Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 Company registration nurnber.. 7821030 Charity number. 1144595 TRUSTEES, REPORT AND FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 AUGUST 2021 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) MENZIES BRIGHTER THINKING Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) CONTENTS Page Referènce and administrative details of the Company> its Trustees and advisers Trustees. report Independent examlner's report Statement of financlal actlvities 2-17 18-19 20 Balance she¢t 21-22 Notes to the financial statements 23-37 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) REFERENCE AND ADMINISTRATIVE DETAILS OF THE COMPANY, ITS TRUSTEES AND ADVISERS FOR THE YEAR ENDED 31 AUGUST 2021 Trustees Kay Chapman Alison Bame Ivarna Mahendra, Chair Rod Cunningham Finia Kuhlrnann Georgina Pattisson Brusik P8uI Stockley Jeannie Cohen Jack Langley, Treasurer Company registered number 7821030 Charity re9lstered numbèr 1144595 Registered offjce Centrum House 36 Station Road Egham Surrey TW20 9LF Chlef executlve offi¢Èr Amelia Fosler Ito 3010912021) Independent Examlner Menzies LLP Chartered Accountants Centium House 36 Station Road Egham Surrey TW20 gLF Bankers The Co-operatwe Bank The Cloth Market Newcastle upon Tyne NE1 1EE Page 1 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT FOR THE YEAR ENDED 31 AUGUST 2021 The trustees are pleased to present their annual Iruslees, report together with the finanrial statements ol the charity for Ihe year ending 31 August 2021 whith are also p￿pared to Meet th8 requirements for a directors, ￿pOrt and accounts for Companles Act purposes. The finanual statements comply with the Charities Act 2011, the Cctnpanies Act 2006, the Memorandum and Articles of Association, and Accounting and Reporting by Charities.. Staternent of Recommended Pi8Ctice applicable lo charities p￿paring their accounts in accordance the Finanual Reporting Standard applicable in the UK and Republic of I￿land IFRS 1021 (second edition. effective 1 January 20191. 08JECTIVES AND AGTIVITIES SAPERE sets out its object as follows.. 'Th8 obj8Ct of lh8 sociely 1$ the a￿v￿CeMen1 ofeducati¢￿ for the public benefit, In partieulèramorwsl those young persons up to th8 ag8 of 16 years, by tlre profflolion of Ihe developmenl ol their skills in logical thIn￿ng and other philosophical techniques 80 that theirpefft)nal soGi8llwes are enriched., Our mission is to advance the educationaj, social and personal development of chIld￿n and young people, particularfy those fadng disadvantage, Ihrough the practice of philosophic21 enquiry and reflection. We train teache[5 in aft approach called Phli osophy for Children IP4CI, which encourag8s crilical, creative. collaboratT¥e and caring thinking. We 8chieve this by.. trainin9 teather5 in P4 supporting Schools and olher organisations to embed P4C in their practice. ¢urri¢ulum and ethos. ensuring that high quality and progressive philosophical engagement can be sustsined co-ordinating. developing and quality assuring a national netyvork of SAPERE-registered trainers ollaboraling with partners to extend the reach and influence ol P4C f￿Ill￿tIng ￿searCh into and developing P4C We work to overctsme issue5 of education￿ disadvantage and to educate towards the outcome of ￿8$Onable and refledive iridividuals and institutions. In the long term, we aim to bring the bènefit5 of P4C to as many people as possible and to Inform and influence edUCati￿al practice and policy. We revlew our aims. objectives and a¢tNities each year. This review IDoks at what we have achieved and the outcomes ol ourwork in the prevrous 12 rnonlhs, at the success of each key activity and at the benefits brought to those we are set up to help. The review also helps us ensure our aim8. objectives and activities remained focused on our 51atth purposes. The trustees are familiar with the Charity Cornmission's guidance on publi¢ benefit and have taken il into acrA)unl when rnaking any decision to which the guidance is relevant. We have ￿gard to it when reviewing our airn$ and objectives xnd in planning our future activibes and. in particular. the tru5tee5 consider ht)w planned activities wll contribute to Ihe aims and objectNes they have set. Reflectior The ongoing coronavirus pandem￿ has eontinued to have a negative impact on SAPERE, M the school system$ in wlich we operate, and on the wider charitable sector. As noted last year, the pandemic caused us to iestructure every aspect ol our work, and we contsnue to grapple wilh and plan for change and uncertainty. However, we are pleased lo report that we managed to extend our training offer during the year and that th8 quality of our training has been widely praised. Importantly. teacher feedback from a P4C survey we carried out in April 20213howed that a majority of pupils in those P4C schools engaged a great deal in online P4C activities during lod(downs, and all respondents staled that they would use P4C practice a great deal when wpds returned to school. We know that P4C is playing a slgnlficanl role in helping children to rnake sense of their experiences as well as to re-socialise and regain their voices. Page 2 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 °It opened up a space for pupi75 b diswss how they are leellng about ￿lum￿rtg to $ch¢x)18nd lo t8lk about Ihe time they experier￿d èw8y school... for us lo talk about any misconceptions which mighl have been woryin9 the p(pils aboul their health in gen8r81. My group ended up discussing th8 questton 'Should leaders make decisions on facts or feelFngg?' 