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Together Everybody
Achieves More
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## Annual Report 2020/21 ## Contents **Page Welcome _________________________________________________________________ 3 Aims & Objectives __________________________________________________________ 4 Information _______________________________________________________________ 5 Financial Information ________________________________________________________ 6 Commissioned Services _____________________________________________________7 Collaborative Working ______________________________________________________ 13 Finance __________________________________________________________________ 15** 2/15 ## **Welcome** ## Welcome to the Congleton education Community Partnership (CeCP) Annual Report for 2019/20. The purpose of this annual report is to share the journey of the partnership this year however, never for one minute did we think that the journey would include a worldwide pandemic six months into the academic year and schools would have to close for all children except for key worker and vulnerable children. Overnight learning changed from ‘in the classroom’ to ‘from the classroom’. Remote learning was the new ‘norm’. The six months before the pandemic may seem a distant memory, but there were plenty of highlights to celebrate and share. Our Town INSET Day in November 2019 was a great start. The afternoon focus was the wellbeing of staff, not knowing the journey schools and public health were about to make together! I hope this report will remind you of the range of work the CeCP supports and inspire you to share in our common purpose that, as a TEAM, ‘ _**Together Everybody Achieves More’**_ . ## _**Alex Thompson**_ ## _**Partnership Business Manager**_ 3/15 The CeCP’s aim is to ensure that our children and young people: - Are healthy - Stay safe - Enjoy and achieve - Make a positive contribution - Achieve economic wellbeing ## **The Partnership’s charitable objectives are:** ## **1. Advancement of Education** To advance the education of the pupils by providing and assisting in the provision of facilities for education at the school. ## ## **2. Advice and Counselling** To relieve the mental and physical sickness of persons’ resident in Congleton suffering from bereavement or loss by the provision of counselling and support for such persons. ## **3. Community Capacity Building** To develop the capacity and skills of the members of the socially and economically disadvantaged community of Congleton in such a way that they are better able to identify, and help meet, their needs and to participate more fully in society. ## **4. Equality and Diversity** The promotion of equality and diversity for the public benefit by: - (a) the elimination of discrimination on the grounds of race, gender, disability, sexual orientation or religion; - (b) advancing education and raising awareness in equality and diversity; - (c) promoting activities to foster understanding between people from diverse backgrounds; - (d) cultivating a sentiment in favour of equality and diversity. ## **5. Promotion of Social Inclusion** To promote social inclusion for the public benefit by preventing people from becoming socially excluded, relieving the needs of those people who are socially excluded and assisting them to integrate into society. ## **6. Young People** To Advance in Life and Help Young People through: - (a) The provision of recreational and leisure time activities provided in the interest of social welfare, designed to improve their conditions of life; - (b) Providing support and activities which develop their skills, capacities and capabilities to enable them to participate in society as mature and responsible individuals. 4/15 ## **For Congleton education Community Partnership (CeCP)** Registered as a company in England. Company Number: 7956695 Charity Number: 1150460 ## **Registered Office:** Congleton education Community Partnership c/o Black Firs Primary School Longdown Road Congleton CW12 4QJ Website: www.cecp.org.uk ## **Appointment of Bankers** The Directors agreed the appointment of Lloyds Bank on formation of the Company. 