RE ART DUCATION BEfTER TEACHING BETfER LEAR141NG REDEARTH EDUCATION ANNUAL REPORT 2024 6ettep leacAIAg 6ettet Lear*7ik9
RE DUCATION BErtER TEACHING BEER LURNIMG REDEARTH EDUCATION ANNUAL REPORT 2024 INTRODUCTION VISION Our vision remain5 for all children in the developing worfd to receive a quality education while unlocking their potential for educational success and future prosperity. MISSION Our mission is to: Advance professional development of teachers in the developing world. Enhance and improve educational experiences and outcomes of children through effective continuing professional development. strengthen locally-led education systems that sustain long-term improvements in teaching and learning. 6ette* leacAikg 6ettep Leat4•kg
COMPLIANCE The trustees have complied with their duty under section 4 of the Charities Act 2006 to have due regard to the Charity Commission's general guidance document on public benefit, 'Charities and Public Benefit,. OVERVIEW During 2024, Redearth Education continued to con501idate its partnership with Redeorth Education Ltd (Ugandal as it takes increasing ownership of programme delivery, training, and local governance. The transition lo a locally led partner organization, initiated in 2023, was strengthened through ongoing capacity building, improved financial reporting, and joint programme planning. In addition, we worked with our local partner to complele the 'Managing Large Classes Project, the pilot Maths Project, and to continue to deliver the 'Training for Transformation, Program for college tutors. A highlight of the year was a conference in Masindi to officially handover the running of the local organisation to the Ugandan team. Key achievements in 2024-2025 include: Supporting the launch of the Redearth Education Ltd (Ugandal 2024-2028 Strategic Plan at their National Education Conference held in Masindi, attended by over 400 stakeholders. The successful completion of three major donor-funded projects improving reading, mathematics. and classroom management across Masindi District schools. The continuation of the 'Training for Transformation Programme, training tutors in 4 Teacher Training Colleges in interactive methodology, developing 4 model nursery schools attached to those colleges ond tutor and teacher improvements in practice Supporting the setting up of the Redearth Education Ltd Iugandal Teacher Training Institute IRThII 6ettet leacAi4Lg 6ettet Lear4ik9
Continued development of the Diploma course in Early Childhood
Education and the Diploma in Tutor Education: 'Training for
Transformation,.
Continued collaboration with the Ministry of Education and Sports, District
Education Offices, and teacher training colleges to scale Redearth's
sustainable CPD model.
STRENGTHENING EARLY GRADE MATHEMATICS IN MASINDI.
(FUNDED BY THE PAT WEDGE FOUNDATION)
Over the past three years, Redearth Education IUKI and Redearth Education Ltd
(Ugandal have worked in partnership to improve t
teachin
mathematics in ten government primary schools in
Masindi. The pilot project responded to a national
challenge: many lower-primary teachers lack
specialist maths training, class sizes are often over
100 pupils, and few schools have access to basic
learning materials. With support from a UK maths
specialist, the project developed a practical.
school-based model of professional development
that has transformed teachers, practice and
children's learning. The project completed at the
end of 2024.
An Introdvelion lo molhs Ibrou9h concrete molwiols
Fifty teachers143 female and 7 male)
participated in 18 single-day central training
sessions focused on core mathematical
concepts such as place value, number
recognition and the four operations. Between
these sessions, teachers received in-school
mentoring, demonstration lessons & classroom
observations-349 support visits and 260
in-school trainings were carried out in total. All
teachers learned to make and use low-cost
teaching aids from local materials, ensuring that
active, hands-on learning could continue long after the project ended.