8nd w8 had 8 big discussion about the impact of the news." Nicole Saunders, SAPERE trainer and P4C lead al Manorfield Primary in East London We were able to launch an orline version of our P4C AdVan￿d Course Level 2A as well as a series of onfine workshops lor tead)ers. We eontinued to deliver the online version of our Level 1 Foundation eourse launched in April 2020. During this penod, as one of the partners in the Welsh Govemmenfs Hate Crime in Schools project, we also prepared a specialty- adapted Level 1 online ￿urse for our P4C training to schots15 in Wa18s, as it became clear that I￿person training would Mt be feasible. Expat)ding our online provision has a150 albw8d us to continue to open up SAPERE s tralning to defegates who migh¢ not previously have been able to attend in-person training. Small $¢hools in remote rural areas, mindful of travel and supply costs, can struggle to acces5 in-person training in city ￿ntre$, while international delegates are not always able to come to the UK to train with SAPERE. Furthermore, delegates and trainer5 alike have remarked on the possibilities opened up by being able to bring educator$ together from diverse Settings, regions and countries in online communities of enquiry. We are delighted to have succeeded in fulfiThing a long-held aim of leading a secondary school project by recruiting six schools for our Ihree-year Templeton World Charity Foundation-funded project titled ThIn￿"rig together in Science 8nd RE. This is alieacty giving us good insights and eXper￿nCe of leading a project ac105s secondary schools. Some Schools were able to subrnit their awaril applicatv)n5 and we were thrilled to be able to aW3rd seven new Gold Award5, taking our total number of schools at the highest award lev81 to 25. The Education Endowment Foundation IEEFI Eflectiveness Trial, published in February 2021, found strong p0511ive resulis in key P4C areas such as respect for others, opinions. ability to express vw4s cleady, self-confidence. Both teachers and students In schools implemenling P4C found il enjoyable and engaging, and teachers fell strongly Ihat P4C had a positive irnpact on their students, social. thinking aThJ COMMU￿cation skills. The chan9ing nature of the environment we op8rate in, cornbined with the impact on our income of low ta￿￿P of training and support due to the challenges ol tha pandemtc on schools. has meant that much of the focus of trustees and senior management this year ha5 been on trying lo secure a sustainable future for the charity. A group of trustees participated in fundraising training with an external consultant and have worked to revise our fuNdrai5ing stiategy. W8 also undertook a rnajor restrudure of our staff team. which is now much smaller. We continued to make savings wherever possible, induding completing the work to become a fully virtual organi5ation whith had begun in the previous year and accessing th& lurlough scheme for stsff where appropriate. We were heartenèd to See, tOW8rds the end of this reporting year and the beginning of the next, that rn¢Ne schools were beginning to take small Steps towards rtrengaging with P4C and bwth training and CPD, induding Ir￿ersOn tralnlng. Despite these positives. the caPa￿tY of Schools to engage with training and 5UPPOrt, and to commit to the developmenl of their P4C pradice, continue5 to be challenged. As coronavirus moves to endemic In the UK. It remalns difficult to p￿dICt when Schools will return lo some kind of normality, or what form that nortnality will take. Nevertheless, SAPERE continue5 to do al it can to be in position to deliver high-quality, 5UStainable P4C and to play a role in the po81-pandernic education system, including advocating for a different approach lo education in which P4C should play a part. Page 3 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST2021 The focu5 and pLrbli¢ benefit of our work SAPERE regards its primary beneficiaries as bein9 the children, young people and mernbers ol ¢ornmunity groups who partiripate in P4C sessions. SAPERE'S secondary beneficlaries are the leathers, educational professionals and comrnunily oup leaders who we train. We help schools establish a