5/15 ## **Financial Review** The Partnership’s income this year was obtained from school contributions and external funding sources, some of which is restricted to specific services or projects. All income and expenditure is monitored and agreed by the Directors on a regular basis. ## **Reserves Policy** The Directors review the level of reserves annually. Prior to year-end financial contributions for the next 12 months are agreed along with a commitment from all schools for the next three years. This commitment will ensure the sustainability and continuity of the Partnership whilst we continue to work together for the benefit of the Congleton community. ## **Trustees Responsibility** The Trustees (who are also Directors of Congleton education Community Partnership) are responsible for preparing the Trustees’ Annual Report and Financial Accounts. Company law requires the Trustees to prepare financial statements each financial year which give a true and fair view of the of the charitable company and of the incoming resources, including income and expenditure, of the charitable company for that period. The Trustees are responsible for keeping proper accounting records that disclose within reasonable accuracy at any time the financial position of the charitable company and enable them to ensure that the financial statements comply with the Companies Act 2006. They are also responsible for safeguarding the assets of the charitable company and hence for taking reasonable steps for the prevention and detection of fraud and other irregularities. The charitable company has continued to commission the services of EPG Accountants. ## **Annual Accounts** EPG Accountants Ltd was commissioned by the CeCP five years ago and continues to work closely with the Partnership. EPG Accountants prepare the annual accounts for the Partnership, the documentation of which will be shared with this report. 6/15 ## Commissioned Services ## **Behaviour & Wellbeing Support for Secondary Schools – Eaton Bank Academy & Congleton High School** Due to the pandemic, the CeCP funding for both secondary schools continues to be used in a more creative way, to enable the wellbeing of students and families to be the key focus point. This was vital, particularly with the most vulnerable students in school, plus those whose wellbeing had been affected due to the impact of Covid-19 on themselves and their families. The funding enabled the following support for students at both the secondary schools in the town. - 1-to-1 support for students who are struggling with their wellbeing, behaviour, emotional, or welfare issues. - Home visits and/or contact with parents or carers, to enable school staff to support those families who are unable to come into school or fail to engage. - Attendance at ‘early help’ and/or core group meetings for child in need cases and child protection cases. - Family support and counselling support for students and make referrals to other external agencies when they feel this is appropriate. ## **The interventions above support the following outcomes for students:** - Improved attendance for some of the more vulnerable students. - Significant reduction in the number of fixed term exclusions and internal inclusion. - Significant improvement in the level of parental engagement. - Support for the emotional wellbeing of our young people. - Support for students in school and providing a safe space to discuss the emotional challenges they face. This is also evidenced by the reduction in the number of referrals to CAMHS. 7/15 ||**Total number**
**of students**
**seen in**
**groups**|**Total**
**number of**
**students**
**seen 1:1**|**Total**
**number of**
**1:1 sessions**
**attended**|**Number of**
**students seen**
**during**
**Lockdown**|**Number of**
**sessions**
**attended in**
**Lockdown**|**Average**
**number of**
**sessions per**
**student**
**(A/B)**| |---|---|---|---|---|---|---| |**Primary**|80|80|468
5 x teacher
1 xparent|12
1 x teacher
1 xparent|55
4 sessions
4 sessions|5.85| |**Secondary**|6|57|243|5|32|4| SWaNS worked in schools for 18 weeks Sept 2020 – March 2021 when the decision was made by the government to close schools for lockdown due to Covid-19. SWaNS then offered remote sessions to all the schools for the remainder of the school term and were also available for support during the school holidays, which was taken up by some schools. ## **Following initial contact, the main presenting issues were:** Anxiety, suicidal ideation, self-harm, self-esteem, bullying, family breakdown, OCD, hoarding, severe anxiety, medical issues, family conflict, bereavement, school refusal, sleeping issues, friendships, coping with autism, coping with being a looked after child (LAC). There has been a marked increase in self-harm and suicidal ideation this year resulting in safeguarding measures being taken and subsequent CAMHS referrals by individual schools. ## _**Case Study Primary 1**_ _Male student (aged 9) has been accessing sessions on and off since September 2020. This is due to an ongoing and complicated family issue. This issue has caused the young man distress and uncertainty throughout the last few years of