we are currently developing our brand identity and consistent messaging that resonates with our target audience and reflects Ufton’s mission and values. This plan will ensure we increase awareness of our work and generate new partner schools and relationships so that more children can enjoy what Ufton has to offer.

4) Visitor Experience

digital booking system will enhance efficiency and accessibility, simplifying the process of booking, programming and scheduling staff. Automated stewardship will improve engagement with schools and community groups through personalised communication, helping us to nurture relationships with our stakeholders. Implementing impact measures enables us to track and demonstrate the effectiveness of our programmes and by analysing data from these systems, the charity can identify trends and areas for improvement, allowing us to make data informed decisions.

5) Our Place

Our site beyond expectations action plan seeks to develop the overall experience of schools, group and guests by creating an environment that is conducive to learning, exploration and engagement as well as for wedding guests. This includes incorporating features such as outdoor teaching spaces, trails, historical settlements and educational gardens that provide hands-on learning opportunities and foster a deeper connection with nature and the environment. Our plans demonstrate the charity’s commitment to sustainability, fosters team engagement and excitement and promotes environmental stewardship within the staff team.

6) Our Talent

A thriving workforce is critical to our success. Investing in people and talent development will help to ensure that we are able to meet our goals and objectives both now and in the future. We want our team to be motivated, engaged and committed to providing the best possible experiences for the children and young people who visit. This will translate into better learning outcomes, increased satisfaction among schools and community groups and a stronger reputation for Ufton. Prospective employees are more likely to want to work for an organisation where staff are happy and fulfilled. This plan will help us attract and retain the best talent in the field, which will fuel our success.

7) Funding

Ufton’s charitable income has decreased in recent years, in part due to the conclusion of four key grants and fundraising efforts targeting capital projects. This year we have invested in our fundraising team, attracting a highly skilled leader to develop a fundraising plan to ensure Ufton thrives for many years to come. They have also been responsible for delivering on the promises Ufton has made to its donors in terms of The Longhouse development. A sustainable fundraising and income generation strategy is essential for ensuring the financial stability, programme continuity, growth and long-term impact of Ufton’s work. It enables us to effectively fulfil our mission, support children's educational needs and make a positive difference in the communities we serve.

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8) Data

The purpose of this operational plan is to outline the steps required to improve data and insights within the Charity to enable informed decisions. We need to understand the use of our site, key data points, areas of fragility and opportunity. This includes current data, historical monitoring and impact reporting. Ufton wants to move away from being reactive and relying on anecdotal opinions to proactive data management.

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Education Achievements for 2022-2023

schools today. Ufton has not revisited its history curriculum for a decade or our Adventure model for a few years. This year, we have sought to address the needs of our diverse learners; reflect changing societal needs; to offer what can’t be provided in the classroom; and to challenge young people to think differently, to learn differently and to be different.

Across our programme, we have adopted a ditch, drive, develop approach. The team has looked at our offer and ditched the activities that are no longer relevant, that were unpopular or didn’t reach our high standards. Where activities have even more potential, they have driven them forward, with higher quality session plans or putting better training and resources in place. The final stage has been to develop new ideas and activities to further enhance our educational offers. This process has then led to creating a more defined offer. We know what makes the best day visit, the most effective residential visit, so we have created more set programme but where schools are still able to have choice within it.

Developing successful behaviours

work with children and this year, we have been more explicit about how and why we nurture children and work with them in a therapeutic way to achieve learning outcomes. As an evidence-based charity, we believe taking this approach creates a safe and supportive environment that meets the needs of all young people, leading them to better outcomes by helping them succeed academically and emotionally[6 ] .

6 www.centreformentalhealth.org.uk. (n.d.). Trauma, challenging behaviour and restrictive interventions in schools – Centre for Mental Health. .

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How does Ufton Adventure work?

We help children switch lanes.

Ufton Adventure, designed with therapeutic practitioners, teachers and academics, helps children build skills, attitudes and behaviours necessary to achieve and aspire. Our outreach and multi visit programme develops personal skills, building self-esteem, relationship skills and creativity, together with an appreciation of nature.

At Ufton Adventure, we develop social and emotional aspects of learning and well being through Ladders of Success for self-esteem, empathy, friendship, nature connectedness and wellbeing. Our programmes begin and end with outreach work in school. Experience has shown that this approach with partner schools, built on our already strong relationships, helps to link the Ufton message with school curriculum and home life. Our schools value the range of personal and social activities the team delivers to excite, interest and engage the children. This year, we have built on this success and Ufton outreach programme now have two days before they come on site. We have found that, once the groundwork has been done in schools, children are better prepared to benefit from their experiences in the great outdoors and personal development that our residential visits offer. Subsequently, two outreach days after the residential visits, ground the messaging and impact of the full programme. We believe that this repetition is the key to success in the learning process as it transforms initial exposure into lasting knowledge and skills.

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Ufton Adventure’s repeated and progressive skills-based teaching provides the practice that children need to master new skills, attitudes and behaviours. Repetition helps to increase confidence and strengthens the connections in the brain that help children learn, embed what they have learned and be able to retain it for longer. Our challenging and progressive style of teaching allows young people to focus on the process rather than the outcome. ‘What skills are used in order to be successful in fire lighting?’ rather than success being measured by lighting the fire. This approach enables skills to develop, takes the pressure off failing and encourages group and independent learning. Skills-based learning gives knowledge the context to develop. Learners remember more effectively when they can use skills to access, process and express their knowledge. This approach to learning provides environments where independence, thinking skills, collaboration and active learning are developed at the same time as knowledge is acquired.

psychological theories providing valuable insights that inform our practice and approach. These serve as guiding principles that shape our ability to create enriching and impactful experiences for children through Ufton Adventure's programmes and have been used to inform our Ladders of Success.

In numbers

For 2022-23, the following number of children took part in an Ufton Adventure experience compared to 2021-22. The number of visits differs to the number of children due to the repeated nature of our programmes.

	2021-22	2022-23
Residential Visit children	886	598
Residential Visit experiences	1752	1939
Day Visit children	382	1160
Day Visit experiences	442	315
Total children	1268	1758
Total experience	2194	2254

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This year has seen a 38% increase in the number of children and young people experiencing Ufton Adventure compared to 2021-22. However, there has been a decrease in the number of residential visits. This was due to a local partnership with 6 primary schools coming to an end after a 10-year agreement. Instead of trying to replace those schools with new Ufton Adventure relationships, the decision was taken in 2021/22 to release those dates to Ufton History groups to increase income for the charity following Covid. This decision has since been reversed and the impact will be seen from 2024 onwards.

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How does Ufton History work?

Ufton History breathes life into the past through immersive educational experiences. As well as developing historic understanding, activities help children’s sense of belonging and builds understanding of cultural and local history. Our programmes make history less abstract and more inclusive, as well as covering other curriculum areas including global citizenship, art, geography, DT, drama along with developing debating and enquiry skills.

[ 7] , notably in the following areas:

Positively impacting on wellbeing through an increased sense of place, belonging and understanding for all children, educators and the community Improving the quality of teaching and curriculum design for visiting teachers and trainee teachers Improving the quality of learning outcomes and engagement in learning across a variety of curriculum subjects for children, inspired by the history on their doorstep and its significance locally, nationally and globally.

Over the last year, Ufton History has continued to offer nine historical periods for day and residential visits, as well as Ufton on the Road sessions in school. The periods we cover are Pre-history, Ancient Egyptians, Ancient Greeks, Iron Age, Romans, Saxons, Vikings, Tudors and The Home Front (World War 2). With all of our experiences, there is a strong narrative where children can fully immerse themselves in character. This enables them to build up a bigger, more coherent picture of the past.

A day in the life of a child on the Home Front

New for 2023, this programme immerses children in the experiences of the Home Front during World War II, while providing opportunities for interactive learning and historical exploration. On arrival, the children are enrolled into the 1st Ufton Scouts and Guide units, simulating the sense of community involvement and collective effort during wartime. They engage in activities that simulate life on the Home Front, such as training to protect against raids and learning practical skills like rationing and Morse code decoding. At a surprise moment, the children become involved in an active drama where they receive a distress message in Morse code and must decode it, leading them to discover a crashed plane.

[7] Harris, R. &Bilton, H. (2016). Ufton Court Educational Trust – Report on the impact of the residential History programmeme.

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This dramatic scenario allows children (and their teachers!) to experience the urgency and tension of wartime situations while also providing an opportunity for hands-on investigation. Using objects and artefacts collected from the crashed plane, the children engage in historical investigation to understand the lives of the plane's occupants and gain insights into life during World War II. They are prompted to consider the significance of the items in relation to the war effort and the broader historical context. If staying for a residential visit, the narrative runs through into the evening where the children, who may be missing their homes and families, are invited by the ladies of the Women’s Institute to a tea party for the children, to cheer them up. This is held in the evening in true Ufton style. Children make themselves a party hat using old newspapers and make bunting to decorate the hall, put on their best clothes before gathering together to eat, sing, dance and play games to raise their spirits in difficult times.

As part of our action plan to gather insightful data, we learnt that our school retention rates weren’t as high as we would like. Despite this observation, it's noteworthy that our retention rates remained favourable within our sector. In this year, 62% of schools revisited us to participate in our Ufton History programme but we’d like to improve on this.Therefore, one of our strategic goals is to increase repeat visits by 20% by 2025 to help deepen the relationships we have with schools, improve efficiency and continue to build financial resilience. There has been notable growth in both residential visits and day visits over the last year, by 21% and 14% respectively.

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This table shows the number of schools that have visited in the last two years as well as in our retention rates.

	2022-23	2020-21	Change
Residential visits	121	100	21% increase
Day visits	216	190	14% increase
Ufton on the Road (school-based sessions)	23	26	12% increase
Total	360	316	14% increase

Ufton on the Road has decreased during this year as we encouraged more schools to visit our glorious setting. Ufton is a place-based charity and our uniqueness is in our setting.However, we appreciate some schools face limitations or maybe unable to visit and in the coming year we are seeking to develop this provision.

In the coming year, we will also seek to have a larger number of children visit, particularly from areas of deprivation as well as collaborating with local schools and community organisations to ensure a diverse and inclusive representation of children in our heritage programme.

How does Ufton Outdoors work?

We give children environmental agency

As well as the historical and adventure education we deliver, we want schools to make the most of the outdoor learning opportunities at Ufton. Most of the activities the children take part in are based outdoors and we want them to be able to benefit from those experiences. Our outdoor programmes are aimed at developing personal confidence and self-esteem through challenge and success in the outdoors, seek to develop personal qualities such as increased initiative, responsibility and perseverance, support young people to experience ‘awe and wonder’ in response to the natural beauty of natural environments and to broaden children and young people’s horizons.

to offer children access to learning in the outdoors, no matter the weather. We have worked with teachers and academics to meet the urgent need for children to play a greater part in our planet’s sustainable future. We are developing programmes that seek to help the 70% of children and young people who state they are experiencing climate anxiety.