Tr
An independent evaluation found major improvements ir) the quality of teaching and pupil engagement. At the start, most teachers were assessed at the lowest levels of practice (Foundation l and 21. By the end of the project, no teacher remained at these levels; almosfr half were graded ot Bronze I, a further 31 % at Bronze 2. and others had progressed to Silver and Gold. Lesson pace, group work, and the eff ective use of concrete materials were highlighted as particular strengths. In observed lessons, around 80 percent of pupils were actively engaged after 15 minutes, compared with just 30 percent in control schools. Learning outcomes improved markedly over the life of the project. Average assessment scores across the four grades rose from below 20 percent at baseline to between 66 and 93 percent at endline, with a consistent averoge gap of 35 percentage points between project ond control schools. Only 2foof pupils in project schools scored below 50 percent, demonstrating not only higher achievement but also much greater equity. Teachers and headteachers reported that pupils were more confidenl and enthusiastic about maths, and that lessons had become far more inclusi ve-benefiting children of all abilities, including those with special educational needs.they also described a lasting increase in their confidence, subject knowledge and enjoyment of teaching maths. Headteachers noted stronger teacher-student relationships and a positive classroom atmosphere, while District Inspectors confirmed clear improvements in both teaching and learning. Looking ahead, Redearth Education has received a new grant from the Educational Opportunities Foundation to extend the project and aims to: al Improve the achievement of girls in mathematics bl Strengthen mathematical fluency through short daily retrieval activities c) Enhance monitoring and assessment tools aligned with the national curriculum and the Global Proficiency Framework,. dl Extend leadership training for headteachers and inspectors to sustain good practice,. 6ettet leac&i&tg 6ettep LeAt*71k9
We also hope to reintroduce the Redearth Achievement Award and certification to recognise teacher progress. We believe this project has shown Ihat with targeted, practical support, teachers in large, under-resourced classrooms can deliver engaging and effective mathematics lessons that enable every child to succeed. MANAGING LEARNING IN LARGE CLASSES Over two years, Redearth Education IUKI. and Redearth Education Ltd (Uganda) supported teachers in 30 government primary schools in Ma5indi to tackle one of the toughest realities in eady primary.. classes of well over I CK) learners, some over 250 in PI-P3. The projecl combined practical, single-day training with in- school coaching, demonstration lessons and the provision of simple, high impact resources-most notably individual mini chalkboards Islatesl for every child. In total. 90 teachers {82F, 8MI participated, reaching approxirnately 18,000 pupils. Two control schools in neighbouring Kiryandongo provided o comparison point. 'Lar9e Closses, ol Children qrehund In mony 5¢hools In Ugondo Training focused on classroom organisation, clear routines, behaviour management, efficient use and storage of learning aids, and purposeful use of slates for rapid formative assessment. Between central sessions, field trainers visited schools to coach in context and model strategies in teachers, own classrooms. UK experts with substantial experience of the Ugandan context supported F4 The use olslates to encourage pu1 poyNclpttll¢n. engugoment& ongolng us$e$$menl 6ettet leaoAi&Lg 6ettet Lea*4ikg
content design and early delivery. stepping back as local capacity grew. Teachers also learned to establish group structures and rotating pupil leadership roles. which proved pivotal in large classes for resource distribution, time-on-task and peer support. An independent evaluation found substantial gains in pedagogy and classroom climate. Observers noted strong learning behaviours for such large classes, underpinned by simple, well-taughf routines and visible praise systems. Teachers reported markedly reduced stress and workload: immediate slate-based feedback replaced heavy after-school marking, and orderly routines freed time for instruction. Headteachers described improved attendance and discipline, with pupils demonstrating self-regulation, collaboration and a willingness to take responsibility for materials and group tasks. Pupils themselves valued teacher modelling and feedback most, while also recognising the benefits of group work and slates for practice and confidence. Using Redearth's Achievement Award criteria, 95Yts of teachers who were assessed at both baseline and endline improved their level,. among those starting at Foundation I , I Oofo moved up at least two levels and 65Yo advanced three or more levels over the period of the project. Looking ahead, the evaluation pointed lo cleor next steps to consolidate and scale the model while safeguarding quality and sustainability and we will be looking for funding to deliver o new project. In challenging contexts with very large classes. this project showed that practical routines, simple tools {slatesl, and in-class coaching can lift teaching quality quickly and at low cost-benefiting every learner, and particularly those who are usually least served. 'TRAINING FOR TRANSFORMATION,: FUNDED BY ELMA PHILANTHROPIES This project is a three year intervention to improve the quality of training in Teacher Training Institutions in the delivery of the Diploma Curriculum in Early Years Education. The programme training and support. 6ettep leaeAikg 6ette