collaborative, carfng. critlcal and creative cutture. We do this by training educators in the techniques of philosophical enquiry and by ernbedding excellent pracfyce in P4C in schools and cornmunty groups. Research shows that SAPERE'S P4C programmes improve communication 5ki115, teamwork. confidence and reasoning. P4C fosters ¢ognitNe improvern&nt. greater self.confiden￿ and 5elf*5teern in young people and enables them tts be active agents in their own eduGgtion. The trustees also believe that the re9ular and eonsistent pra¢l￿e of P4C brings Wkler benelits to the school comrnunity and society as a who18, through the development ol more engaged, thoughfful and reflective citizens better able to partidpate In worfd around them and wth the critul thinking and oral communication skills to do so. The trustees think too that the practice of phikjsophical discussion is irnportant not onty because il enables young peDple to talk aty)ut the issues that are impartant to them but also because it is a satisfying and enjoyable activity in itself. Achievements and perfomian¢e,' how our activitie8 hav8 promoted our alms for the public benefit We me0su￿ how our activi￿e$ have promoted our charitable objects for the publlc benefit in thrèe ways.. our award scheme the number of schools and teathers trained, and hence the number of thildren who have benefited from P4C researeh All three m¢a¥ures continue to be disrupted by the Coronavirus pandemic. 1.2.1 Award scheme SAPERE has an award scheme. The scheme's crfteria providè claar progressions for pupils, teachers and schoo18 as a whole Ihrough Bronze, Sifver and Gold levels. As well as 9iving schools a valuable road map Ihat they can use to plan an¢J review the development of their P4C practiC8, the programme provides a vital quality4ssurance tool. Full details ol the appli¢ation process can be found on our website at https'.//wwW.sape￿.Org.ukImemberS-SCho0ls-partners1sehoo awards.aspx. The number of schools progressing ihrough the award levels is the primary measure of SAPERE'S perforrnance. If ￿h¢)01$ are progressing through these levels, we can be reasonably confident that they are not lust undergoing training. bul are actualty adopting P4C and putting it into practi￿. Award submissions and assessments continued to be affected by the pandemic. Ongoing disruption in schoo15 rneant that fewer award applications We￿ submitted and more schools than usual were asked to submit additional evidence. Submissions took longerto asses5 due to SAPERE staff being placed on lujlough. We developed and rolled out a virlual Gold Award assessment process. which Meant that seven schools were Still able to apply for and receive the Gold Award, despite as5e55ors not being physully able to enter schools this year. Achieving Gdd is a significant achlevement in normal times and is even more impressive during a pandetnic, so the Iruslees we particulady pleased tts see 50 rnany schools reaching this milestone this year. We were also ddighted to see Ihe first Gold Awards tnade iri knverpool and Wales and the first Si￿er Award in Qatar. Pag¢ 4 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 In 2020-21, 21 awards We￿ made". 6 8￿￿Ze, induding 1 ￿neWa1,. 8 Silvei and 7 Gold. Overall, Ihe numbers Of schools at each award level at the end of the period were.. Award18vel 2016-17 Bronze 114 Silver 25 Gold 10 2017-18 183 38 2018-19 139 49 17 2019-20" 137 79 18 2020.21. 134 80 25 Durfng the pandemrc. the ¥al￿1ty peiiod of awards has been extended and no awards have expired. Overall numbers in the 1351 reporting periods have been calculated by adding new awards to ex￿lIng lolals. Where a successful applcation was rnade at a h&herl8¥el, Ihe nurnber ofawards at the lower level ha$ been reducad 8¢¢0rdingfy. 1.22 Number of school$ and teachers trained. and hence the numbor of children who have ben¢flted from P4C Atthough there has been low uptake of training and support Ipatticularty with re9ard to in-school training) in the past year, it is nevertheless encouraging to see that the number of Open and ITE Courses offered has retumed broadly to 2018-2019 levels. It should be noted though that. for reasons ol training quality. online courses have fewer delegates per Course. We are ￿$0 pleased to see a p)sitive receptk)n for ¢yJr expand8d online offw, with feedback such as= .1 just also want to thank you for such an 8ngaging and valuable course. I was worried about how well P4C of all training Could be facilitated online but it was done so well and both Alison and Steve have reignited my passion and enthusiasm for Phllosophy. l am so excited to wt everything that I learnt into practi￿1. Delegate on the online Level 2A ￿UrSe. "Alison was a wonderful trainer. She made rne feel at ease in each se85i0n and she was very undetstanding of the pressures that we face in sthool at the Tr￿ment. Her insight and f8cilitstion was fantastic and it rgally didn't feel like we were at any disadvantage by doing It vlrtually." Dèlègate on the online Level 2A eoutse. 