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As we witness every day, nature-based learning experiences are proven to have positive impacts on attainment; personal and social development; wellbeing and mental health; as well as care for the environment. The Ufton Outdoors programme builds children’s understanding of our planet, cultivates a deep appreciation for the natural world, recognising its beauty, importance and the interconnectedness of all living things.

Through nature-based activities in the 44 acres of woodland that surround Ufton Court, the programme supports the curriculum in multiple areas and is also designed to support the integration of sustainability through introducing topics and actions that can be taken back to school. At Ufton, we believe in fostering a sense of responsibility and agency in children to care for and protect the environment. Our programme has been designed this year to empower children, giving them the tools and knowledge to contribute positively to a sustainable future.

Ufton Outdoors is committed to providing inclusive and accessible nature-based learning experiences for all children and our new all-terrain buggy, donated by The Hedley Foundation, has been well-used ensuring that children with mobility limitations are able to explore alongside their peers.

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spending time in nature has numerous physical, mental and emotional benefits. For example, being in nature can help reduce stress levels. The natural environment promotes relaxation and helps lower cortisol levels, which are associated with stress[8 ] . Spending time in natural settings allows the mind to relax which can lead to improved concentration and attention span and improved cognitive function[9] which is our experience every day with children. We know that just spending time in nature fosters a sense of connection with the environment. This connection can lead to increased environmental awareness and a greater likelihood of engaging in sustainable behaviours[10] .

Case Study

Gigi is a quiet and shy girl who often fades into the background amidst louder personalities craving attention. However, I've noticed something special about her – when given the support and platform to express herself, she surprises us all with her fantastic ideas and ability to think outside the box. At Ufton, we've been fortunate to provide her with more opportunities to take the lead within her group, which has significantly boosted her confidence. I'll never forget a moment during a woodland games session when she hesitated to join in due to a fear of getting caught and losing the game. With some gentle persuasion, we encouraged her to participate, reassuring her that winning wasn't everything and that the most important thing was to have fun. Despite eventually getting caught, Gigi remained composed and fully engaged in all the games, demonstrating remarkable emotional control. Initially struggling to communicate with others and feeling left out during break times, Ufton's support has transformed her. Through our visits, we've witnessed her self-esteem soar and her confidence blossom, allowing her to forge stronger relationships with her classmates. It's moments like these that truly showcase the impact of our work here at Ufton.

[8 ] Hunter, M.R., Gillespie, B.W. and Chen, S.Y.-P. (2019). Urban Nature Experiences Reduce Stress in the Context of Daily Life Based on Salivary Biomarkers. Frontiers in Psychology, [online] 10(1). doi:https://doi.org/10.3389/fpsyg.2019.00722.

[9] Schertz, K. E., & Berman, M. G. (2019). Understanding Nature and Its Cognitive Benefits. Current Directions in Psychological Science, 28(5), 496-502. https://doi.org/10.1177/0963721419854100

[10] Mackay, C.M.L. and Schmitt, M.T. (2019). Do people who feel connected to nature do more to protect it? A meta-analysis. Journal of Environmental Psychology, [online] 65, p.101323. doi:https://doi.org/10.1016/j.jenvp.2019.101323.

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New developments in the year

Over this year, a new and targeted initiative for children struggling in the mainstream classroom was developed, designed to provide a safe and nurturing environment that supports children facing social and emotional challenges, toimprove relationships with peers and adults and develop strategies for regulating emotions. The Nest is being developed to improve a child’s view of self and build foundations for learning so that they can successfully reintegrate into a formal learning setting.

The Nest supports children who are at the edge. It seeks to address the social and emotional needs of up to 150 children a year facing challenges at school with peer relationships, behaviour regulation and emotions. They have experienced trauma and have insecure attachments. Taking an early intervention approach, we will work with children as young as 6. We are creating a safe and homely environment in the Old Pump House with educational activities that help them form positive experiences with adults and peers, leading to improved self-esteem, self-efficacy and resilience as prerequisites for learning. These programme are designed to address the challenges faced by children who are lost in the classroom.

We have:

• Developed collaborative partnerships with more schools and like-minded charities to create a holistic support system for children who need it the most

• Supported children, enabling them to participate in our multi residential and day visit programme to help them switch lanes and thrive.

Our Thoery Of Change Why Who Our Vision is that children, especially those lost in the classroom, can step beyond the gate into a natural and nurturing space to Every child grow, creating a brighter future for all. Especially for those lost in the classroom We believe: From areas of social deprivation Within 50 miles Childhood is short and children deserve more 20,000 a year positive experiences create positive feelings; positive feelings create positive behaviours at Ufton children can learn differently, think differently and be/ feel different. What and how a- a Ufton Adventure Focused on building resilience and a connection to nature, Ufton Adventure offers purposeful outdoor activities Inputs and Resources tailored to boost life skills critical to success. Activities include forest skills, biking, low ropes, archery, growing food, shelter building and team games, fostering personal growth. Ufton is a place-based charity Ufton History with a Tudor mansion; 44 Ufton History brings the past to life, offering immersive experiences across historical periods. Trained educators acres of enchanting create an inclusive approach recognizing what has happened on our doorstep and the role of minority groups woodland; farm; wholesome and women in shaping history. food; warm beds; historical The Nest settlement, stores of Providing a safe and nurturing environment, The Nest supports children lost in the classroom, emphasizing educational resources; experiential and outdoor learning. The program targets trauma, attachment issues and challenges at school, outdoor and nature-based fostering positive connections. classrooms; 45 experienced, Ufton Outdoors qualified staff. Through a diverse range of outdoor activities, Ufton Outdoors aims to cultivate resilience, boost personal and social development, deepen connections with nature, and create lasting memories. Key activity areas include team building, environmental exploration, construction projects, water activities, and forest skills. Ufton on the Road Transforming a school or classroom into an exhilarating, interactive historical site. Through dramatic narrative-based workshops, we offer a unique opportunity to breathe life into history, creating a meaningful and unforgettable experience for children. a $ Our Approach Inputs and Resources Short-term evidence-based Increased self-esteem, wellbeing and confidence. outdoors Improved connection to nature and peers. embracing the weather Enhanced understanding of historical and environmental concepts. free-flow Positive shifts in mindset, behaviour and emotional regulation. repeated visits in groups Long-term objective not activity driven Higher academic attainment and aspirations. process is as important as Strengthened resilience for navigating life challenges. the outcome Lasting positive memories and connections. reflection embeds learning Increased awareness of environmental stewardship. o-oo 23

KPIs Number of repeat visits from schools and community groups. Educational aspirations post-Ufton experiences Ability to overcome challenges post-Ufton. Lasting positive memories and connections Increased awareness of environmental stewardship Pre and post-program assessments of strengths, self-esteem, empathy, confidence and self-expression. — Our Value Curiosity drives excellence Agility with consistency Playful yet professional Act today for tomorrow

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Our Impact

Built on Experience

Our ability to have an impact is built on our previous work where we achieved evidenced ubstantial advancements with children, particularly those lost in the classroom, subject to disadvantage or Adverse Childhood Experiences (ACEs). Adverse Childhood Experiences can have profound effects on a child’s life course and we know that ACEs can affect children’s learning and behaviour in the classroom. For example, living in areas of deprivation amplifies the risk of suspension and exclusion: pupils on free school meals are four times more likely to face such outcomes.

Since 2009, Ufton has methodically tracked children’s experiences through Ufton Adventure, culminating in a published research paper in 2017, Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. This study was led by Professor Carol Fuller (Head of the Institute of Education) at the University of Reading.

The main outcomes observed included:

Significantly improved overall attainment: subsequent GCSE attainment showed that their overall attainment was ‘much better’ than the comparison (control) group. The difference between the groups was an average of 13.88 points in the ‘Attainment 8’ score across their top 8 subjects (out of a maximum score of 60).

Improved sense of efficacy and confidence: almost all the children were unequivocal in describing themselves as ‘changed’ as the result of their experiences. Most students explained this in their own words, directly attributing their sense of change as being the result of their residential experiences; how these had made them feel more confident, particularly with respect to try new things and speaking to new people. The increased sense of efficacy and confidence gained from the outdoor activities expressed translated directly to the classroom. Primarily, this was expressed in terms of classroom engagement and schoolwork but also improvement in grades awarded by teachers.

Together, these have contributed towards empowering children, giving them a greater sense of agency and purpose to create a happier, more cohesive society. This research, whilst almost 7 years old, is highly relevant to our work. However, the needs of children are changing and we seek to build on this research in 2024/25.

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“My child has been diagnosed with ADHD and often struggles in other holiday club settings. Ufton is one of the few holiday clubs that has been able to accommodate this neurological difference. Other providers I have used often say they will support their needs, but then complain about the child "misbehaving". The staff at Ufton are clued up as to what to expect of a child with ADHD and how to manage their needs and support them best. Big thumbs up and thank you.” – Parent

and mallet from wood. I also love playing with the animals and getting to cuddle the rabbits. But the best thing of all is getting to make new friends and having fun with them!” – Child

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Ongoing Evaluation

Since 2017, Ufton’s collaboration with the University of Reading has sought to help reshape the educational landscape in England not only through our own work but by drawing inspiration from the successes of trauma-informed models from across the UK. Our strategic approach combines rigorous research and practical implementation to champion trauma-informed education and therapeutic alternative provisions. In our most recent collaboration with Professor Carol Fuller and her team at the University of Reading, we are assessing the effects of Ufton Adventure and trauma-informed outdoor learning practices.

This project seeks to build on the research published in 2017, but with a greater emphasis on trauma-informed practices.

Our focus is on understanding how these interventions can prevent future adverse childhood experiences in children and contribute to wider studies about the impact of trauma-informed practices on learning. By showcasing the positive outcomes achieved at Ufton, we aim to influence best practices and ultimately government policies, fostering a holistic approach to children's well-being and educational success.

Additionally, in the last few years, within the Outdoor Week of Learning collaboration programme, through the Ernest Cook Trust, we are using ImpactEd to evaluate key impact indicators amongst children attending our Ufton Adventure Programme. The released data shows, on average, the positive increase in children’s scores for national measures at the end of their experience were statistically significant. This means that children’s connection to nature, closeness to nature and wellbeing all improved. There was a statistically significant positive correlation between increases in Wellbeing and Nature Connection Index scores.

Case Study

These children were chosen for various reasons, including behavioural, social, and emotional needs. Their first experience at Ufton left them absolutely amazed by the outdoor environment. They felt a deep sense of pride in being selected to come here, and this boosted their self-esteem from the outset. It was truly heartwarming to see how enthusiastically they embraced the targets set for them, referring to them throughout the day and demonstrating a remarkable understanding of the concepts involved.

One particularly touching moment occurred when a child, who typically struggles to interact with peers, showed remarkable empathy and friendship-building behaviours by encouraging another child to join her in the pig pen and offering support. Witnessing their care and respect while handling the animals, many of whom were experiencing this for the first time, was truly inspiring. The children's sense of achievement was further amplified during various team-building activities, and they thoroughly enjoyed making new friends during the Woodland Games, relishing the opportunity to hide and seek in the woods with their new found companions.

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As they departed Ufton, their faces beamed with big smiles and a palpable sense of achievement. They left feeling heard and valued, having even made suggestions for future visits, eagerly anticipating their next adventure with us.