his life and has resulted in him often suffering with low mood._ _Although he had shown signs of more positive wellbeing up to the end of 2019/20 school year in July, on return in September 2020 he reported a bad summer where he had developed signs of OCD behaviours coupled with hoarding tendencies. This was also reported by his caregivers who had expressed concern for this escalating behaviour._ _We agreed to work on a more casual basis, rather than weekly sessions for this young man, as some weeks he could be in high spirits and would not wish to engage. Sessions can sometimes be counter-productive in this instance. On the weeks where he was not coping so well, we would meet, and he engaged in the discussions and worked well with any activities. Over the course of the months we were in school before Lockdown he showed considerable easing of his hoarding tendencies and lessening of his OCD behaviours. During Lockdown we were able to meet virtually either by phone or video link and these sessions appeared to be well received by him._ 8/15 ## _**Outcome**_ _On returning to school, he reported being much more in control of his issues. He was dealing well with the family situation and was becoming more accepting of it. He was feeling well settled in the new classroom and liked his new teacher. He felt that he was no longer in need of any further sessions. He is however being monitored and will be able to access further support should it be necessary._ ## _**Case Study Primary 2**_ _Female student (aged 11) was suffering from anxiety around several issues including her own health problems, moving to High School and friendship issues. More focused work was appropriate rather than traditional counselling which can be very effective with anxiety. For the first weeks of our session we worked through our 4-week anxiety course and the young lady engaged very well with the content._ ## _**Outcome**_ _Once the course was completed, she was able to utilise her new found strategies well and her anxiety levels were much lower than when she started. she presented as much calmer and in control. We then completed the 6 weeks of sessions in a more informal way. On two occasions when upon arriving at school, I was asked to see this young lady again as she had requested additional support – this was due to issues around her ongoing medical condition that she wanted to talk through._ ## _**Case Study High School**_ _Female client (year 9) had originally been referred for counselling due to a difficult home situation with mum suffering from series mental and physical health problems as well as bullying and friendship issues in school. She attended regular sessions in school leading up to lockdown using the time we had to explore ways of coping with her chronic home situation and incidents of being bullied as well as looking at healthy relationships and making friends._ _As national lockdown started sessions were offered remotely, using the platform Zoom. The lockdown brought many more challenges for the client with fear of grandma and mum being vulnerable and them keeping safe from Coronavirus. The lockdown also meant no breaks from mum, her mental health issues and the difficulties that they create._ ## _**Outcome**_ _Having counselling through this time meant that she had space to talk about her concerns and fears and gain support through a very difficult time as there were several incidents that occurred through this time. We have now been able to resume face to face sessions as schools have returned and are using the time to process her experience and her ongoing fears._ ## _**Case Study Groups**_ _All four SWaNS counsellors have delivered group work across many of the primary schools and one of the high schools. The courses delivered were Anxiety and Stress, Friendships and Relationships and Emotional Resilience._ _These were delivered to both single sex and mixed groups and across Y2-Y10 with an average of 6 participants per group. Sessions were delivered over 4 weeks. Some schools were able to provide a staff member to help facilitate the groups, which meant they were able to see how the children were interacting with each other and this gave them opportunity to reinforce the learning to the children back in class._ _The group sessions enable the children to express their feelings and thoughts on particular subjects and a chance to listen to their peers, building an understanding that everyone feels things differently and that is ok. They learn to be open about how they feel and become more comfortable expressing how they are feeling in a safe, supported environment. We believe that the skills that the children learn during the