'Loved thi5 SAPERE P4C CPD wth Gina Parker. Lgamt so many great kjeas that I Ixnl wait to feedback to our E*ly Years teaml" P4C in Practi￿ workshop partrcipant. 'So many useful aclivities 8nd it really made me thlnk about my rAJrrent practi￿ and how I can irnprove.. P4C in Praclice workshop participant. Teachers and schools come to SAPERE P4C in a number ofways. F¥st. in.s¢hool, or whole-5chool, training either Ihiough our flagship Going for Bronze, Going for Silver and Going lor Go pro9rammes of training and support or through standalone inset training without an In￿181 cornmitmenl to a Gtsing for Bionze, Sdver or Gold programme. Such training can be delivered in person or online. Second, teachers may attend open courses, which are held acr05S the UK and online. Third, working in partnership with higher education and school-centred initial teacher trainin9 providers, we offet ari Inittal Teacher Education IITEI programrne. whereby tr8inee teachers have ar￿$$ to a Level 1 ¢our$e as part of their sludies. Such training may be dellvered ￿ person ¢x online. The following number of courses has been offered.. Nurnber of courses In.$¢hool training 2016-17 190 2017-18 230 2018-19 191 2019-20 101 in-person 4 online 26 in-person 9 online 11 in-person 2 online 2020-21 13 in-person 5 online 8 In-person 67 online 2 In.person 15 online Open coursfrs 84. 30 69 ITE coutses 24 19 Page 5 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 . Ffgures for Open courses for201e-17 thclude rrE courses are lst¢d $epar*ly ITh subsequent yeats The number ol teachers, trainee leathers and other èduealors tsking part in these course5 was.. Course T Level 1 Level i ITE" Levèl 1+ (Tools for Thinkin ether Lèvel 2A Level 2B Level 3 The PhilosophlrAI Educator P4C in Practice worksho Total 2016-17 4.711 2017-18 4,191 2018-19 2.271 325 1,026 2019-20 2.144 258 153 2020-21 1.040 328 561 77 348 97 21 400 97 22 219 186 17 176 40 18 88 Prior to 2018-19, ITE delegates were induded in the total figure for Level 1. Figu￿$ given he￿ for rtE Level 1$ showthe total nurnber of trainee teacher5 who have completed Level 1 training. Many more are Introduced to P4C through a rninimurn five-hour introductory unit. The pandemic meant that we We￿ unable to run &ny Level 2B or Level 3 courses. which are only offe￿d a5 fac&tO-face training. in thls period. FaCe-to-fa￿ training at these levels ha3 ￿SuMed in 2021-22. The numbèr of sthools taklng part Sn 8 Going for Bronze, Silver or Gold prograrnme was as follows.. 2016-17 146 2017-18 144 2018.19 141 2019.20 85 202￿21 87 Schools A number of schools completed their programrne this year and sixteen schools joined, bLrt new sign-vps conlinued to be lower than we would expect in a normal year. as schools were still finding it difficult to make longer-tem) commitments. We are pleased to note that. since Septernber 2021. there has been a signilicanl increase in the number of Schools expressi interest in the Going lor Gold prograrnme. We have intrOdU￿d around 6,200 educator5 to P4C through our Level 1 course over the last three years. Assuming that each ol these people will have facilitated P4C tnquirie3 Wlth at least 20 children. we estimate that at least 124,000 children have been introduced to P4C during thi5 lime. This number 15 in addition to educators who are already tiained al or beyond Level 1 and who will also have bioughl P4C to new classes, as well a3 confinuing thelr practice with children familiar with P4C. Page 6 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 1.2.3 Re$earch SAPERE takes part in r8search to test and evaluate the pubjic benefit of it5 programme5 and to conffirm whether its activities are contributing to its mission Of advancing the educational, social and personal developrnenl of children, young people and others. and to improve its serviTr5. This year saw the publication of the final report of the Education Endowment Foundation IEEFI Effecuveness Trial. whid) sought to replicate on a larger scale the promising ￿sU[tS of an earlier study into SAPERE P4C. The latter stages ol the tri had been affe¢led by sthool closures, induding the cancellation of Key Stage 2 assesstnents, which meant that the origin81 oui¢ome measures of the $econd data set had to be revised. We are grateful to the EEF lor their continued support and assislance duiing thrs time. The final repart. published in February 2021. found no effect on reading and maths. 