Flagship Partnerships

University of Reading

In a transformative and ongoing collaboration, Ufton and the University of Reading have recently engaged in a new partnership which combines rigorous research, policy advocacy and practical implementation to champion trauma-informed education and therapeutic alternative provisions. By showcasing the positive outcomes achieved at Ufton, we aim to influence best practices and foster a holistic approach to children's well-being and educational success. Together, we envision a future where every child thrives, empowered by a system that prioritises their unique needs and unlocks the full potential of education.

Through the University of Reading, our research[11] to date shows that outdoor learning has numerous benefits for children:

• Collaborative activities in a different environment foster teamwork, communication, and empathy which develops social and emotional skills

• Outdoor experiences enhance engagement stimulate curiosity, creativity, and active participation

• Fresh air, exercise, and nature positively impact children’s physical health, wellbeing and emotional resilience.

We are now conducting a study on the impact alternative learning classrooms have on Key-Stage 2 students from disadvantaged communities. The research aims to discover how alternative classrooms (expeditionary and outdoor learning) impact student self-esteem and self-efficacy in an effort to gain insight and inform stakeholders regarding those who may not benefit from traditional learning environments. It is our hope that this research demonstrates the importance of alternative classrooms for students in vulnerable communities who struggle with their self-view and connection to school.

[ 11] Fuller, C., Powell, D. and Fox, S. (2016). Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review, 69(2), pp.232–247. doi:https://doi.org/10.1080/00131911.2016.1199538.

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The Ernest Cook Trust

As well as University of Reading, we have worked with The Ernest Cook Trust as part of the Outdoor Week of Learning (OWL) programme. The OWL Collaboration is a £2.8m + programme led by The Ernest Cook Trust to bring together Outdoor Learning Centres, Schools and Funders.

It has been devised torespond to 3 major issues:

1. The UK’s failing and inequitable relationship with nature

2. The associated implications that nature disconnection has to people’s physical, psychological and cognitive health

3. The ongoing climate and environmental crisis

The children and young people engaging in an Outdoor Week of Learning (OWL) experience a unique opportunity to explore nature, whilst living and learning together. Each OWL offers participants the chance to engage in a range of exciting activities designedaround 4 programmeme aims:

Connection to nature Care and concern for the environment Mental health and wellbeing Engagement with learning

Like our own work, the OWL programme works with targeted schools to ensure that we are enabling children andyoung people with the highest level of needs to benefit from a residential week in nature. Ufton is aligned with The Ernest Cook Trust’s Outdoor Week of Learning through the focus on nature-based activities as a pathway toimproved outcomes for children and young people, developing long-term relationships with schools to embed learning and incorporating a robust evaluation framework. An additional benefit is the network of Outdoor Learning Centres and the regular online and face-to-face

meetings where we share knowledge and expertise to ensure we are all delivering the highest quality programmes.

The OWL Collaboration. We have been central to the design and delivery of the OWL model and have been guaranteed funding up to 2027.

Each centre brings a diverse wealth of experience indelivering farm and environmental based learning to children and young people alongside safe, supportive and exciting residential opportunities.

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Monitoring Impact

The OWL Collaboration is a unique opportunity for schools to be part of innovative research which can demonstrate the positive impact an immersive Outdoor Week ofLearning can have on pupils.The Ernest Cook Trust has partnered with ImpactEd to monitor progress.

Data is collected and measured through online surveys, stories and testimonials. We also collect stories and testimonials to gather qualitative data using storytelling techniques during the OWL.

In 2022-23, Year 2 of the collaboration, ImpactEd found that as a result of participating on an OWL, children:

1. Became more connected to nature

2. Felt closer to nature

3. Experienced improved wellbeing

Taking part in The OWL Collaboration Programme has also had a positive impact on children’s desire to spend time in nature and had a positive impact on children’s pro-environmental behaviours. Visiting teachers noted several benefits to students once the children were back at school.

Like The Ernest Cook Trust, we believe every child should experience an immersive week in nature, as a rite of passage, rather than a journey for the fortunate few.

We invite you to watch a video to witness how an OWL has helped young people on a journey towards nature connection:

1. The OWL Collaboration – The Ernest Cook Trust

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The Ufton magic

I joined Ufton in June 2022 as a trainee and am now a fully-fledged educational leader. I work across the Ufton History, Outdoor and Adventure offerings. Quite simply, I love working with children. Teaching has its challenges of course. However, on those days where you think you won’t be able to muster up the energy to lead a Viking raid or cook thirty pizzas, there seems to be a certain moment which motivates you. For me it’s when all those smiling faces come off the bus and see you for the first time!

A lot of the children we see haven’t been away from home before, however we make them feel comfortable at Ufton quickly. It’s the magic of the place that inspires me, as well as drew me back to work here. I came here when I was eight and still remember how warm and happy I felt being here. Those feelings don’t wear off. The buzz I get when the front gate slowly opens when I arrive and that long slow drive cutting me off from the hustle and bustle of the outside world. It still excites me every day. Long may it last!

Earlier this year, I was lucky enough to work with a Special Educational Needs and Disability school for ten weeks. I spent a lot of time thinking about what activities we should do. It was the first time since being at Ufton that I led the programmeme. We spent a lot of time on the farm. At the start of the visits many of the children were afraid of the animals. On week two, one of the children I was working with took themselves off while we were walking near the farm. We found him, sat, feeding grass to Ada, our largest goat with horns, the one most children are afraid of. The child’s teachers had never seen this behaviour from him before. It was unexpected and completely unprompted response from a child who hadn’t shown that kind of compassion before.

With the same group, near the end of their visit, I was keen to give them a try at archery. The teachers weren’t sure to begin with. However, I was keen as I thought the children would be able to take part. I set up the range, went through the health and safety briefing and encouraged children to shoot, one by one. One child, who was non-verbal, hadn’t really shown any interest in any of the sessions we had done. However, something seemed different during this one. When it was his turn, he didn’t want to touch the bow or arrow. I asked him if I could draw and shoot for him. He stood next to the equipment and watched intently as I shot the first arrow. By the second, he shouted ‘Three, Two, One, GO!’ – this was the first time I’d heard him speak. His teachers had said they have never seen him so excited. By the end of the session, he was jumping up and down and laughing, grinning from ear to ear.

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Shaping Perspectives: Nurturing Critical Thinking and Historical Understanding in Young Minds at Ufton

‘High expectation leads to high outcomes’ is a mantra that swirls round my head when I’m working with young people at Ufton. If we have high expectations of children, we always gain great outcomes. During a session teaching about one of the more controversial historical figures, Francis Drake, I had a group of Year Fours debating whether he was a good or bad person. With one child saying, ‘He’s a pirate with a paycheck, we went on to talk about whether there is any point in judging people from the past by today’s standards. As this issue has been highlighted in the media over the last few years, I was interested to see what the children would say. ‘I’m never going to be his friend so why does it matter?’ and my all-time favourite answer ‘We learn these stories, and about these people so we don’t make the same mistakes again.’

The magic of Ufton also brings comfort to children. It helps them feel they can relax, make choices, and talk about how they feel. Bringing out their very best, in environments that make them feel they can just be themselves. It’s the thing I’m most passionate about: enabling children to be who they want to be and how they want to be. Before an evening banquet we encourage children to choose a costume. We have dresses and tunics for most periods. I don’t like to gender the outfits, other than to say ‘This is traditionally a male costume and this a female. You tonight may wear what you want.’ I’ve done my job right when there is a child wearing what they like, whether it conforms to the gender stereotype or not. ‘I’m the only boy in a dress. I don’t care! I’ve never worn one before!’

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Conclusion

Through our educational streams we:

1. Enrich the lives of children by connecting them with heritage and nature

2. Empower children from areas of deprivation to overcome educational challenges and discover their potential

3. Foster a sense of belonging, identity and purpose among children.

The table below shows the total numbers of children coming across all our education programmes:

Number of children attending visits at Ufton Court in the year Sept 2022 to August 2023	Number of children attending visits at Ufton Court in the year Sept 2022 to August 2023	Number of children attending visits at Ufton Court in the year Sept 2022 to August 2023	Number of children attending visits at Ufton Court in the year Sept 2022 to August 2023
	DAY	RESIDENTIAL	TOTAL
Ufton History	11,717	4,859	16,576
Ufton Adventure	764	1,341	2,105
Total children on site			2,105
Ufton on the Road (school-based sessions)			2,105
Holiday Clubs			2,105
Total			20,193

The total number of children (20,193) is an increase of 23.5% on the previous year (16,350 children).

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Ufton Holiday Clubs

Throughout 2022-23, we continued to operate our OFSTED registered Holiday Club. The focus of the provision was to provide working parents with high-quality childcare during the holidays. We provided an immersive active educational programme of activities for young people to enjoy, creating outdoor experiences that increase their self-esteem and develop strong bonds with others.

Having an improved marketing strategy, along with word of mouth within the local community and repeat visitors, we saw an increase in numbers during the year. In 2022, we saw an average of 15 young people per day, whereas in 2023 this increased to an average of 32 young people per day. As expected, we had overwhelmingly positive feedback from parents and children. We particularly saw an increase in the numbers of children with a variety of SEND needs, it seemed that families felt the environment we created for them allowed them to flourish and their needs were well met.

Moving forward, we are looking to establish partnerships with other voluntary and community groups, inviting them to bring the young people they support to Ufton. These groups may work with young individuals who face challenges in their home environments. Our goal is to offer these children opportunities to engage in outdoor activities and stay active during holiday periods, rather than

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spending their time indoors. Additionally, we recognise that some children may not have access to regular meals during holidays and Ufton can provide a safe space with nutritious meals. By collaborating with other organisations, we aim to expand our reach and make a greater impact on the lives of young people, welcoming even more children to Ufton.

A Site Beyond Expectations

Over the past few years, Ufton has recognised the pressing need for additional space to address two main requirements: expanding facilities for our educational programme and accommodating the growing Ufton team with enhanced working space.

Our original ‘Viking Longhouse’ plans, whilst impressive, were sadly no longer sustainable given the significant and costly barriers with planning permission. We also observed considerable differences in the needs of children emerging in a post-pandemic world, with children presenting with much higher levels of anxiety.

To accommodate this new world, with children's needs at the heart of our decision-making, we expedited our plans to build not one, but three, outdoor learning spaces to support the needs of children sooner. With our donors’ unwavering support and approval, our successful pre-pandemic fundraising efforts towards our ‘Viking Longhouse’ were built on and finally released to create:

1. The Longhouse

2. Ufton Adventure Classroom

3. The Nest

The post-pandemic world also necessitated bringing our team closer together with our team now enjoying the advantages of a purpose-built, natural workspace designed to enhance collaboration.

This year has therefore seen the transformation of learning spaces for children and building commenced in March of 2023, and finished for the new academic year 2023-24. As one of our main priorities is to develop Ufton beyond expectations, this was crucial for providing the children visiting our site an unforgettable experience and expanding our reach. Over the next two decades, these new spaces will enhance the education of nearly half a million children.