sessions will benefit them throughout their lives, providing a useful ‘toolkit’ that they can draw on in times of stress._ 9/15 ## **Annual report for September 2020 – July 2021** This is the 10[th] year that Cheshire Play Therapy Services have been re-commissioned, and the therapy team continue to be deeply embedded within the Partnership schools having developed strong trusting relationships with staffs to form an integral part of their individual school teams. The continuation of an in-house counselling and therapeutic service has enabled children to access timely support within their school setting. This year we have supported the maximum number of children possible whilst ensuring minimal waiting lists at all times. We had referrals for 54 children despite the schools closing in March, due to the Covid 19 pandemic, highlighting the continuing need for our services. We cannot say how many children would have been referred had it not been for the pandemic lockdown however the number of referrals made up until March 2020 supports the continuing trend that each year more sessions are needed by schools. Sessions are delivered on an individual school basis, with the majority of schools accessing support on a weekly basis to support a number of children. The quantity of commissioned sessions allows for 4-5 children to be seen for short term Play Therapy, or 2-3 to receive longer term therapy. Children are typically allocated 12 sessions which allows time for assessment, identification and expression of feelings, processing, coping skills and strategies, review and ending. A thorough assessment and formulation is a prerequisite to appropriate treatment planning. ## **Early Intervention/A Holistic Approach** Cheshire Play Therapy like to offer as timely an intervention as possible, occasionally this may mean that children are prevented from needing to access services at all. In some cases, providing indirect support via parents, ELSAs and TAs is enough to support children; indirect support may include: - offering guidance and practical activity ideas, - providing resources such as signposting to helpful websites or research - offering our time to discuss particular children. Where children do need to access our services including parents / carers in the therapeutic process is integral to its success. Parental support can be invaluable in promoting resiliency and helping to embed coping skills and strategies learnt within sessions. Equally important is the liaison we have with school staff given their breadth of knowledge about how the child functions socially and emotionally in different areas of their life. The information we share with parents/carers and school staff ensures sustained progress following the ending of therapy. ## **Ongoing Support Following the End of Therapy:** The ability to have ad-hoc catch-up sessions with clients after they’ve finished their process enables us to evaluate our long-term impact. Feedback was provided to one school in January 2020 as follows which demonstrates this: _“I wanted to share the remarkable progress made and sustained by the 3 pupils who received catch up sessions last term. Of the 3 children:_ 10/15 - _2/3 have aspirations to be scientists and demonstrated positive self-belief and self-esteem._ - _2/3 reported reduced levels of anxiety (1 had not struggled with anxiety in the past)._ - _2/3 continue to use strategies learnt in Play Therapy_ - _1 has come to terms with her absent father and is better able to cope with her feelings of loss and rejection_ - _1 is able to reflect on her past behaviour (which no longer presents as an issue) and understands the reasons why she behaved as she did.”_ Cheshire Play Therapy acknowledged that their services are not solely responsible for the changes observed but believe that being able to work in collaboration with supportive and nurturing environments mean that the children referred have opportunities to continue to thrive and reach their potential. ## **Data and Analysis for 2019-2020:** |SCHOOL:|NUMBER OF REFERRALS:|GENDER:|GENDER:| |---|---|---|---| |||MALE:|FEMALE:| |Astbury St Mary’s|4|3|1| |Black Firs|3|2|1| |Bosley St Mary’s|2|1|1| |Buglawton|3|0|3| |Castle|2|2|0| |Daven|5|3|2| |Havannah|8|5|3| |Marlfields|3|2|1| |Mossley|11|8|3| |The Quinta|5|4|1| |Smallwood|5|3|2| |Woodcocks’ Well|3|2|1| |**TOTAL**|**54**|**35**|**19**| ## **Outcomes/Impact** The play therapy service continues to measure outcomes using the pre and post children’s self-assessment forms. The forms allow children to measure change by helping them to set their own individual therapeutic goals which can be reviewed regularly throughout their process, and to later reflect on how their goals have been met during the final session. This form of self-assessment enabled children to comment on progress/change demonstrating an authentic evaluative measure. The child’s progress is also reviewed with parents/carers and school staff at regular intervals to ensure progress is sustained. 