11 did. however, find other slrong positive results in key P4C areas such 88 respect lor others. opinions, 8bli ity to express views dearfy, arKt self-confidence. Both teachers and student5 in 5chool$ implementing P4C found it enjoyable and engaging, and teachers felt strongly that P4C had a positive itnpacl on their $ludents' social. thinking and ¢ommuni¢alion ski115. No negatlV8 impacts were identified, suggeslng that schools seeking to address social, emotional. behavioural and welkbeing outcomes can implement P4C wilhout reducing readiry or maths outcomes. Teachers reported that P4C encouraged pupils to share opinion5 in a non-judgmental way. They also found thal those pupils who often struggle to 'have a voice. in normal lessons benerrted the m031 from P4C, whh those Wlh English as an A¢*litional Language, Ihose who18cked confidence. an¢J those ¥￿th speci81 educational needs particularly benefiting. 96% felt that P4C helped pupils to respect others. opinions 91% felt that P4C improved pupi15' ability to qL￿Stion and reason 93% fell Ihal P4C improved pupils, ability to express vws clearly 'We have 8 huge number of disadv8ntaged ¢hilclren this school, we a￿ way above the national av8r8ge. Ils quite interesDng how quite 8 lot or the P4C sessions have Ènrjed up goFng lowards big questions in le￿nS of things like poverty. how people a￿ I￿ated, all sorts of things like that. So I th￿k lor them, personally, if has been quite us8ful because they'v8 been able to talk about massive iSSLies that èffect them as a communlty and in Iheirperson81 lives as well. [... ] Its giving thern a voice fo t81k 8bout things Ihal th&ypmbably wouldn't have had a voic8 lo talk 8bout before.. P4C Lead, EEF intervention school 'Nearfy every memb8rof staff has sald that children who you wouldntnom?ally expect to spaak In LrfaFa¢y lessons are.. Teacher, EEF intervention school "I1￿8 how everyone respects e8eh olherfs opinion. Ivs quite fairèndeveryone is allowed theiropinion.. Puwl, EEF intervention school When the te8chers8ys thatits P4C time, we 811 cheer, YESI. Pupil. EEF intervention school Teachers and P4C leads al80 feli strongly that the training and ong¢yng support provided by SAPERE was high quality and that it had enabled them to facilrtate P4C 5e5sion5 effectively in their s¢h(x)l. °I'm in contaot with [ourtr&in8r] wh8neverl need ￿SoUrCeS orhelp orideas. She's gven us wads and wads of lesson plans, p￿t￿re$, book tilles, training pamphlets, and questiorRS PfDmpl$. Wg'v8 had all the resounes we need to do il and I can call her wheneverl wènl.'Teacher 'The training has been very usaful. [...] Stsff have said Ihatit's been onè of th8 bètt8r CPD $88sions they've had."Tea¢her Page 7 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 Teaching staff were generally positive about the impact of P4C ￿ Iheir own leaching practice. 84°h agreed with the statement 'P4C has h8d a positNe impact on my professlonal developrnenv 65°% agreed Ihat P4C had positively impacted on their overall effectiveness as a teacher 89% of P4C Leads agi88d that P4C had had a positive itnpact in their school Of the 75 intervention schools, 25 did not implement P4C at the expecled level. Of these. six did nol implement P4C al all due to other priorrt185 andlor senior leader turnover. The research suggests that il takes lime for teachers to become confident with, use and embed the P4C approach 8nd that successfully embedding P4C across a school requires a change in whole 8¢hool ethos and curriculurn innovation. We have refiected on how we can build on these insights to offer better SVPkX)rt for schools. We have careful conversations with Iho$e embarking on Going lor Bronze, Silver or Gokj to ag￿e a suitable programrno and tim8scale, and to ensure that senior leaders understand th8 commitrn8nt Ihe programrne entail8. Breaklng down the three-year Going for Gold package into Going for Bronze, Silver 8nd Gold allows schools more flexibility in the pace at which they progress to Gold. We maintain Tegular o)nlacl wth $chool$ to ensure Ihal they retnain on track and hav8 85tabli8hed four online neiworks (Going for Bronze. Going for Silver, Going for Gokl. and Goldl to provide additional support, advi￿ and opportunities for peer-ttrpeer sharing for teachers working towards or seeking to maij)tain their level of award. full ￿POrt is availabJ8 on Ihe EEF'S website at s'.Ile(lucationen¢Jowmentlound8tion.o We are very grateful to Ihe EEF for funding Ihis research. Current research pfojecls are discussed below in section 3.5. FINANCIAL REVIEW 11 Surplus, Sneorn¢ and expendlture The tharily is reporting a deficit of £47,958 Sn the year to 31 August 2021. with total funds carried fotward at 31 August 2021 of £63.339 Total income reduced by £20,418 to £415.384, a decrease of 4.7/0 over the previous year. Expenditure has decreased by £235,728 to £463,242. a decrease of 33.7'A over the wevious year. Th8 finances of the charity have continued to be severely impacted by th8 coronavirus pandemic. The tharitys primary incorn8 stream is the provision of training to schools. The 18rge-scale closures of educational establishments al certain points within the financial year had the effect of redLtcing income for this