In 2024, Redearth made good progiess in improving tutor levels delivery of content to their students as well as in the levels of teaching in model nursery schools. A five-day training in Masindi built tutors, knowledge and confidence in using the new curriculum. Each tutor Tvl¢M In Cthyege obserthg exampjes olgood pracjtce d(Thlng onlnefralnlng received a tablet with training materiab ond lesson plans, which made preparation and teaching easier. About a quarter of the target colleges, tutors are already using the competence based curriculum ICBCI methods in their classes, and most of the others are ready to start during their next teaching sessions. The Ministry of Education and Sports IMOESI has been working with us and has agreed to join the final tutor observations and approve official certification - major step for national recognition. All four model nursery schools have been set up and linked to Early Childhood Teacher Training Colleges. They have received face to face training and interaction with the Redearth Model Nursery School in Masindi. These schools are now in a position to demonstrate to teachers and students how child-centred learning looks in practice. Teachers have made big improvements: 81 f. have moved up at least two levels in their teaching quality. Children are morE through play, songs, and games. Classrooms are better organi5ed, outdoor areas are used for learning, and teachers now use positive discipline instead of punishment. We believe this is an effective method for ensuring students observe first hand what good teaching and learning looks like in a Ugar)dan classroom. reachers aretriulnedln crecttng. uslng qnd sf¢rfng low-¢oslw0sowces Tutor training for the Diploma in Teacher Education has also shown real success. Observations found that 93Yo of tutors have reached at least Bronze Level 2 and 6ettet leacAik9 6ettet Lear*7ik9
58Yc reached Silver. Lesson planning, delivery, and assessment have all improved. The Tutor Mentor system, where experienced tutors support others, has helped overcome internet and scheduling challenges. Student teachers are now more interactive and confident, with early evidence from college visits showing more questioning, participation, and critical thinking in lessons. Final tutor observations will take place at the end of 20251 early 2026, with MOES participation, and student observations are planned for the end of 2025. Extra face-to-face training for Tutor Mentors will help make the progress sustainable. In summary: Tutors are confidently using the curriculum. Model nursery schools are thriving and modelling child-centred practice Diploma tulors are delivering more interactive lessons. We feel these achievements show clear progress towards better teaching and better learning for Uganda's youngest leamers, whilst recognising the need to continue to provide support. This is essential to ensure Ihe developments are fully embedded and sustained. THE REDEARTH EDUCATION MODEL NURSERY SCHOOL In 2024. Redearth Model Nursery Schol, run by our partners Redearth Education Ltd Iugandal, has continued to provide high-quality. play-based learning for 74 children aged 34 years; it 15 continuing its rnission to model excellence in early childhood education. Guided by Uganda's pre-primary curriculum, the nursery offers a nurturing, child-centred environment that supports children's emotional. social, and cognitive growth. Learning and Progress Children made strong gains in literacy and numeracy. 9070 of Top-class pupils exceeded national expectations, recognising numbers up to l 00 and performing simple addition and subtraction. 6ettet leacAikg 6etter Leat*ik9
Reading and sound recognition improved steadily across all classes, with most Top-class children decoding and reading simple Runyoro and English words. The 4 OVCS {orphans and vulnerable children) achieved good progress in numeracy and literacy, demonstrating the value of an inclusive and supportive environment. Playhouse play Letterljound matrchlng Sand Ploy Shop Pluy Woter Play Professional Growth and Collaboration The dedicated teaching team participated in weekly online training in the Training for Transformation Programme, while also mentoring teachers from the partner model schools. The nursery hosted over 60 visitors from colleges and schools nationwide who came to observe its best practices in early childhood teaching and learning. Community and Parental Engagement Parents actively engaged in meetings and parenting sessions on learning through play, while Nursery Day celebrations allowed children to showcase achievements. The District Health Department provided immunisalion and nutrition support during the event. 6ettet leackikg 6ettet
2024 at a glance: 74 learners 5 staff {4 teachers, I caregiver) 4 sponsored orphans and vulnerable children supported by UK donors through Redearth Education UK 60+ visiting educators and partners over the year Redearth was represented at the National Play Day 2024, in Kololo. Kampala The Model Nursery continues to exemplify quality, creativity, and inclusion, inspiring teachers and partners across Uganda. STAKEHOLDER CONFERENCE: 'REDEARTH EDUCATION, THE NEXT CHAPTER, (2-3 MAY 2024)) Redearth Education Ltd {Uganda} converned a two-day stakeholder conference at Country Inn Hotel, Masindi, bringing together 631 participants from schools, district ond municipal leadership, cultural and religious institutions, civil society, Parliament, and the Ministry of Education and Sports. The purpose was lo celebrate 20 years of Redearth's work, showcase proven classroom practice, and mark the start of transition to a Ugandan-led organisation. 'Hondovw' ol Red•tsrth Educolion opeiolion$ lo Redearth Edvcallon Ltd tugondu) Demon5hatrcn ofleoching and leainlng materlals to itgkeholders Across 18 workshop rooms, teachers and school leaders engaged wilh practical 6ettet leackikg 6e