The Longhouse

We were delighted to have completed the construction of one of our most ambitious projects, The Longhouse. This beautiful structure now stands as a testament to our shared vision of fostering an environment that nurtures curiosity, discovery and outdoor learning. Its design incorporates sustainable materials and provides a dedicated space for children to enjoy interactive workshops, group activities and hands-on learning experiences. This would not have been possible without the generous support from numerous donors, all of whom remained committed to our vision.The Longhouse will mainly be used to provide seasonal experiences, allowing children from all

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backgrounds to have enhanced immersive outdoor education visits, come rain or shine. With our use of sustainable materials, the innovative new space is perfect to help children connect to nature, learn and reflect. The Longhouse overlooks our ancient woodland, enabling a closeness with nature previously only hoped for.

The Longhouse enables us to welcome thousands of children for many more years to come. The experiences we can provide using this space are unlimited and it can be used across all our programmes as well as future learning streams we develop.

The Outlook – Ufton Adventure Classroom

powerful learning experiences that broaden and enrich their lives, a learning environment that blends the outdoors and indoors, to enhance feelings of connection with nature, security and wellbeing. This new space is close to our residential cabins so we can deliver outdoor learning whatever the weather, 12 months of the year. The space lends itself to field studies and workshops, to gather to discuss, review, reflect and embed learning and as a crucial evening space in those longer, darker or wet evenings.

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From the Old Pump House to The Nest

Again, with the generous support of donors, the building, formerly known as the Old Pump House, had been used as storage and an office space but is now home to The Nest, providing a nurturing environment that supports children to build the foundations for learning.

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Our Fundraising

Our approach blends traditional fundraising methods with new strategies. We seek collaborations with local businesses, philanthropic organisations and grant-making trusts to secure support. We host fundraising events and use digital platforms for wider engagement. Every penny of profit generated from our social enterprise, Ufton Weddings, is dedicated to furthering our charitable objectives.

Our supporters’ determination and belief in our mission helped power our work wiith children and, even during the toughest times and faced with myriad economic challenges, their support continued. We have been lucky to have their unwavering support.

Thanks to the phenomenal efforts of our staff, volunteers, partners and our supporters, we generated an incredible £349,315 income to fund our capital projects, bursaries and key projects.

The current socio-economic landscape, particularly the escalating cost of living, has presented us with challenges that directly impact our programmes. As we seek to not only maintain but also enhance our impact, we need to increase our annual income to meet these ongoing challenges, whilst also expanding our charity activities. Childhood is short. Children deserve more.

Ufton’s Bursary Scheme provides children with the opportunity to participate in the rich learning experiences available at Ufton, regardless of economic circumstances. Our bursaries are funded through the generosity of donors who share our values and think like we do that all children should have access to educational enrichment. We have worked closely with schools to distribute the bursaries, making sure that funding supports those children who need it most.

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Weddings

In the past year, our organisationhas had the privilege of conducting a total of 109 weddings. These weddings have varied. From multi-cultural unions that beautifully blend the customs and traditions of diverse backgrounds, to non-traditional weddings that challenge societal norms, and themed weddings that have transported couples and guests to magical realms. Our ability to cater to such a wide range of wedding styles has cemented our reputation as a versatile and inclusive wedding venue.

We have experienced many highlights over the past year. One of the most touching moments was witnessing the last of our couples, who were affected by the pandemic, finally getting married.

like a part of their celebration. Additionally, we had our very first 'surprise' wedding, organised by the bride without the groom's knowledge - a remarkable feat. There was also an unforgettable motorbike reunion that a bride organised for her groom, which brought tears to everyone's eyes. And, of course, we cannot forget the surprise visit from a Stormtrooper and Chewbacca. These are just a few of the remarkable moments we have had the pleasure of being part of.

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The wedding industry has witnessed a series of evolving trends over the past year. Couples are now opting for shorter lead times when booking their weddings, driven by a desire for a more relaxed approach to their special day. This often includes a focus on shared family style meals and creating a festival-like atmosphere. At Ufton, we remain committed to staying updated and wholeheartedly embrace these changes.

We provide additional support and guidance where needed and have adapted by offering all-inclusive packages as an option to assist our clients in achieving their dream weddings in a shorter lead time. Over the next year, we aim to expand our efforts into special events that align with our charity's vision and strategic plan such as community events, proms, family inspired storytelling and bushcraft days.

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‘The day was everything we hoped for and more. The venue and surrounding gardens were stunning. The staff at Ufton have got it 100% right by providing a stress free well organised service. The feedback from our guests was amazing. We would not hesitate to recommend Ufton Court’.

‘The Ufton Court team are brilliant. Their communication is great, and they always responded quickly to questions or queries, just what you need in the weeks leading up to the wedding. The day ran so smoothly, and my husband and I were able to relax and enjoy the dayknowing the Ufton team had everything in order. The best day ever Thank you Ufton!

‘Ufton Court was the perfect venue for our Wedding Day! Every part of the Venue and grounds made it feel extra special, and the fact that we knew our fee would be going to such a good cause was the icing on the cake!’

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THE UFfoN COURT EDUCATIONAL TRUST THE UFTON COURT EDUCAnoNAL TrUST {A COMPANY UMITED BY GUARANTEE) TRUSTEES REPORT FOR THE YEAR ENDED 31 AUGUST 2023 TRUSTEES. REPORT dudro thiy per#￿1.. Chalr. Mary Rtall Vlc• Chalr". BurTtM8 Gtr)ff Evernfiehj H8lèn Hydè Irèsw8d M¥( 2023) Edward Crr#)kes Professor Cwol Fulbor Philipp8 Medd lapFM)knt•d 20231 Professor AmMla Clko laNM)int•d 20231 Jrn H8wk•r lappoonled Mwch 2023) Truslees meel tree IhTh8 8 frfft￿lty we al w••s ol the tharty. doy lo d&y wnnlry l¥ Gwrbd ryjt ty a cirnhd jtsff l•d ty ntrty oppoknknj CEO. knh LtrMJs￿. L•ad•r•hlp T•m: Sarah knThls•l CEO N•il Gauld H•ad ol L•amlrJ Angela &Jtton Head ol Op•raY# Cardine Fry Head ol Finance Charlth Bradford Head of FwthiswwJ I•FpwtyJ No¥wrtxr 2022) Cl&r• Nrnnd (aFwnled Januwy 20231 Prfnclp•l Addff•u & R•ql•lw•d Offl Ufton c￿rt, Grn•n L￿. Ufton NeThet. Readry. RG7 4HD Ad¥lwr•: Audltor Cr¢Me LLP. Aqulj H¢￿e. 4￿51 Bl•¥M Street Refj. Bethsle. RG1 1PL B•nk•rn Lloyds TSB, 1-2 Mk•t Pl¢•. R•adng. RG12EQ Sollcltor4 Blandy & Blar LLP. 1 Ffigr StreeL R••. RG1 10A A compary fegi%tered in England Llnwled ty gjaiwtse No $794281

THE UFTON COURT EDUCATIOIIAL TRUST THE UFTON COURT EDUCATIONAL TRUST {A COMPANY LIMrrED BY GUARANTEEI TRUSTEES REPORT FOR THE YEAR ENDED 31 AUGUST 2023 fomlat ènd cmtent oi thè rewt and fl￿￿¢1•1 siatanents I>￿￿ty wh the Companies Ad 20[￿, thè CPthieg 2011 and the Stsiement ol R•comff￿ PT8ckn 'Act￿nI￿19 aThl lry Ch¥bties' {SORP 2LK)S). Gov•rnlng Docum•nt Th• company 1$ 9ov•m•d ty its Mwrmr#JJm •Trl Aitth of d•t•d 2006 as rnorw￿d 2013. Charltabl• ObJ•cts The main charitabbe objects of Ihe Trust as set (xrt in Ihe Memorandum of As￿181￿) are to advance Ihe educalh)n of children and yourg people by a un4uo f#sxKal wtyiamme al Ulkn Cw1 and otrw loamty opp￿In￿￿$ elsewhere Vl)eré W can abyjt thèmselves KJ ts past trough ex[￿￿1￿1 beaming; and to In lrfè Childr￿ and your¥J p•opl•. wm•rity kn.rg dw"v•d ar•a8 ol B•rtshn. ar#J Oxlcrfd8hir• aThJ tho Surmunding wea8. Gov•rnlng 8ody Tho number of dirnctors must not b8 less than thr￿. Ckno third of d8ctod Tnjstees, based on those wlx) have b8en loryst in officé &nce th•1881 écllon. f•ty• from offic• al Arrnal G•nerai tsjt reikmg Tru$tee8 ar• eligible lo 8laTrJ lor rfroleclth 81 Ihat Arw81 GOnff￿ Mwtty. R•crnllm•nt and Trthlng of Tnt••• Chanty's Trustees are app)inled at 8 rrnelry ol the Twslees on bg91s cd rthn8tW￿ made by current Tru8t••8 wrth reg8fd to per￿n•1 comwkn. the r¢•sswy rar#J• ol ar￿ sklls and ovailats'lity. Trusiws ore Ind￿ into ￿ wrxkrys ol Ih? Chfjnty, the Charity's pc4y and pr(udur￿. at •n IndUCt￿n ug8nwl Und led by the directtys. appxtment new Truslees r•cfve fvl abwl Ihe Charty arKI a pack rxrfining thew tsy thrwJh scTr8nirvJ. ReSp￿sIbIlrtY lor the overall wnagement C￿trcI crf the Tnmt les TnJs1￿ meet ttyee tlmes per yew and al othèr b.mes as rnqu¥ed by Trust's tyJ$k￿1. The day lo day running of the Trust ¥ d•l•goled CEO Leadw TO￿ alte￿1 Tru8lee Group Structur• with the wrpoMs of th• Trust. R•munw•tlon Pollcy The obleclive of p8y Wicy ts lo offer faw pay to attract and keep 8py4ylety qua￿￿ staff lo lead. manage. supwt and ddivgr th8 charty'$ •rr¢&. In dxKlry top Iw•l$ of pay •¥J rw¥ds, the Tru$t••s c￿$￿18[•d. 1) The wrposes. and values of chwty arrtl rts beMfKws' needs senKff slaff the scope of iPieir ro 3) Tr dwrity's cgjrrent trAtsness pl1 and lthv inwienb'ng rt may affe¢ the n￿be1 of aenhx Staff th• charity n••ds to or r•cwit the naturo of these 4) InlofmatN)n on pay in that COU￿ r gumle 8 decAgk)n on whoth•r a pay is fay is likfjty lo rewli n the r•tOntw￿ of k•y staff 5) The likely M. 8TrJ views of. benth.a￿$. O)ncrfs. fvrthfs.. fAJrrenl and polents81 Yo￿ntee