period. The redudlon in activity did have the resutt of reduang costs as & large proportion of expenditure is proportional to activity. Income from donations is £72.387, rece￿ed entirety Irom the Ternpleton Worfd Foundation Charity. and £61,452 income from grants was ￿¢￿Ved from the governmenys Coronavirus Job Retenti￿ Scheme. Cash at bank and in hand has slightly decreased by £1,552 10 £592,424. Debtors have decreased by £5,225 10 £39,920 as at 31 August 2021, which is largely due to a decrease in overall expenditure which has resulted in l¢)wer prepaid costs at the balance sheet date. c￿d￿lOr$ have increased by £41.342 to £580,480 due to the £50,000 bounce badi loan facility whth 15 due within 1 year and a small in(xease in deferred income whith represent5 payments rnade by Schools towards their Golng for Gold programm85 where the activity has nol yet been delivered and to training income received from various projects which are still in progress at the year end. It is one of the charity's key objects'ves lo drive the delivery ol the Going for Gold progranvne and reduce the deferred income. The tncrease in creditors due Éo the loan and deferred income is parfally $et off by an overall reduction In accrued ¢03t8. Page 8 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 The principal sourees of fundin9 The charity has th￿e prinapal sources of funding.. training delivered to $¢hools and Individuals on a self-funded basis training delivered to schools within a project funded at least in part by a third party IsGhools g8nerally fund at least part of the costl with the third-party funding restncted to the purposes defined by the partirAJlar grant agreernenl unrestricted donations The unrestricted fun¢Jing from the Templeton World Charily Foundat￿￿ has 5UPPOrted the charitys efforts to stabilise dursng the coronavirus panderntG We a￿ extremely grateful for this unrestricted funding. A number of Testricted income fund projects continue and, in addition, Ihe second research proj8Ct fvnded by the EEF concluded at th8 end ol Decernber 2020. The expeded futuie inwme from all these sources is cgn$lde￿d carefully when planning for and committrng to increased 8UPPOrt costs. 2.3 Investment policy As &t 31 August 2021. the chaiity had £592.424 In cash. whieh represents both the charitWs fund¥ 8nd income received in advance. Cash is spread across 8 number ol UK regulated banks lo minimise risk. The cash is available on demand from these banks. With the focus on rninimising iisk and tnaking Sure this cash is available, investment feturns are relatively low, and no target is set for invgslrnent retum. 14 R•5erves poli¢y SAPERE'S financial position ha5 dedined over the last year. with funds ¢arried fo￿rd having decreased by £47,958 to £63,339 in the year ended 31 August 2021. The trustees, policy Since the 201&16 financial year has been that unrestricted funds not committed or invested in tangible fixed assets held by the charity Should be Sufficient at all times to discharge fully the charity's Ikabilit16s and allow an orderfy wind down. In addition, in 2017-18 the trustees ￿rIned the pojicy to indude a150 a further arnount of 50/4 of budgeted turnover in or(ler to protect against predicted and actual risk of fvture funding dfficultie5. The reserves poIiGy 18 therefore £84k. made up of £65k for the orderty wind down and £19k for the addibonal As a result of the continuing coronavirus pandemic, the reserves balanc8 remains below the target levd of the trustees, iesetves policy. The trustees are cornmitted lo ensuring that this res8rv88 balance be In￿ased over time in line wrth the existing policy. Increasing the reserves balawe will requiie SAPERE to deliver an increased level of activity that &nable8 a surplus to be geneiated. The trustees have considered that in the current cllmate this is challenging. and that it will take potentially several financi81 years lor the reserves to recover lo the desired level. The board Df trustees is committed to increasing the provision of training, delivering on the existing wojects, and pursuing fundraising opportunities, taking into account the financial challenges posed by the drop in income from core funder8, VAth the awn of returnin9 to generatin9 surplus over the coming financial years. Page 9 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 The add1th)n￿ amount, sel al S¥0 of budgeted tumover, that had previously been held in resetves prior to the 201￿20 financial year has been used to partially offset the funding difficulties experienced in the prior ffinancial year. The trustees believe that increasing the reserves to hold this 8dditional sum continues to be an appropriate and prudent approach and will aim to generate this additioffjl Sum once the reserves have been increased to the level allowing for a full diseharg8 of liabilities an orderty wind Ilovm. The current total fund5 