11/15 Case closure letters are completed for each individual child detailing the intervention they have received and the progress made. Due to the pandemic a number of children were unable to end their process and will be reassessed in the new academic year as to whether there is a continuing need for intervention. Following the end of sessions schools are provided with a case closure for all children accessing services. The case closure letter documents the process, progress and any recommendations for further support to aid further change or to signpost onto other services. In the past we have used tools such as the Goodman’s SDQ and while we may still use these occasionally, we are aware that this is subjective and based on parents/carers perceptions. Using the child’s personal goals offers authentic, accurate evaluation given that it is the child him/herself who gives the direct feedback as to how effective their therapy was. That said, we place great value on the observations given to us from parents/carers and schools staff because this offers a holistic view of the child’s progression, and where a child is unable to set his/her own goals those set by the adults around the child perform an important evaluative function within the therapeutic process. ## **Covid-19 Pandemic** Due to the Covid-19 pandemic and subsequent lockdown schools and therapists have been forced to adapt their ways of supporting children. Unexpected changes and unplanned endings within therapy can be deeply distressing and sometimes even harmful to children, however our therapists juggled their own family commitments and worked hard to ensure that all children were supported in the best way possible. Holding children in mind is of great significance and promotes positive feelings of self-worth. The Cheshire Play Therapy team maintained contact with families throughout lockdown and offered remote support dependent on the level of need of each child e.g. phone calls, text messages, card and letters were sent. Many children participated in suggested activities ensuring that therapeutic support continued during lockdown. Examples of the kinds of remote support offered are: _Example: 1 child was supported to make a calm box and photographs were received by the therapist of the things that he had included and the ways that it was helping._ _Example: Children suffering to manage their anxieties were sent individually made worry dolls along with ideas of how to use them._ 12/15 ## Collaborative Working The Partnership’s strength continues to be its collaborative working with colleagues to improve learning outcomes for the pupils within the schools in Congleton. With the support of the staff, we embrace challenge to ensure the children and young people in our community have access to resources and opportunities to reach their potential. The Partnership ensures its success continues, by championing our mission statement that, as a TEAM, ‘ _**Together Everybody Achieves More’**_ . ## **Collaboration across the schools** This year has demonstrated that working together and supporting each other is vital, not just in terms of teaching and learning and continued professional development but also for the mental health and wellbeing of colleagues and the children & young people in our schools and community. The CeCP is delighted that Marton and District Primary School re-joined the partnership in January and look forward to working closely with them again on projects, training and networking for the benefit of the staff and children in our schools and the community. The past 12 months have included the following benefits for our CeCP colleagues: - **Network (both face-to-face and remotely) for both professional and personal support:** From March all meetings were conducted remotely via Zoom. CeCP Headteachers met weekly to share information and to offer guidance and support to each other. The feedback received was that these meetings were unvaluable and provided a platform for headteachers to have an informal discussion with colleagues in a similar situation. - **Partnership Meetings:** Directors’ Meetings, SENDCO Meetings, EYFS Group Meetings, Sports Partnership, School Direct Student Network Meetings and some Subject & Year Group Meetings. - **The Town INSET Day in the autumn term** was delivered via zoom however, over 200 colleagues were in attendance for Andy Cope’s presentation on the ‘Art of Being Brilliant’. ## **School Direct Teacher Training – We ‘Grow Our Own’ Teachers!