THE UFfoN COURT EDUCATIOIIAL TRUST THE UFTON COURT EDUCATIONAL TRUST {A COMPANY uiirrED BY GUARANTEE TRUSTEES REPORT FOR THE YEAR ENDED 31 AUGUST 2023 Rlk Mngn•rt Chanty's Trustees are r•sponsbl• for th• Managw￿l ol the risks fa¢•d by th• Chwty. The Trust••s Identify three key are&s as generab'ry the main risks . saleguafdwy. fire and luNtraisry swcess. Thè rtsks are mib3ated by Saf•gu•rdlng All staff re¢thve clrywehenwve saf•Juarding tranry. We have a safe￿a￿￿￿ Team. A numbef of staff including the CEO and Head of Learning have ￿MIertaken ILYels of trainiro. AJI acliw'ljes are rknk assessed and are shw•d wth Voii'rrtj s¢t￿ls. We •xch•roe iifLYmalhx asses8m•nls at start of every visrt • schcd. Every other year we ithiie ￿ exlernal Ixxty lo a￿til uleguardv¥J ¥￿'cY aThl wccedLYes. Flr• Mf•ty We have an EMS b•vd 1 IIT• alwm $y¥bm. il cffin•d•d by o r•d r4Y• ¥ysknI lo tt wit[￿ cenlre. We h8¥• hAs a fire drll on the IBI day ol thor Nisit. Fundr•l•lng •uccM• A Shortl￿1 in fundra￿ry 41￿uld b8 fflrt4at￿ by use ol resorve8. Fkn•ndal ￿nning, W Ixntrol Spending txi rethd ty th• l••dwsh learn and a Trusltè who li An ￿p￿t•d by xcthnt#nts arn luty at •#ch TN8t•• The charity contWMm kn focus on a￿1 (>xt control. in ordof to nwbgale the Fdential wnpact cl Ihe CUrT￿t •c¢mn dknale. and to revv• re9uWy straleqi b ensw• the chanty rwnarn focussed ￿ I chwYJYJ noetts oftha cuTh•rt m8rt•L Th• k•y ￿ntrOll u••d ty lh• ChrAy I￿lud. Fml agerths and minutes Trugtee Meet￿ Annu81 aFy8isal r8gulaf ass88sm•nts ol th8 tull 1•8m Comprehonsrvo stra plannry. and xxxmkng Estsblb.S￿ orwisats"ty41 strucbJre Imes ol c￿ar autkns8ts.￿ and approv4 ￿1$ Vettw¥J prct•Jufe a8 r•quYed ty Lqw cl Ihe ¥i￿ner Publk B•nofft aming acIbvrt￿ tsa￿￿ at uft￿ Cwt. Progrrn aT• wn Ihal thjr￿ young peoF4e lo safgly dev> sklls. ath"ILKle and kn¢y￿edge to I￿£eed in lile. kn I•￿ty exp&￿￿8 aim to dec¥e8se drflerences and enhanc4 OPF•xluniti85. partu￿aty ItK)se from the Tr￿$1 (tslengirwj of sou econonwc urcumstances. Several Irthsands ol y¢yJrKJ peoth. nw)y from Ihe area. diiecty beréfrt aThJ have exPer￿ts al Ufton that they will n•v•r Every thild Nisits at a r WKI no chikj is exdudgd ¢kn lo fina￿1￿ diftults•$. Every •ffryl is made to supwt sctthx)ts tre I￿lieS nw be eypenwKry bursaries are yovthj for ttrthe chiklren wts) %￿Uld otherwise have boon un&)b& to com8. C￿[ 2(NXI th￿ren and young people from disadvanlaged Trustees 1X￿r￿ Ihat have comFW the duty secli)n 1715) of Ihe Chwii*s Act 2011 to have

THE UFTON COURT EDUCATIONAL TRUST THE UFTON COURT EDUCATIOIIAL TRUST (A COMPANY LIMITED BY GUARANTEE) TRUSTEES REPORT FOR THE YEAR E14DED 31 AUGUST 2023 Flnanclal R•vl•w and R•sults for th• Y•ar The resuhs lor the year are set ￿J1 in Ihe cons(k¥d•ied Stalem￿ aclhitss. ￿ude8 the results 8ub•M1i•ry ctjwy. Uf)n C¢th Ltd. Summ•ry R••uh• The Uftm C¢>Jrt Education￿ Tnffjt and a pl¥￿d of £60,S92 for I￿ yaw arthd 31 August 2023 {2022 surrkn frf £157,835). Incoffl• Th total in¢x)me was £1.846.17412022. £1.825.4841. gw8knJ an rtom• of £976.47912022. £817.220). In￿rne from wéddings arKI was £489,072 (2022. £597.9361 D(ThtKth £353.16512022.. £392,714). Exp•ndltur• The total exp•n¢Ylw• the yew w88 £1.￿.766(2022.. £1.867.6491. Th• ¢harhy 8ims lo hc4J liquhj bjrth on depc4tt to c)Nw six n￿￿trA, cm opwallr•J ￿$1$. op•th'ng costs w• defined as Iho essontial and knn)vabbe costs of lh• chwity. those wxgLKle Ilems such as PryToII obWtk)ns arml contracted costs. Free res•pM8 we int•rthd to be used ca8e of unexpectéd •xcplkYo1 ￿n￿M8￿ne￿ whKh cause either a svJrMficant WKxease in a>sts or I￿rfne. The value ol free resorves requyed wll be catu￿1•1 annualy bamd on tho (¥ty's ￿nUal W. 8pwov•I ber$ Sought from INSI￿$ at the tin CX the totsl r￿er¥Ol of £2.395.7S6. £35S.86518 re8trthd not a¥￿al4• krf getwal Pu￿0￿$ and £1,134.395 year4nd %￿re £g)S.69612022: £888.0221. Fundrnl•ln9 Poly We take an ethical apyotth to lundrniiing m#nap dl of 4yoxh•# to donorn within a W￿1. managed Fundr8151ry team. All ol c4Jr fvndrnlsws are dkecfy empbyed arrtl we do nol w wy extemal agencles. We ar• n￿M￿r$ ol the Instrtutè d FundiaiJlNJ and regi￿•red wilh IM Re￿81￿. 0￿ fundralsern have 81 8ltended troining yovthd by LWecW of Sou81 CharJ• to •r4w• thal we fulty compty ilh the InslitiJt• cl FundrahlrKJ Best Pra&th 9uth. The Tnmlees bekve that the tralnir4J h¥Jh stat￿JaId$ of behavthr m the Fundraigry team wolect vulnwabb8 membws of th• wblK frryn bghavvwr whth would be n any way ￿reas¢￿ts1& or ￿4¢e trm under pressure to th￿1•. We are notaware cl 18lw•s l￿dIa￿￿ $¢aThlwds aThl ha¥e received no ¢￿aints. Pro¥knlon al Infornmtlon to Audltor So lar as eactt ol the Truslees is awwe at the llne tr rewi is w￿￿J.. - there L le￿Vant audit ol whK the ch8rbtatrAe cg)mpany J audtlx Is unawa￿. aThl Ihe dhctorg hwe laken all steps that they ow lo have taken kn make tkn)sefves awwe cl rdevanl w't Infr￿ti￿ and to es18blL8h that the amtilor ts awwe ol Ihat lnltymat￿l 1$. 234ZA12)1. In Prepanng Ihi$ r•wL th• Twsl•es have laken •hanlag• of the Nnal curwigs ex•IrS￿ ty s•GIw 415A of the ComF4ni88 kt 2fth. Mary Riall Founder & Ch•ir of Tru

THE UFTON couirr EDUCATIONAL TRUST THE UFTON COURT EDVCATIOIIAL TRUST IA COMPANY LIMrrED BY GUARANTEEI STATEMENT OF TRUSTEES. RESPONSBLrnES FOR THE YEAR ENDED 31 AUGUST 2023 Trustees (who are also thectrs of Uftr)n CrAfft EthKatwJnal Trusl for the purp)ses OfrAy￿TrY lawl are rnspmslble )r prtparirwJ the Trustees. Annual Repjt KI Ihe financial ststements Mi ￿t￿dance with applitat￿e law arKI United KIngd￿n G•Mraly hx•pl•J Aco>Jnlry Prac)c {Unrt•d Ac￿￿11r SI￿d8th). Company Law requi￿ the Trustees to Fyepare finwx?al Statem￿lS for eath financial Jtar. company law the Trustees musl nol approve lh• slal•rMnts unl•M they ¥• thal Ihey gN• ¥ tru• and f8ir viow ol the stale ol affairn ol thè d￿"table ccryany a￿1 Ihe gro￿ and crf thè inDJnwvJ resou￿8 arKI aWKalion ol reswreès. incluth'rvJ the trKom• aThl expeThlth. ol ttr• tharitth grOL￿ th8t P￿￿. In Fff•P￿ these financi￿ slatements. Trusteès arn requtrèd to: . stats wh8tMr a￿￿bIt UK act4￿nInj S￿nd￿ ha￿ knknv•d. wbjoct to any m•t•rnl dop1m dl8cloB•d aThl explakn&J in the lknanci81 ststements", aThl company conb"nu& kn tAMOrM•. Th? Tru8te•s we resp￿81b￿ fry keepry •d•q(th r•oyds Ihal ore suffi¢ienl lo 8TrJ ex￿oin th• chantable company's transacbons. d￿￿kn88 ￿th rea8(￿￿4￿ •ccuracy 8t ￿Y lyn• tr* finanual posilwi ol the charrtabl• ccryany and enabl8 them lo ensw8 that Ihe firwKial slatemerts C￿ wrth th• C￿npanIeS Acl 2(￿ the o¥isk)n$ ol Ihé ch•rfty's consttbJtk)n. ar• also re8pfMblè Mlèguaidlng the 8888ts of the charity and th• oup and honce for ta￿"ng reason8tde stops lor Iho wevenbon ￿ d￿8Cl(￿ ol fraud and oth•r rregularit￿. 47