sessions on routines for large classes, behaviour manage- ment, use and storage of low cost learning aids, and slate- based formative assessment, alongside an exhibition of locally made resources. A plenary on Strengthening School Management Committees kiighlighted the role of governance in sustaining improvements. UK collaborators and national officials contributed to content design and policy alignment, while Ugandan facilitators led the majority of sessions-evidence of growing local capacity. One oftrhe work5hgp4 exemplifyrng the Irolnlng In earfy grade mothemutlc3 Day two featured two milestone moments. First, the launch of Redearth Ugando's 2024-2028 Strategic Plan. organised around five themes: Teacher Professional Development; Positive Teaching Practices; Leadership and Management," Value-Based Sport for Development; and Organisational Effectiveness. Second, the graduation of 63 Early Childhood Care & Education trainees, delivered al the Redearth Education Centre with Makerere University representation. This was followed by the commissioning of the Redearth Education IUganda)ECCE Teacher Training Institute building. The conference concluded with the formal handover of Redearth Education Ltd Iugondal to a Ugandan Board of Directors, cementing local leadership and accountability while affirming continued collaboration with Redearth UK and funding partners. Stakeholders from headteachers to district officials and MOES representatives-praised Redearth's contribi Itinn tn hp.ttp.r tp.nrhinn hp.ttp.r learning in Masindi and beyond: practical ( very large classes, and a consistent focus o Teachers reported reduced stres5 and moi improved attendance, discipline and pupil Conference highlights 18 hands-on workshops and a live exhibition of low-cost teaching and learning materials. 6ettep leaeAihg 6ettet Lea
Launch of the 2024-2028 Strategic Plan and commissioning of the ECCE Institute. 63 early years graduates celebrated with Makerere University representation. Handover to a Ugandan Board, signalling a confident next chapter for locally led delivery. Redearth Education (Uganda)Next steps Align district support and inspectorate follow-up to the Strategic Plan. Extend workshops through cluster-based continuing professional development and good-practice visits. Support the development of the Institute as a regional hub for early years training and resource development. Further consolidate partnerships Igovernment, CSOS, donors} to scale what works in large, low-resource classrooms. REDENR1H EDUGI14DN SThMEGX totA . 2018 6ette leacAi&tg 6ettet LeAf7lkg
OBJECTIVES FOR 2025 Our objectives for 2025 build upon those of 2024.: To support the teachers and children in overcoming the challenge5 they face and to improve educational outcomes for their pupils through training ar)d support. To continue to support the partnerships befveen Redearth Education Ltd., the Ministry, the District and Municipality and other education providers to ensure future sustainability To support the Redearth Education Uganda Ltd. leadership through capacity building to ensure continued quality of delivery and their future sustainobility. To increase income streams to support the future viability of the local organization TREASURER'S REPORT The occounts for the year ending 31 December 2024 show total income of £l15.833, an increase from £108,646 in 2023. This income came almost entirely from voluntary donations and grants, including significant support from the Marr Munning Trust, Trinity Church, the Waterloo Foundation, and other partners. Expenditure totalled £122,124, primarily comprising a £1 15,841 donation to Redearth Uganda to support programme delivery and £6,283 in other charitable activity costs. This resulted in a net deflclt of £6,291, which is a smaller shortfall than the previous year ond reflects a planned use of funds to sustain programme activity. At yearend, total funds stood at £93.502, made up of £30,713 unrestricted and £62,789 restricted funds. The Trustees have agreed to maintain a minimum reserve of £20,000. This level of reserve is intended to provide financial stability, safeguard the charity against short-term income fluctuations, and give confidence to funders and partners that the organisation can continue to operate effeclively even in challenging circumstances. After allowing for reserves, a healthy balance remains available to support delivery in the coming 6ettet leAeAikbg 6ettet LeAf4ikg
year. The charity continues to demonstrate strong financial stewardship, ensuring that resources are targeted where they will have the greatest impact for children and teachers in Uganda. 6ettet leacAikLg 6etter Lea*4ikg
REDEARTH EDUCATION INDEPENDENT EXAMINER'S REPORT TO THE TRUSTEES I report on the accounts for the period ended 31 December 2024 which comprise the statement of financial activities, balance sheet and related notes. Respective responsibilities of trustees and independent examiner The trustees are responsible for the preparation of the accounts. The charity's trustees consider that an audit is not required forthis year under section 144(2) of the Charities Act 2011 (the 2011 Act) and that an independent examination is needed. It is my responsibility to.. examine the accounts (under section 145 of the Charities Act 2011),. to followthe procedures laid down in the General Directions given bythe Charity Commissioners (under section 145(5)(b) of the 2011 Act),. and to state whether particular matters have corne to my attention. Basis of independent examiner's report My examination was carried out in accordance with the General Directions