shown in the balance sheet amount to £63k. Tangible fixed assets arnount to £2k, giving a balarKe 01 £61k.The gap beiween the level of reserves and Ihe reserves poticy amount has de￿aSed over the financial year to £23k12020.' £154kl as a result of actions which have led to a reduction in the costs associated with an orderfy wind down. However, th8 trusteas recognise that the reserves balance rnay fall slightly furthei given the continuing extreme funding difficulties. The reduced cost base and continued funding pressure have been taken into account when assessing the charity as a going eA)n¢em. 2.5 Finan¢lal ri5k5 and uncertainties The most significant ongoing risk for the forthcorning year is the continued impact ol Covid-19 on schoo15 and their ability to op8rat8 as normal. Furthermore, the financial impact of Covid-19 on schools, budgets ha5 been great, and teachers have little time to undertake CPD due to the demands of srnaller class size5 in school and delivering online home leaming. Indeed, monies for staff member5, continuing professional developrnenl 15 Ofte￿ cut to pay for other es8entiel items. Schools are our rnain source of incorne. We continue to invest in customer services, marketing 8nd research to ensure that we are making the case for high-quality sustainable P4C. There are existing projeds and school$ which are cornmitted to the Going fw Gold programrne. both of which are likely to generate further aclivily. Online provlsion has been expanded within the year and continues to prove popular and should enable further training to be provided. The foreGg$t refiects a reduction in fixed expenditure which was enacted through a staff restru¢ture which was completed by the end of the 2020-21 financial yeai. Thereft)re the trustee5 confirm that, in vièw of the lorecasl future perform8nce and further actions available to the trustees. they believe that the charity is a gclng Gon￿rn lor at leasl tWe￿e rnonths from the date of approval of the accounts. REVIEW OF ACTIVITIES THROUGH THE YEAR Staffin9 and volunteers As noted above, a significant restructuring exerclse wa5 carried out in the first hall of 2021, resulting in a revised OFgani5atiofial structure. A number of $taff chose to accept voluntary redundancy or to move to new employrnenl elsewhere. Mary Boullin (Operations and Events Manag8rl, Steve Bramall {P4C Manager), Susan Holding (Going for Gold Project Manager). Kathryn Puncher IAdrnini51rative Officerl, Sue Sweelland (Contract5 Manager) and Thomasin Silk (Finance Assistant) all left the organlsation during this year. The trustees are grateful for their hard work and commitment to SAPERE during their tirne with us. The roles of the rernaining staff were reviewed and revised. wth Amelia Foster continuing a5 Chief Executive Officer Ileaving in September 2021 5horUy after the end of the period under review), Alison Allsopp rern£ining as Nats"cnal TrainirvJ Manager, Naghza Khokhar becorning Chief Finan￿ Officer, Jell Sirnpson beo)ming Project Manager. and Clare Woodcock continuing as Communications Maffjger. Ernma Le85￿. who had been providing temporary adminislralive support following Kathryn Pun¢herfs departure. took on the new role of Schools Coordinator in July 2021. Lucy Payne fv)ined as Administrator in June 2021 and Sarah Ho￿￿eY as Bookkeeper in July 2021. Overall, the restructure resulied in a Signif￿allt reduction in staff houis. Page 10 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A company limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 As noted above, the charity accessed the govemmenfs Coronavirus Job Retention Scheme. fudoughing a number of staff either wholly or in part until Ihe new organisalional structure was Introduced in July 2021. All staff a￿ part tirne and work ￿motety. We a￿ very grateful lo the staff lor their treative teamwork, comrnitment, hard work and willingness to go the extr8 mile every single time. The tiustees would also like to offer their gratdul thanks to all those who help in various different ways, often on a voluntary b85is. Trainers have supported the development of our online Level 2A course and P4C in Practice workshops. contributed time and thought to our strategic review, Served on committees such 88 the Professional Standard5 Board. and helped shape the design and delivery of project5 including the We15h Government's Hate Crirne in Schools Project and th8 Templeton Wowld Charitable Foundation's Thinking Together in Science and RE project. Course and materials development Fdlowing the successful launch of our onh'ne Level 1 course in May 2020. and wth ongolng uncertainty around the resumption of fa￿-tO-faCe Iraining, work commenrRd last summer OTr the development of An online version of our Athanced Course Level 2A. This work continued into thi5 year. with the first courses opening for booking in February 2021. Adaplrng In-per50n P4C