THE UFfoN couirr EDUCATIOIIAL TRUST kWDEPENDEMT AUDITOR'S REPORT TO THE MEIABERS OF THE VFTON COURT EDUCATIONAL TRUST Opln lor the year ended 31 ￿U81 2023 Cur¥>r￿e the CuMLthl8ted Stsment ol Financial kb'vitses, the Cc￿Se1#Yal•d Ccryafty 8ance Sheets ar￿ notes to finar￿4 statements. inckning &9nfftanl aCC￿nting pxsicies. Th￿ fNncial iep(Kiry framth¥c¥k that ha8 been appkd m I￿1r preparatM)n 18 applKabl•18w arbj Unrted Ki9th>m Acccu)lry St8rJwd8. FmarKial Reportir#J Sland¥d 102 T Fina￿181 ReF(XtirwJ st￿[d the UK Republ￿ of Ireland (United Kil￿orn Generaly A¢¢•pt•d A¢ownb'r4J Prnctic•l. In qlnk)n the financial s1atèm￿t9'. gfve a true aTrJ la t4kn¥ d the ststè of the gwi's and tm (￿11t￿ (>JnPtys affatrs al at 31 Aw812023 ol lh• ¥vcwp's inc¢m• ard •XF¢nthbA•. tr y•w thon ended. Ba for opkil We conducted ow aLwJK in acc4vdar￿ tmth knlem•lboMI Sthndwds on knjtsng IUKI IISAS (UKII applThbl• law. ¢￿1 resp(mibiliti•s uTrJ8r Ihose 8landwd8 are ftxther dascrib•d in the Auditor's regponsts'lrtw for the •iwJit of the Sts¢en￿5 Sect￿ ol our reptyl. We are Independent ol the group n ￿￿Kdance ¥￿h the ethic41 r•quiTemonts that are rolov8nt lo ￿ audrt of the statemonts bn tho UK. In￿dIng FRC'S Eth￿ Stsrwjwd, we hove fvifa•d ow other ethul T•SP(xBlblthti88 appropriato lo provKle a baw8 for our OF¥WI. Con¢lu•lon• r•l•tlng 10 9olng ¢on¢•rn Based on the we have pwlNmed. we h8¥e Mt wJentrfd any material Unc￿18￿18 felalThJ to events Cond1¢w￿ thoL thKlualty ￿ col•thy. may cast swanl doubl cm Ihe dwTilat4e ccrfnponls (K the group's 8t4.lily lo conts.nue as 8 gC4r#J c<YKern for a pwh)d olat least twel￿ monts from when ffiarKlal slatemonts are autlK¥is•J fLY Mu•. the relevanl seclKrn of this rwL The trustees are Mp￿8￿bIt fcrf the olhw in10mwt￿ cc4)ts)ed ithin IM annual reFJt. Tr other informatk)n c•mprises the nduded in Ihe annual rem other than the fmanc481 ststements 8ThJ d, exc8pl to th• •Xt•ntottV￿ •xpb• slat•l r•prt do r•X •ny ftxm of assurwi Is m8terialty mconsistent with Ihe staterr￿ts (x obtsined kn the 8￿Jrt Of olheThlse ￿ar$ tr) be maiendty misstsied. If we idenbty matevi81 inc3rnten￿s or 8ppenl matefial mtsslalem￿ts. are requ¥ed lo detem)ir¢ thetrer thts gves rise to a materwl misslatement m the We h￿t Mtrin9 lo reixxt wi this Teg¥d.

THE UFTON COURT EDUCATIOIIAL TRUST WDEPENDENT AUDITOR'S REPORT TO THE MEIA8ERS OF THE UFTON COURT EDUCATIONAL TRUST ICONTINUED) In cmjr wnM)n bas&J ￿ the ￿lertaken of c¢rnNtenl with the finarKiai 8lalwn•nts'. M￿t￿• on whlch w• arn r•wlrnd to v•port ty •xc• In Iyht ol the kwknJge aTrJ crf the wp ar•J (wtsbl• o)mpany and tr￿1r •nvtronm•nt obt8ir)8d In the cx)urse d the aud( rK)t 1dert￿ malwid miulat•m•nls In r•Fxyt r•qulr•s rnP￿t to y¢yJ If. m ¢>Jr c￿￿1. f￿anC￿l stalermnts we rth)t n &gr•erk￿l wth accwilry tThl retu￿ or R••pon•lbllltkn• ol tntyt are also th8 of tho charrtat4e ¢xThyny f(¥ the ol ¢))ryany lawl arn respy￿e for tho preparatKJn ol Ihe ftwKlal slatemerts and $8ltsfJ they a true fair vle. and lor su¢h Mitml eontrol as the tntstths dèlenmè ij ne¢eJs8ry kn enabbts thè pryltfion al frnncfi•l slalements Ihol are free Ir￿ malw￿1 m1ssla1wn￿ wtthr due lo or wrry. In pr•wing lh• fwlancial statem￿[$. the trust••s ar• kjr assusing th• th8ritabl• clryany's ats"¥ty lo conb.nue as 8 gokng c4xKem. dixb)y"ry. as aP￿￿ètle. mattws rel8ted to ￿n9 c£rtem aTrJ uslTrJ Ihè gthng eon¢m basis of unloss the Intstees erther w)t•nd 10 INW￿•1• Ihe dwitabbè ¢>wy lo cease cywats'¢m, or have rth) realisb'c allernati¥e bul to th) so. Audltorf• r••pon•lblllll•• lor th• •udlt olth• •t•t•rn•nl• Our obJ"ectives are to rea5￿3bhO assurwK¢ ab(rt wwier ttr fnwKlal stslemerts as a ¥thole are free Irom m8ten" ￿$stateMent. whelmr due ts) fraud oreff￿. ar￿ to tssue an a￿111￿.$ rep￿ Ihal IncJdÈs our opin￿n. Rasona￿ assura￿ is a of asswmi, Ixrt is a guafanl•e an •yJbt C¢rKJ￿¢ed in acttrfdance wth ISAS {UK) 41 thvays sJete¢l a ftwtwi81 ￿￿$s￿lement then il exists. Mi8Statements can arise from fraud or effor and are Cons￿ malerial rf, w)dNhJualty cf in the aggregate, financial ststements. Del•'ls ol the extert to tht4.th the audit was cwble ol Yregulwitkn. In(￿￿j fraud A further de8cripkn of our resrthsth"lrts the audit of the Ilnwthl statements Is located cffj the F￿a￿l81 ReFYtirwJ CcxwKifs We￿te at ww.frc. .uklaudrtornTe tmlibes. This thuplion 1￿m8 49

THE UFTON COURT EDUCATIONAL TRUST INDEPENDENT AUDITOR'S REPORT TO THE MEMBERS OF THE UFfoN COURT EDUCATIONAL TRUST (CONTINUED) Ext•ftt to whlth th• audft consld•rnd ewbl• al d•i•ciJng rngul•rfll•s. Includln9 fraud l1regu1rt￿, fraud. are olTr)n<cthF4aKe with laws aThJ r&)u1atr￿$. We ￿entsfied and ed th• rtyks ol motenal misststen￿I of the Ircffi Yrngularitw. whether dLb• lo fraud ¢X error. discussed these behen ow &Mlrt teèm mern1￿. We then desigrd ènd pwlormed audit Pr(￿dUreS resp￿8 ) Ihos• nsks. obtamiThJ PAkdit evhlenc• surfic￿l aFyowate to ovth 8 basls k¥ We otilned an understanding ol tho legal rn9ula1￿ framewcrfts wrthm wh¢h ts ch￿table ctsrpany and g[t￿p operat63. locu&ng on tr￿e laws rw18t￿n$ that ha¥ a direct èffect on thè dètefmknatlon ol matetri￿ am￿nts disck)sures in lh• rmanc￿l $tst•ments. The La￿ and regulatims we ¢Ms￿ere0 conlext were the crffip8n￿ Act 21￿. taxation kg'slat￿, I￿jether ¥ith the Chariis SORP IFRS 1021. We 838•$8ed the rnquY•d cM"ng kn thé knher•nl I'nwtalM￿8 of ￿ audit. th•r• Os an umvoidth that may ncl hfft￿ detected matgnal misstal￿nts in the fThn¢HI slatwnonts, even Ilvwgh wg h8vg woperly plannad w¥J I￿pIl￿nc wilh laws and regulat￿S (wregul￿71￿l i& frwn e¥•nls and Ir8nsactsM f•A8ct8d ￿ th• fin8ndal statements. bèss ￿kety thè h)Mfentty iknrted w￿dureS requtred by thA1￿"r￿j stsndardj ￿Uld identify rt. In a(kliti￿. as wrth any al￿11. Ihwe remar￿ o of Th)n-d￿8C1lm d rr•gulariis, 88 trse may invofve frxgery. nnbon81 orTrssths. mlsrwesentaltsts. or the overrmle of intem81 r£rfnplkgrKe vllh 81 regul8thM. of (wr r•pwt This r•pM is rr4de s(Wi lo the chwrtabl• ¢cry￿Y'S mwnbws. as a bth. in K£rydancx wilh Chapter 3 ol Part 16 01 Ihe CCAm￿S kt 2(Th. Our &xlrt wort has been wthrtaken so that V•e n¥ght slate lo the hafitabl• c(ryany s mgmbws tIKW mattw5 are r•qi1r￿ to stat• lo Itvn in an audrtcff's report and for no other Wfpose. To ru￿ exlenl pemirtled by lthv. we do rol accept ty asswne responsblrty to y(M)g other than th• ctsrilable CoM￿Y and th• charitabl• conwys rrwnbw5 as a ttsty. for our audil wort. for this reFth. ￿ for tr ha￿ fmed. J8rtte J¢y SenKY Ststuw A￿alb￿ For and on bew Crow• U.K. LLP Statuw Re*￿￿ 10 May 2W24 50

THE UFTON COURT EDUCATIONAL TRUST CONSOUDATED STATEMEIIT OF FINANCIAL ACTMTIES (INCORPORATING AN INCOME & EXPENDITURE ACCOUNT) F(Xt ThE YEAR ENDED 31 AUGUST 2023 nds fvnds 2023 Toil 2023 2022 N¢)l• INCOME FROM: Voluntary Incom•'. Dem1￿s. grants etc. Oth•r Ir•dlng •Ctlvld Inv•#tm•nt Inc¢)m• Bank inlefest recav•d Chrft*bl• aetlvlll•• Educath￿al visits ¢Xh•r In¢f# 2.431 489,on 350.734 3S3,11S 392.714 489.on 597.936 976,479 976,479 817.220 Total In¢om• EXPENDITURE ON: Ralslng luftds FundiaNrKJ colts Financkng ¢0518 Non th8rrtat4e tr•dlry ¢hwlt•bl• actlvlll•• •7.481 .481 81.679 232. 144 Tatal •xP•ndIt￿• N•t {•xp•ndlknr•ylnc¢m• Transfers berweèn furth 119.174) 100.S921 157.835 N•t fflov•ffl•rt In fundB 272.047 1332.639) 110.S92) 757.835 Fund• M a¢ 31 AUg￿t 2023 16 The 110 21 kn pwl of ￿n￿cIal slal•m•nts.