** The partnership is in its fifth year of working in partnership with Staffordshire University on the School Direct Programme. The associate teachers that started on the School Direct programme have all secured employment, despite the pandemic situation; some within our partnership schools. One student emailed to say _‘To have trained to be a primary school teacher during a national pandemic has been a truly unique experience. Although we were in a lockdown situation, with schools being closed, my mentor was fantastic and the school staff were so supportive, despite having their increased workload and the pressures of in-school support for the key worker and vulnerable children, as well as the remote learning for those children learning from home’._ All of our School Direct students are all local people looking to train to teach and find employment within the local area……. As a partnership and School Direct provider we make this happen! With the continued support from the 13/15 primary school staff, in particular **Toby Hassall (Black Firs Primary School)** , **Helen Harrison (Mossley CofE Primary School)** and **Lynne Gratton (The Quinta Primary School)** this has ensured the success of the programme. We are delighted to have successfully recruited a further **6** associate teachers/students to start with us from September 2020. **Continued professional development and collaborative working as identified by the partnership schools including:** - ❖ **Y3 staff** and/or Literacy Co-ordinators continued writing network/project meetings, utilising Anthony Browne’s ‘Into The Forest’ book as the common theme across the schools - ❖ **Y2 staff** attended Writing Moderation Meetings - ❖ **Y6 staff** attended Writing Moderation Meetings - ❖ **21 staff** attended a half day KS1 SPaG training - ❖ **44** staff attended a half day KS1 Phonics training - ❖ **10 staff** were trained in Emotional Literacy Support Assistants (ELSA) - ❖ A total of **28 staff** attended the Science Learning Partnership (SLP) training/CPD and co-ordinator sessions. The CeCP funded termly CPD sessions and termly network sessions for the Science Co-ordinators facilitated by the SLP. Due to Coronavirus these sessions will continue next academic year. - ❖ **46 staff** attended the Safer Handling Course which was co-ordinated by the CeCP. Due to the delegate numbers involved the CeCP was successful in negotiating a substantially reduced delegate rate. ## **Broader and richer curriculum activities this year included:** - A continued annual calendar of Sporting Competitions across the primary schools. These events continue to bring partner schools together, to share positive experiences - foster a sense of pride and community, as well as support the health & wellbeing of the children & young people in our schools. - The Annual ‘Town Sports’ event was due to be held at the start of July however, despite all the staff planning and preparing staff and children for this event, due to government Covid guidelines this could not go ahead unfortunately. - Black Firs Primary School hosted Year 4 Science mornings in the autumn & spring terms, hosted by staff from Astra Zeneca. In total **64** children attended the sessions. Our thanks to Fred Wildgoose from Black Firs Primary for co-ordinating these workshops. ## **Commissioned services this year have included:** - Play Therapy sessions – commissioned via Cheshire Play Therapy - Counselling & Wellbeing Sessions – commissioned via SWaNS - Behaviour & Wellbeing Support - commissioned by Eaton Bank Academy & Congleton High School 14/15 ## FINANCE **Details of the Profit & Loss Account for the Year Ended 31 August 2021 are contained within the Annual Accounts (provided by EPG Accountants).** ## **External Funding** Our appreciation to those external funders who have recognised the fabulous work of the CeCP and have helped us financially to provide much needed support to the children & young people in our community. They are: ## **Cheshire East Covid Grant** **National Lottery Covid Fund** ## **Tesco/Groundwork** ## **Marks & Spencer (Congleton)** ## **Co-op (Congleton)** 15/15 Company Registration No. 07956695 (England and Wales) CONGLETON EDUCATION COMMUNITY PARTNERSHIP ANNUAL REPORT AND UNAUDITED ACCOUNTS FOR THE YEAR ENDED 31 AUGUST 2021 CONGLETON EDUCATION COMMUNITY PARTNERSHIP ANNUAL REPORT AND UNAUDITED ACCOUNTS CONTENTS Page Company infomiation Dir8Ctor5' report Accountsnts. r8POrt Incom8 St8t8￿nt Statement of financial pM)sitiL No18S to the 8ccounts Detailed KKofit and k)ss acLxyJnt