courses- which are rDOted firmly ill dialogue and communty- for online delivery is a major pie of work and we are grateful to those stsff and traine15 who worked so hard to create this new online ofler whKh has been widety praised by paticipant5. We also developed and launched a series of online P4C in Practice short workshops to support post-Level 1 teachers In school$ which have limited tsme or budget for CPD. Taking place at the end of the school day, these workshops cover key areas of P4C praetiee and are offered a5 both oper) courses and whole-school Irairning. Nevertheless. P4C is a praetiee rooted in in-person Interaets'on, dialogue and C(￿Mun￿-bUltdin9 and we ￿MaITr comrni¢ted, in the true of P4C, to continuing to increase Ihe amount of faCe-t￿fa￿ tra￿1￿9 we a￿ once again oble to deliver as we move into the next stages of the pandemlc. 3.3 Oryanisational and admlnlstrattve matte We completed our work to becorne a fully virtual organlsation with Ihe c4osure of our Culham offi¢e in December 2020. As noted above. the organisalion has undergone significant restructuring over the course of this year. The trustees contlnue lo keep the slructure of SAPERE under review and a￿ focused on the best way to ensure a viable future for th8 Ofganisation after 8 long and continuin9 period of severety iestricted income. We have continued work on a rnajor project to fully overhaul the website, including improvements to navigation. fundionality. content and design, as wdl a5 a much-improved integration with Administrate. This should significanrfy improve our delegat8s' booking experience, drive in¢￿aSed s￿e5 and give us an opportunity to lully commurnicate our standing as the UK'S national charity lor P4C. as well as the tianslorrnalive nature of P4C. The new site is seheduled to go Iwe In February 2022. In Itne with one of our strategic objeLtive5. St8ff and trustees took part in antpracism training. We are committed to continuing and expanding our work In this area in 2021-22. Qualty Assumnce SAPERE holds itsalf accountable lor ensuring excellent delNery of P4C training and support. SAPERE'S Professional Standards Board IPSBI ensures thal our courses. course materials and training are quality assured, rigorous. fft for purpose and reflect our rni5sion.' and that SAPERE registered trainers also have the delivery and content of thelr training quality assured. PSB members are trustees ané trainers, with the latter paid to serve on the PSB to ensure that a diverse range of volts5 carn be heard. The PSB met twice during 202(k21 and has. where r&quired. vetted and approved developments in coursè content, rnaterials and detsvery. Page 11 Docusign En¥ÈlopÈ ID". 24F84314-A4DF4594-874E-5C62ADSFA734 THE SOCIETY FOR THE ADVANCEMENT OF PHILOSOPHICAL ENQUIRY AND REFLECTION IN EDUCATION (A cornpany limited by guarantee) TRUSTEES, REPORT (CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2021 AII SAPERE trainers undergo on extensive programme of training and mentoring before they can be accredited to deThvsr ourtraining. Thereafter. trainer5 are offered regular CPD. In-house quality assurance processes and procedures- induding trainer reviews, observation5, monitoring ol course prograrnmes and participanl eV￿uatIOnS - are in place for all course5, including our online courses. Projects and Pmgrammes The EEF Effectivengss Trlal, whlch cornmenced in 2017, concluded in thi$ year and is discussed In 1.2.3 above. In this period, we began work to deliver P4C training to schools in Wales, as one of Ihe parfners in the Welsh Governmenvs Hatè Crime in School$ project. Other sta￿holderS in the project inctude Ihe Welsh Local Government A(rthority, NWREN, Rac8 Council Cymru, Race Equality First and Show Racism the Red Card. Teacher5 at selected schools are offered tr8iThing in the P4C approach, which will 5UPPOrt them in Starting to facilitate conversations around Challenging topics such as hate crime. As originally conceived, tiaining was to be delivered as face-to-lace cluster training alongside other partners. This was not feasible during the pandemic, so training was moved to discrete online sessions, with teachers instead taking part in a specially-adapted Level 1 online course covering conc8Pts which can be used to explore hate crime. Resources, including a bespoke version of our Getting Started Guide, have been created to 5UPPOrt the training, with materials provided in both We15h and English. The roll-out of Ihe training was significarntly affected by the ongoing pandefflic, with reduced availability of teachers for training resuhing in lower than anticipated uptake and courses havlng to be restheduled on a number of occ8sions. Nevertheles5, Six courses were able to run in this period, with 52 teachers trained. The training elernent of the project is due to bè cornpl¢led in March 2022. The prolect will be assessed by tneans of pre- and post