THE UFTON COURT EDUCATIONAL TRUST CONSO￿ATED 8ALANCE SHEET 31 AIIGUST 2023 COIIPANY NUMBEK. 5794281 2023 2022 FIXED ASSETS Tangi1￿¢ 888018 1,134.395 9tXI,022 CURRENT ASSETS Debtors Cath at bart aTrJ kn hand 10 151,793 130,231 1,740.417 1.980,847 CREDffoRS: Wnourts tslthThJ tkn yew 11 NET CURRENT ASSETS CREDITOR8: rnnts fallTrJ ¢kn aft•f mor• th on• y••r 12 NET ASSETS FUNDS Unreslricthd: Gww•l fw•Js 15 14 1040.0 1.768,044 16 The JU￿U8 k¥ the relal#)n lo Ihe Tnmt *)nty was £62,091 (2022. £156.253). Yours hlthfuly Foundtr & Chalr of Tru For •KI on bthallol

THE UFTOM COURT EDUCATIONAL TRUST TRUST BALAIICE SHEET 31 AUGUST 2023 COMPANY NUMBER 05794281 2022 Tangible assels Investm￿t¥ 1.1JO.969 1.130.970 896.057 CURRENT A38Ef3 Debt￿5 Cash & by •nd kn IWKI 10 144.287 121.879 1678 351 1,544,678 1.1100.230 CIIEDrroRs: •Thwnts > 243 025 NEf CURRENT ASSETS CREDITORS: tsllry dw after mrye Ih one year 12 NET ASSETS FUNDS Unrestrtt•d.. General fimd• 15 14 io¥tyJ6 1.763.458 18 The flnwKlal stslemenls apwohJ rAwJ wthc¥W ty Ihe and wwe *ned on Ita behall on sid May 2024 Youra hllhfvllv M•ry Rl•ll Founder & Chair olTn4 b+￿11 of Ufton c(￿ Eduutloml Tnmt

THE UFTON couirr EDVCATIOIIAL TRLBT CASHFLOW STATEMENT FOR THE YEAR ENDED 31 AUGUST 2023 2023 2022 Nel movement in lunds t)Wec￿n L¢)ss ¢)n dosposa al fttéd a880ts Int•rn81 r•w￿d Iln¢rea&èl m debtrx• 160.592) 157.835 90.039 63.244 f65) (76.6TI) {3,464 121,562) N•1 ¢••h lu••d Inypmld•d by •p•rnUty •¢ll¥lU Pur¢h8s¢ ol t•rKJA• fq•J Il•1 c••h l￿d In) Inv••llrwJ •clMII•• N•t c•¥h l￿d In) by fln•nckng •ctlvftl•g 13 1261.9 f28,978J Anal￿19 of cmh and ca•h •rythl•nt• Cash at bank aThl in hand The Mtes nuft*ered 1 to 21 frffli pwt ollhese finandal Stat￿￿ts

ThE UFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOLIDATED FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 AUGUST 2023 CHARITY INFORMATION The win¢1￿1 a¢￿ty of Th• unon Cwt Ethutyongl Twst is to FYovkY• •thKaticml ar#Y hkstty l•amiTrJ lo d￿dVantaged ¢hik1ren. The trusl ts a a ccmpany limited by guarantee (COMP￿ n￿rt)er 057942811. It is IlXWKY8teAI arnt dOmi￿ed ￿ the UK. The athlress of the ACCOUNTING POLICIE3 B••l• ¢Jl pr•p•r•tlon thwity ctyt8olkJ8t•d b¥L￿¢¢ sh•ets ¢￿v￿1r￿a ltr cuwoJ•tion cl the Tru•L and its owned subsidiary uft(￿ C￿1 Lxnitod. Chntlej." Stslemenl ol Recunmendad Practv appl￿ble to ¢hantbes weparir¥J their accryJnls In •xMlarKe wrth tm Fin•)d R•pytsrvJ in tm UK Repu￿1¢ of Irelrhj IFRS 1021 leffoctr4• 1 20191- Chwrtns SORP IFRS 1021, the Financ4al Re￿ti Slwmjwd •ppkable In tr LK Rew crf tre1￿1 (FRS 1021 rnj the Cryrpars Acl 20CII. The Ullw Court Edwatkxwl Tn￿1 m•ets th• dgfw)¥J) d a b•nefil •nlty under FRS 102. A886ts ar￿ liaNthS recxjgni￿d 81 COAt vduè unl•M othw slatod in the rnb8vant accountry r￿1$}. from FRS 102 ¥KI have no vrpac¢ C￿ fw•Js ry I1￿ stgt•menl ol frnndal acllvilbs. separ81• SOFA ￿ Incom• and Exwnthturn ACc￿nI ha¥• bwn lor th• Tntst ak pem)Itted by 408 01 Compors Acl 2(AX8. aoln9 Conc•rn B••l• trroact ol knfiabon tffjd on Ihe cwOty and tradlry subshJ. Suppcrfled by )bal Situats.￿ Ihal Ihe cawity's ccrlrd cthrdlir#J expenditure cweluty by m￿8￿3 liquidty In ￿d￿. etsty is engw kn a nunts of rA)Sitrrt mitialries to mamtsin ieteryes Ihrwh th)n8ti1)n8 and Havry consideT•d Ihe alThe, the TnJst•es a rea%)nal￿ expectstJn that the thanty has •Jequ#• reswrc¢s to c¢nts'we ts a¢tNities fcrf th• brese9a￿ future. bwr¥J al leas¢ 12 rIv￿qh5 from the date of 8pprov81 ofthe fmanci81 ststemènts. A¢cNdingty. they ¢￿ti￿th to adopt the

THE UFTON COURT EDUCATK>NAL TRIIST NOTES TO THE CONSOLIDATEO FINANCIAL STATEMEPITS FOR THE YEAR ENDED 31 AUGUST 2023 ACCOUNTh4G POLKIES (COIfflNVED) Tr•dlnq In¢om• pe. unless the e•wI * t￿r￿1￿1. d) •) Fund Acc Ihè TnL Exp•ndltur• 8ltribulabl• to portkukqr I￿￿t￿Y¥l xltrlty calegYW arn apportI'crd over r•l8vanl calegori•s on the b￿lts ol m#nwMnt ￿￿"m￿tI$ d lh• Th￿nI attrthtth lo thai activty in th6 ￿. ￿thOr by reference to slaff b.me ty spKe mF4•d. a$ 8pwowate. The WTeco¥er8ble ement cl VAT GO¥W￿ costs ￿ thom rlwwJ tr) ts Trust il•dl. its o¥•cts aThJ inckth exiem81 wjit, 8ny advke Ihe Truslees any C￿13 as8od8led tthth corytylry wAth consulullonal aTrJ statuty r•quir•mefflts. e.9. Ihe cost of Truslo•s' moeliryj 8TrJ wep8ring slalutuy accounls. Tnglbl• fix•d •M•ts and d•ixKlalknn Tang￿e fixed assets a￿ stsbj at hlstcrful cost less derrfedal&)n. Dewedalth Is provlded at raiès thai refioct ihe ani¥ated useful ol I￿ assèts arKI ther estimated r•S￿u￿ val￿5 #• .10%. 20% str•l I . 20% Str￿￿1 line - 33% $traWt thn• - I￿15 Stra￿ht Plant M&h¥ Olfu gquikwl Flxtum fffl.btyg h) P•Mlon co•1• anxyjnt poyable by the Tntst kn Ihe lund fin reswa of the perx)d. 56

THE UFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOUDATED FINANCIAL STATEMENTS ICONTINUEDI FOR THE YEAR ENDED 31 AUGUST 2023 ACCOUNTrIG POLICIES ICOlffiiuEDI J) Cr•dh Short lem fedit￿$ we measurJ at thetransth Othw fin￿¢181 including loans, are mèasured Initi￿ty at v#hJè. nei al c<￿ts. and 6 measured ai •rth"8ed cost using effAINe #ilw•st n￿. Iln•nd in1rumen￿ eas￿ financ￿1 inrwrnnts deblty ar#1 crtrjttm. wth fThncbAI assets rele￿¥vd to fixed 888et YNestments aTrJ debtor balms èxduding FnPOym•nts. 8rthJ r•lry 4> al creLI"Icrf bal•rK•s •xck4th"ry d•lwr•d inaym JUDGEMENTS IM APPLYING ACCOUIIT•IG POLICIES AND KEY SOURCES OF EsnMAnoN VNCERTA•ITY In the •pplr•tkm of the •cW￿rIj pYKs. 0•8ubad 2, Tru$t••8 are 18qund to mak•I￿nts. •slim•t•& •swmbkn)8 about th• ¢￿7n9 valuél ofasuts and l1&bikn￿ Ihot we no¢ r￿J11y •ppw•nt fTcrfn +)ttw %)wc•s. The esiThotes and undety. acco￿￿"r9 esthmales arn reo)gntyed in Ihe in thlch tr* eslknale ty revlJed11 Ihe rev￿On currenl aTra fiffjjre twstges ¢￿￿Ider that￿re ma1wwll￿rn￿ts in apth accountry polkles k•y S￿￿CeS of estyn81￿ un¢wtsinty. NET INCOIIE 23 2022 16,100 14.250 S7

THE VFTON COURT EDUCATK>NAL TRUST P40TES TO THE CONSOUDATED F•IANCIAL STATEMENTS ICONTINUEOI FOR THE YEAR ENDED 31 AUGUST 2023 TRADING INCOME ANO EXPENDITURE The Trust (r4ms 1(￿ of Ufton C￿1 Irth>stered cxffj>8ny M. 058155331, registered off Ufton Cwrt fyeen Lane, Reading, 8erkshire. RG7 4DH. company was eslabli5hed to ca 2022 597,936 C(*t of sal•B 476,846 225,619 366,976 3,IwJi 225.611 365. 792 (224.1201 (364.210J R•t•ln•d ••mlng1 al th• •nd ol th• >wr The rot 8s8•ts ol Ullcm Cwt Linhed at 31 W 2023 £6.805 (2022.. £4,586).

THE UFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOUDATED FWANCIAL STATEMENTS ICONTINUED) FOR THE YEAR ENDED 31 AUGUST 2023 TOTAL RESOURCES EXPENDED Totsl 2023 2023 Ch•hr•bh •ctlvlll•s Teaching costs Wellwe costs 388.918 219.312 131,980 Tl.152 164.344 225,19) 10.174 9.528 74,280 476,242 393,184 431,450 R•knlng fund• FUrKlra1￿r￿a r Inl•resl p•J 91.001 97,481 91.001 7.291 892 Tmdlty company GROUP Induded ¢)ther 914pxI cosls we &w)¥wnm casts £16,1CKI (2022.. £14.250J. 2022 2022 Teachi1¥ coJts 325.028 IT9.260 102.095 11.463 392.337 335.2Y2 429.29T 149.418 256.829 69. 773 R81slry lunds Fundrawry costs TT.030 4.619 81.079 2.908 84.587 77.030 7.557 GROUP

THE UFTON COURT EDUCATIONAL TRUST PK)TES TO THE CONS(XIDATED FWANCIAL STATEIENTS {COIITINUED) FOR THE YEAR ENDED 31 AIIGUST 2023 STAFF COSTS 2Q23 X122 l.1)K771 819.270 80.398 66.588 95.956 2023 2022 .001. t70,0￿). ¢¢￿tribUll(￿oI of £342.374 (2022 £241.461) Twmlngtion In the I￿411ed £S.027 {2022.' £MI.