CONGLETON EDUCATION COMMUNITY PARTNERSHIP COMPANY INFORMATION FOR THE YEAR ENDED 31 AUGUST 2021 Directors Mr M Cawrfey Mr J Bartow Miss P Blythe Miss A Kenne Mis5 J Max Mr E O'Neill Mr W Sharpe Mrs S Whiteh8ad Mrs S Williams Mr S Blain Miss V Ripp( Mr5 N Deakin Mr5 S 8ed(elt Mrs H Harrison Mr l Lews S•cretary Mis5 Al&xandra Tfvjmpson Company Number 07956695 IEngland and Wal•sl Roglstor•d Offlce CIO Black Firs *imary Sc*ool Longdown R¢)ad Cong18ton Cheshire CW12 4QJ Accountants EPG Act￿n1#flts Ltd 14 Soulhlonds Road Mossley CONGLETON Cheshire CW12 CONGLETON EDUCATION COMMUNITY PARTNERSHIP (COMPANY NO: 07956695 ENGLAND AND WALES DIRECTORS. REPORT The directors yesent their ￿rK)rt and a¢￿UnIS forthe year 31 A￿ust 2021. Dlre¢tors The following directors h81d offic8 during Ihe whd8 of th8 pe￿￿1. Mr M Cassekley Mr J Barlow Miss P Blythe Miss A Kennerfey Miss J Ma50n Mr E O'Neill Mr W Sharpe Mrs S Whitehead Mts S Williams The lollowing directo￿ were appc4n18d during th8 peit#J.. Mr S Blain w8$ appoinlgd on 1 September 2020. Miss V Rippon was appointed on 4 January 2021. Mrs N Deakin was appointed on 4 January 2021. Mrs S 8eckell was appointed on 19 January 2021. Mrs H Harrison was appoinlod on 28 January 2021. Mr l L8wis wa5 appointed on g July 2021. The following directors resigned during the peri￿l- Mrs J Massen ￿$￿ne￿ on 31 December 2020. Mrs S Whitfield resigned on 31 December 2020. Miss C Mand8r resigned on 11 J8nuary 2021. Mrs I Ish8Thvood resigned on 15 July 2021. Statement of dlr•¢tors' r•spon$lbllltl•$ The directors are respon5ibKe preparing th8 repjrt and accounis in aCoJrda￿e wilh ap￿iCatI0 law and r8gulalion¥. Company law requires the directors lo prepa￿ acr￿ Thts for ea¢* finarKial year. Under that law, the diredors have elected to prepa￿ the accounts in accordan￿ wth United Kir4Jdom Generally Aixepled Aco)unting practi￿ (United Kingclom Accounting Standards and applicable lawl. Under company law the ty1￿CtorS musl not approve the accounts unless they are satisfied that they give a true and fair view of the State of affairs of thè company of Ihe profft or loss of tha cornp8ny for that ￿rK)d. In preparing these ac￿unIs, the directors are ￿qUired to.. - select suitable accounb'ro polirAe8 and Ihen 8ppty them (rm5iStenlty; make judgements and eslimales that are reascmable and [￿tylen1', - Prepa￿ the accounts on the gtyNJ concem basis unless rt is inwropnate ts) presume thal the company will continue in buslness. The d1￿CtOrS are responsib￿ kee￿r￿j adequate accounfy.ng recor¢Js that a￿ sufficient to show and explain the company's transactions and disclose wth reaSona￿e accuracy at any btne Ihe finanoal FW)sition of the company and enable thern to ensure that the accounts comply wilh th8 Cornpani8s Act 21Th. They ar8 also responsible for safeguarding the 8858ts of th8 eofflpany and hence for takiro reasonabkp steps for th8 pr8venlion detectim ol tra￿4 and other irregularities. Small ¢ompany provisions This report has been prepared in accordance wilh the sperAal provisKJns reL8br￿ to small fX)mpanies within Part 15 of the Companies Act 2(M)6. Signed on behalf of the board of direciws Mr M Cassedey D1￿ctor Approved by the board on.. 31 January 2022 CHARTERED MANAGEMENT ACCOUNTANTS. REPORT TO THE BOARD OF DIRECTORS ON THE PREPARATION OF THE UNAUDITED STATUTORY ACCOUNTS OF CONGLETON EDUCATION COMMUNITY PARTNERSHIP FOR THE YEAR ENDED 31 AUGUST 2021 In order to assist you to fu￿11 your dutE5 under the Cotnpan￿s ALI 2006. we have prepaied for your approval the ac¢(yJnls of Conglelon Education Cornmunity Partnership for the year ended 31 August 2021 which cornprise of the Profrt and L055 Account. the Balanc8 Sh88t and th8 related notes frorn the ujmpanls acrAyJnting reu)rds and from infomi8tion and explanations you have given us. As a CIMA Registered Member in Practice and Praclising Certthcale hL4der. l am subject to it5 ethical and other professional requirefflents which ar8 detailed 8t hW)s.'IlwAv.amagkthl.comlMembersRyour-M8rnb8r5hip-Info￿8ti0n1Me￿bers- handbooklLic8nsing-8nd-monitoringlM8rnbers-in-ryacticel Our work ha5 been undertaken in accoriJanc8 wilh th8 r8quirernerts of the Chartered Institute of Management Ac(yJunlants as detailed 8t http..