RE
ART
DUCATION
BEfTER TEACHING BETfER LEAR141NG
REDEARTH EDUCATION
ANNUAL REPORT 2024
6ettep leacAIAg 6ettet Lear*7ik9

RE
DUCATION
BErtER TEACHING BE￿ER 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<tlnlt>g teaclws In lundumentolmolhemullcal ctshceph
6ettet leacA/kg 6ettet Lear4ik9

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 pu￿1 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 LeAf*7lkg

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