THE UFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOUDATED FINANCIAL STATEMENTS (CONTINUE0> FOR THE YEAR ENDED 31 AUGUST 2023 TANGIBLE FIXED ASSETS Flxtu Grnup Inwro¥•- und•r Pthnt and Total C08T: At 1 SeNert￿r 2tr22 1.531,615 Addits"( $3.735 tmspos Tr•ns 9.187 254.521 179,814 22.413 (1,651) 12.X 120,650 1,853.572 330.669 11.851) At 31 Al￿￿1 2023 OEPRECL4TKIN: At 1 Septonknr 2022 Charge ftx the yeor Ob$FQS 712.403 74,280 148.703 11.024 1.234 81,420 10.799 953.SSO Al 31 Awt 2023 NET BOOK VALUE: At 31 Augu•t 2023 Flxlurn• •nd Ilttlngl TnMI Plant •nd Offlc• m•chln•ry •qulwi•nt Total COST: At 1 SeNen*er 2022 1.531.615 AdditiL 53.735 'SFQS Trans 9.187 254.521 176.105 21.872 (1.6511 12.306 1C¢,30S 1,835.518 330,128 11,651) At 31 Awt 2023 12 DEPRECIATION: At 1 September 2022 Charge the year 712.403 7428A) 146.676 9.527 11,024 1234 .359 10.174 939,462 95.215 At 31 Awt 2(Y23 12 NET 800K VALUE: At 31 August 2023

THE UFTON COURT EDUCAT1014AL TRUST 140TES TO THE CONSOUDATED FINANCIAL STATEMEIITS {CONT*IUED) FOR THE YEAR ENDED J1 AUGUST 2023 INVESTMENTS 1$8u•d shar• capil•l. 10. DEBTORS Trust 2023 Tnjst 2022 2022 Trad• d•blN• Olhw debtors Prepaymènts and •cu4h 43,M6 37.830 39308 37,801 48,722 3,023 3.023 11. CREDITORS: An￿nI& fallTrJ ¢kn wlhkn cm ye Trust 2023 Tryst 2022 2022 Tradè trèdlltrs 0,098 94. 739 16.278 115,702 Other tues arKI soci81 8￿U￿ty 18.592 2023 2022 306,433 386, T65 267.372 220.061 17 R•S￿rC•S del￿Ted in th•

THE UFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOUDATED FINANCIAL STATEMENTS (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2023 Group 2023 Trust 2023 2022 13. ANALYSIS OF MOVEMENT 111 NET DEBT At 31 Augu•¢ 2023 2022 Cagh al ￿nk •TrY kn hand

The VFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOUDATED FINANCIAL STATEPAEMTS (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2023 14a}. RESTRICTED FUNOS- (kqOUP A14D TRUST 2023 31 Auguli 2023 1.284 IM849 4.310 3￿781 13.195 95.615 45.674 41.250 70.CQ) 19.4791 rr4.8491 {28.S141 162.1791 179.0541 {30.8331 (30.￿￿) (S.¢￿) Uftcffl Alvenlure Other small re8trKted 167.3441 112.3701 P42,5211 8.770 89,271 9,100 IJS,331 52,798 14,117 EE Herhl•3e Buikl¥wJ UA TeKtting Grant io& Educ•llon•l 8urwl•s The EducatKial lurwj is lo wTr•lde thl(hn lo 1+411 Lfvlcffi C￿rt th Ufton Adv•ntur• {UAI 8cUvS¥é8 thatwll enable Y￿jr& peo￿ kn urM1trstand rurnl envir￿M&Tht raffjlry due to arrtllor ecthi¢nx hardshlp. Grants awarded to ￿j 8 w00th￿d Ai ol Ulkn c(￿rt. H•rlt•g• I￿lIdIng w•n¢ Th• ￿1￿j1￿ grrt m#ini•n¥K ol thtr hithyic Tudor Manor Trth• Blm. EmHt Cook Tru•t Grant f¢Y Lllk•n Athenlure chldrnn lo p•lkp8le kn ts OWLS sdwne ththkh Is

THE VFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOUDATED FINANCIAL STATEMENTS {COIITINUED) FOR THE YEAR ENDED 31 AUGUST 2023 14bl. RESTRICTED FUNOS- C￿OUP AND TRUST 31 Augtist 2022 2021 14.7691 1172,4WJ 1.284 135.849 179.311 ii.o)oJ luftds 8.728 12. 103 (16.5211 (96.0751 4.310 398. 781 71032 Gfant UA TeKlJwy Gr•nt 70.1 10,0 169,900) (31.240) ,998J 10.1 (17.SW) (IZ500J Em•sr Cad¢ fnAt 16•l. UNRESTRICTED FUN08 . GROUP 23 31Au 2023 2022 1768 LW 1495 440 15b) UNRESTrICTED FUNDS- TRUST a123 31 Auyl 2023 2022

THE UFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOUDATED FINANCIAL STATEMENTS (CONTINUED FOR THE YEAR ENDED 31 AUGUST 2023 11c) UNRESTrICTED FUNDS - GROUP 2022 31 Aupust 2022 2021 lod) UNRESTrICTED FUNDS- TRUST 22 31 Awst 2022 X121 16•). ANALY818 OF NET ASSETS . GROUP 2023 Fund al 31 Augjsl 2023 rn rewes￿led ty.. fvnds funds fund• Twit4e fixed assets Net current assets Long tem) lièblit*s 1.134.395 934,315 1,134,395 1389,980

THE UFTON COURT EDUCATIONAL TRUST KITES TO THE CONSOUDATED F114ANCiAL STATEMENTS {CONTINueDI FOR THE YEAR ENDED 31 AVGUST 2023 16bl ANALYSIS NET ASSETS- TRUST balancés * 31 2023 wt rn￿eSen￿ ty:. lund• Funds TaNdiN• fmd a818ts 1.130.£ffj9 1.130.96• Nèt currènt assets 11c). ANALYSIS OF MET ASSET3- GROUP b•l•nc•s al 31 Wt 2022 w• rnw•wiknd ty:. Tolal Twble flxad •s8•ts Net cufftint assets 9.18T 679,IIT 900.022 1.610.085 931.568 1MI ANALYSIS OF NET ASSETS~ TRUST Fund balances al 31 2022 we rnwewiled ty:. Tatyible fixed assets Invèslm•nts Net cu￿nI assets L¢>YJ Temi Lithltrs 9.187 878.088 679.117 1.557.205

THE UFTON COURT EDUCATIONAL TRiIST NOTES TO THE CONSOUDATED FINANCIAL STATEMEKfs ICONTIIIUED) FOR THE YEAR ENDED 31 AiIGUST 2023 17. PENSION COSTS 8yrat8ty from those ol ttr Trust in a s•pfirat administw•d fund. Th• Ports￿ ￿$1 r•presents contribubons payaL4è by the Trust ts) thè fuTrJ the and •m(XM￿j to £105.21)5 12022: £95,956). There were no amounts at the bdance sheet date. 1a. th• land and buiklings us•d by Ihe ch￿ty th• to 31 Wsi 2023 r•ntal ¢harg•$ from I￿ l#ndh)nl ￿n￿nId to £6.41312022.. £6.4131 In the ￿01 yar. iffi￿ C￿rt EducatK¥W Tnjst also paid £11.340 to The Erfk1 Esta Tru81 c￿alK￿ Lknlied ftx tree safety W￿￿. wxl £240 lorcther soThThs. No rnnts were i)utslandlng •8 at 31 August 202312022.. £fv￿. Totsl d¢makns d £192.XKI12022.. £I￿.(K￿l) rec•t￿l frrm ty¢¥rAs•licm Tthth • conyf Tru•t•e to Ufton C￿rt Ed￿￿k¢￿1 TnML' Zo• Ben￿. a Tru8t•è. ts a Trust•0 of TM Etyb8lWd Ch8rrtA& Tru￿. a wtto swrf)ort * range of chwl¢s good in 8rKI Bwkshir•. The E￿jeffi¢ld Ch8ri18blg Trujl h8¥9 suppM•d Ufton Court EdUcal￿n￿l T￿￿1 with d(xw￿9 01 £110,OCKI12022. £110,OCI)I c￿ Ed￿1￿￿41 Trus¢ ¢)n&lKf of £30,CW12022 £nll dwir#J yeor. Mary Rio1 Is a Trustee ol Ernest Ccw)k Tn￿1. a charity prv4id• lund Oubjw Leamry Program￿3 chiklT•n and WKI 4so o Tfusl•8 of Ul￿n C(wrt Edu￿b(ThI TnJ8t. Th• Ern•8t Coc Trust ha￿ sw(xt•d Ukn Cwrt EduralKvwl Tru•1 *ilh of £52,500 {2022. £50.OCKII duflry the yw. Nkk Is Ihe Chwm8n aTrJ Partner. Chaffty Commwdal Law al Blar￿Y aTrJ Blanty LLP and a Tn￿ al Ufton Cwrt Ed￿a￿n￿ TrusL BI￿ w)d Blandy LLP porf0m￿d th ftx Ihe Twsl during al a cc4t of nl12022 £2.040). At 31 ￿U$l 2023 ltrwe wwe no rnnts to 81arty and 81andy LLP12022. £W. Zoe 8eny¢M bs a Trusteeof Uftcfi Cwt Eth￿￿Onal Trnsl. ghe 1$ Al￿ slep motrMto Henry 8 ¥&lx) is a ￿.1•clor lor Estste Trusi C￿￿8￿)n Limbtthj. Trusts, grc4Jnds tAJihYrhgs. The Sltswj"￿ donales ils annual laxable syofits lo the Trusl under GiftAhJ. The grfl dC￿a￿n thiry yew was £226.161 (2022.. £364,21OJ. Atthe year end the bab Istanthr¥J was o cT•ditor cl £ll5.7￿12021' £94. 739) lo th• subsKliary.

THE UFTON COURT EDUCATIONAL TRUST IIOTES TO THE CONSOUDATED FINANCIAL STATEMENTS ICONTINUEDI FOR THE YEAR EIIDED 31 AUGUST 2023 19. OPERATING LEASE COMIAITIIENT3 2023 Land and bulldlng• 2022 Land and buildings GROUP AND TrUST t)w wthin crn 6813 25,652 6.413 25.652 after mcrf• fN• years FINANCIAL INSTrUMENTS Fn&nci81 assets hehj at an￿lMed w• tr1• dèb&Y•. dèkth. acc￿￿1 hKxn• ¢88h at bonk lexdudlry YVYM￿￿>. and acuuals lexcludty d8ltAr•J tr)c¢)ml. 2022 GROUP Fin•K￿l 4s8ets moasurgd 81 arTNyllwl cost FIr￿￿181 lièblrts moasured at co•1 1,670,370 1,906. 175 2023 2022 Intsmt I￿orn• •nd •xP•r￿. 2023 2022 TrUST 1.477,458 1.730.096 2022 Int•r•st Incorn• and •xp•nM: 691

THE UFTON COURT EDUCATIONAL TRUST NOTES TO THE CONSOUDATED FINANCIAL STATEMENTS (CONTINUED) FOII THE YEAR ENDED 31 AUGUST 2023 21. CONSOUDATED STATEPAENT OF FINANCIAL AcTI￿TIEs COMPARAnVES lunds 2022 2022 2022 INCCAIIE FROM.. Voluntthry m¢on." 392.714 392. 714 Gotrvmm•nt CJRS Jc¢ Counul Grnnl 597,936 597,936 Inveslnwrt income 8•nk Intarest rtt•ivd 817.2 817,220 EXPENDITURE ON.. R•i&N4 fund3 FundrsttYJ costs h"nancr47 costs 81.679 81.679 232. 144 232.144 Ch•ritth 1350 918 Nat incom• Trnnsfers beh¥een fimds (65.9731 157.835 174.274 (16.439) 157.835 as at I septeffl￿ 2021 F￿?0& as at 31 Awst 2022 701

Ufton Court Educational Trust Ufton Court Green Lane Ufton Nervet Reading Berkshire RG7 4HD

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Ufton Court Educational Trust Registered Charity No: 1116659 Company registered in England Wales No: 5794281