}h￿yw.C1mag1obal.C0rn. EPG Accountants Ltd Member in Practice 14 Soulhlands Road Mossley CONGLETON Ch85hir8 CW12 3JY 29 January 2022 CONGLETON EDUCATION COMMUNITY PARTNERSHIP INCOME STATEMENT FOR THE YEAR ENDED 31 AUGUST 2021 2021 2020 Turnovèr Adfflinistralive expenses 245,101 1229,2381 144,217 1120,4491 Op•ratlng surplus 15.863 23.768 Int8resl receivable and simibr ino)me 16 Surplus on ordinary activities before taxation 1S.870 23.784 Tax on surplus on ordinary a(th'wb'es Surplus for the financlal yoar 15,870 23,784 CONGLETON EDUCATION COMMUNITY PARTNERSHIP STATEMENT OF FINANCIAL POSITION AS AT 31 AUGUST 2021 2021 2020 Notes Flxèd assèts Tangible assets 145 Current assats Debtor5 Cash al bank and in hand 9.060 71,519 530 86,798 80,579 67,328 Credltors.. amounts falllng due wlthln on• year 12711 13,0351 Not ¢urr•nt ass¢t$ 80,308 64,293 Not assets 80,308 64,438 Ro8ervo8 Profit and loss account 80,308 64,438 M•M￿r8. fund$ 80,308 64,438 For the year endlng 31 August 2021 the company was enb.ued 10 exempbon Irom audit under section 477 01 the Compani8s Act 2006 rolgting to small companies. Tha members havè noi reqUi￿d the company 10 obtain an audit in aceordaneè with sèction 476 of th8 Cornpanies Act 2(M)6. Th• tJir8ctors ackn￿￿g$ t￿1r r8sponsibiliti•s for COm￿￿ng with Iha rnquir8monts of th• Act with r8SPaCt to accounting racords and the preparalon ol aecounls. These accounts have been prepared in aco)rdance wlh the prowsKJns ￿pliCa￿e to CLJmpanies subj'ecl to the small companles, regSme and in accordance ￿th the provL%ions of FRS 102 sec￿on IA. Small Entibes. The financial ststements were approved by the Board of Directors and authorised for issue w 31 January 2022 and were signed on Sts t)ehalf by Mr M Casserfay Director Cornpany Registration No. 07956695 CONGLETON EDUCATION COMMUNITY PARTNERSHIP NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 AUGUST 2021 1 Statutory information Congleton EduG9t1￿ Communty Partnèrship is a privat8 wmpany, limited by warante8, r8gist8red in England and Wal88, registration number 07956695. The wistered office is CIO 8la(* Firs Pn"mary S¢h(d. Longth)wn Road, Congleton. Cheshire. CW12 4aJ. 2 Compliance with accounting standards The accounts have been wepared in a¢uJrdan¢g with th8 provi￿On$ of FRS 102 S8caion 1A Small Entities. There were no material departures from Ihal standard. 3 Accountlng policles Th8 prinripal acwunting policies adcpted in th8 preparalicffj ol Ihe finarrial staternents are 58t out b81ow and h8V8 r8rn8in8d unch8nged from the prevK)us year. and atso havg been ¢xJns8tenUy applied wthin the Same ar￿unt$. 8a$l$ olpreparadon Th8 8ccounls hav8 been prepared under Ihe historical o)st C£¥W8nlion a¥ mc*Jffied by the revaluation of c8rt8in fixed 88881$. Presentatlon ¢urren¢y Th8 8ccounls are prg$entgd in £ $terfiThJ. In¢ome Incom8 repre58nt5 th8 v8lu¢ of wnlriWion$ r￿e1Ved from p8rticipatiThJ organi¥81￿)Tr￿ Tanglbl• flxed assets and depreclatlon T8ngibl8 asset5 are induded at cost less depreciaticffj and impalm￿nI. 0gprecioi￿n hag been provhlgd at thg fr)Ilowing rates in order to write off the assets over their eslirnateij useful live5.' Cofflput8r equiprnenl 25% on tg>si 4 Tanglble flxed assets Computer equipment Cost or valuatlon At 1 September 2020 At cost 583 At 31 August 2021 583 Dèpr•elatlon At 1 September 2020 Charg8 for th8 year 438 145 At 31 August 2021 583 Net book value Al 31 August 2021 At 31 August 2020 145 S Dèbtors: amounts falllng due wlthln on• yèar 2021 2020 Otherdebtor5 9,060 530 CONGLETON EDUCATION COMMUNITY PARTNERSHIP NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 AUGUST 2021 6 Creditors: amounts falling due within one year 2021 2020 Accruals 271 3,035 7 Company Ilmlted by guarantee Th8 company 18 lifflit8d by guarantee 8nd has no 5har8 Ggwlal. B Av•rag¢ numbor of •mployfye$ During the yèar the average numbw ol 8NWoyèes was 1 12020." 11. 10- ## **CONGLETON EDUCATION COMMUNITY PARTNERSHIP DETAILED PROFIT AND LOSS ACCOUNT FOR THE YEAR ENDED 31 AUGUST 2021** **----- Start of picture text -----**
2021 2020
Income £ £
Contribution 123,935 99,288
Grants 79,276 8,500
School Direct 21,500 8,575
eCAPH 19,140 19,140
Sports 800 1,600
Other 450 7,114
245,101 144,217
Services provided
CE Holiday Activity Fund 41,232 0
Play Therapy 27,615 16,845
SWaNS 26,025 24,750
Behaviour Support 24,992 17,677
Active Cheshire 23,062 0
Family Support 10,693 5,395
CPD Training 8,910 0
School Direct 8,440 4,967
Wellbeing Support 4,442 0
PCC Grant 270 0
Inset Day 0 6,036
BEST 0 871
Sports Partnership 0 120
Visyon 0 -1,785
175,681 74,876
Administrative Expenses
Wages and salaries 37,500 37,500
Pensions 1,001 939
Bonuses 10,773 2,236
Employers NI 271 1,515
Software 1,032 138
Accountancy fees 890 890
Insurance 537 251
Travel and subsistence 250 737
Motor expenses 224 0
Stationery and printing 155 74
Depreciation 145 146
Postage 30 10
Telephone and fax 0 0
Advertising and PR 0 117
Bank charges 0 0
Other legal and prof 0 13
Sundry 749 1,007
53,557 45,573
Interest receivable 7 16
Net movement of funds 15,870 23,784
Funds brought forward 64,438 40,654
TOTAL FUNDS CARRIED FORWARD 80,308 64,438
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