given by the Charity Commissioners. An examination includes a review of the accounting records kept bythe charityand a comparison of the account5 presented with those records. It also includes consideration of any unusual items or disclosures in the accounts, 2nd the seeking of explanations from you as trustees concerning any such matters. The procedures undertaken do not provide all the evidence that would be required in an audit and, consequently, no opinion is given as to whether the accounts present a true and fair view and the report is limited to those matters set out in the statement below. Opinion In connection with my examination, no matter has come to my attention: which gives me reasonable cause to believe that, in any material respect, the requirements (a) to keep accounting records in accordance with section 130 of the 2011 Act,. and (b) to prepare accounts which accord with the accounting records and comply with the accounting requirements of the 2011 Act have not been met,. or to which, in my opinion, attention should be drawn in orderto enable a proper understanding of the accounts to be reached. Paul Windmill FCA MYERS CLARK Chartered Accountants Suite 7A, Building 6 Croxley Park, Hatters Lane Watford, WD18 8YH 28 October 2025 16
REDEARTH EDUCATION STATEMENT OF FINANCIAL ACTniiTIES FOR THE PERIOD ENDED 31 DECEMBER 2024 Unrestricted Restricted Total Total Notes Funds Funds 31.12.24 31.12.23 Incoming resources Incoming resources from voluntary income Incoming resources from generated funds Bank interest 12,234 103,599 115,833 108,646 Total incoming resources 12.234 103.599 115.833 108,646 Resources expended Charitable activities Governance costs (6,283) (115,841) (122,124) {120,274) Total resources expended (6.283) (115.841) (122.124) (120.274) Net income/(expenditure) for the year/Net movement in funds 5.951 {12.242) (6.291) (11.628) Fund balances at 1 January 2024 24,762 75,031 99,793 111,421 Fund balances at 31 December 2024 30.713 62.789 93.502 99.793 17
REDEARTH EDUCATION BALANCE SHEET AS AT 31 DECEMBER 2024 Notes 31.12.24 31.12.23 Tangible fixed assets Current assets Cash at bank and in hand 93,502 99,793 Creditors: amounts falling due within one year Net current assets 93,502 99,793 Total assets less current liabilities Funds Unrestricted Restricted 30,713 62,789 24,762 75,031 93.502 99.793 Approved by the Trustee5 on 27 October 2025 and signed on their behalf by: R KATZLER 18
REDEARTH EDUCATION NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 DECEMBER 2024 Accounting policies The following accounting policies have been used con51Stently in dealing with items which are considered material in relation to the charity's accounts. Accounting convention The financial statements have been prepared under the historical cost convention and in accordance with the statement of Recommended Practice: Accounting and Reporting by Charities preparing their accounts in accordance with the Financial Reporting standard applicable in the UK and Republic of Ireland ISORP FRS 102), effective 1 January 2019. The charity is a public benefit entity as defined by FRSI02. The trustees considerthatthere are no material uncertainties about the charity'5 abilityto continue as a going concern. Incoming resources Voluntary income including donations and grants that provide core funding or are of a general nature are recognised where there is entitlement, certainty of receipt and if the amount can be measured with sufficient reliability. Such income is only deferred when either:. the donors specifythat donations and grants given to the charity must be used in future accounting periods,. or if the donors impose conditions, which have to be fulfilled before the charity becomes entitled to use such income. When donors specify that donations and grants, including capital grants, are for particular restricted purposes, which do not amount to pre-conditions regarding entitlement, this income is included in incoming resources of restricted funds when receivable. Investment income is included when receivable by the charity. Income from charitable activities (such as core grants and trading income) is recognised as the related services are provided or, in the case of grant income, where there is entitlement, certainty of receipt and the amount can be measured with sufficient reliability- Income from charitable trading activities is recognised a5 earned, as the related goods and services are provided. Resources expended Resources expended are recognised when a liability is incurred where there is a current or constructive obligation to pay. Contractual arrangements and performance related grants are recognised as goods and seNices are supplied. Resources expended are allocated to a particular activity where the costs relate directlyto that activity. Accumulated funds Unrestricted funds held by the charity are funds received or generated in accordance with the charity's activities. Restricted funds are subject to specific conditions by donor5 as to how they may be used. 19
REDEARTH EDUCATION NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 DECEMBER 2024 Voluntary income 31.12.24 31.12.23 Grants and donations- unrestricted 12.234 11.962 Grants and donations - restncted BFSS Munning Trust The Wood Foundation Waterloo Award Trinity Church Grant for Tablets 9,873 47,737 33,074 75,099 15,000 6,000 7,500 115.833 6,000 108.646 Charitable activities 31.12.24 31.12.23 Other expenses Donation to Redearth Uganda 6,283 115,841 4,902 115,372 122.124 120,274 Tangible fixed assets Property Cost At 1 January 2024 At 31 December 2024 Trustee Reimbursement During the year, 2 trustees (2023.. 0) were reimbursed for costs totalling £2,480 (2023: £Nil}. 20