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2021-08-31-accounts

Annual Report & Financial Statements 1 SEPTEMBER 2020 – 31 AUGUST 2021

Registered Charity: 1159567

Annual Report & Financial Statements 1 SEPTEMBER 2020 – 31 AUGUST 2021

The Board of Trustees are pleased to present their annual report for the year 1st September 2020 to 31st August 2021, together with the financial statements for the year.

Charity Status and Constitution

Trustees

Delight is a registered charity, number 1159567. Delight is constituted as a Charitable Incorporated Organisation and registered with the Charity Commission for England and Wales. Delight is governed by its Constitution which was adopted on the 5th November 2014.

Victoria Francis Chair Stephen Brown Treasurer Sarah Jones Secretary Dominic Carpenter (appointed December 2020) Matt Fox (appointed December 2020)

Chief Executive Officer

Kathryn Mills

Registered Address

Delight, 9B Station Avenue, Caterham, Surrey CR3 6LB

Bankers

Lloyds Bank, 21 Station Avenue, Caterham CR3 6YT

Accountant

Tudor John, Nightingale House, 46-48 East Street, Epsom, Surrey KT17 1HQ

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2 | Delight 2020-21
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Delight partner
schools 25 26 28
27
19
18
1
15
13
20 2
4
14
3
16
5 23
10 21
6 17
24
22
8 7 9
11
12
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1 Ashford Park Primary School

16 St John’s Primary School (Knaphill)

17 St Mary’s Primary School, Oxted

2 Chandlers Field Primary School

18 St Michael’s Catholic Primary School

3 Cordwalles Junior School

19 Town Farm Primary School

4 Darley Dene Primary School

20 Walton Oak Primary School

5 Epsom Downs Primary School 6 Furzefield Primary School

21 Westfield Primary School

22 Weyfield Primary Academy

7 Guildford Grove Primary School

8 Hale Primary Academy

9 Holland Junior School

In addition to 24 Surrey school partners, we worked with 4 schools close to Heathrow airport:

10 Kingfield Primary School

11 Loseley Fields Primary School

12 Manorfield Primary and Nursery School 13 Pyrcroft Grange Primary School 14 Riverview CoE Primary School 15 Saxon Primary School

Delight 2020-21 | 3

Welcome

As we reflect on the impact of our programmes over the past year, what stands out as the bedrock of their success is the people who have enabled this. The participating teachers, headteachers, arts partners, parents and carers, funders, volunteers, freelancers and suppliers as well as our own Delight team. Their support, commitment and enthusiasm have meant that children continue to benefit from Delight’s programmes and no amount of thanks can sufficiently express our gratitude.

As Chair of Trustees at Delight I am very pleased to present our Annual Report and Accounts for 2020/21.

The unrivalled disruption caused by Covid-19 impacted heavily on children’s lives and learning in the 2020/21 academic year. Lockdowns, school closures, changing routines and the constant undercurrent of anxiety affected children profoundly – both at home and at school. It was more important than ever that Delight provided arts-based learning programmes so that we could continue to inspire and inform children’s education – whether at home or in the school environment.

Looking ahead to 2021/22 and the need for schools and arts partners to continue to grapple with ever-changing regulations and restrictions, we share everyone’s hope that social distancing measures will ease and we plan to return to in-school delivery. Whilst knowing that the adaptable format of our programmes will continue to provide the confidence of continuity in the event of disruption, we look forward to children experiencing the magic of the arts firsthand again.

I believe that Delight managed this masterfully by adapting Delight in Art, Delight in Dance and Delight in Shakespeare so that delivery of these programmes stood and continues to stand resilient against the vagaries of Covid. We were also able to deliver Delight in Reading, by giving tote bags full of books to a number of partner schools. Children have benefitted from continued access to the Arts, enabling them to explore the restriction-free realms of their imaginations.

Victoria Francis Chair of Trustees

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71
teachers
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1,249
Arts
Awards
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TEACHER

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20
Child
4,750
Online 39
books
Galleries Child
Performance
Films
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Delight 2020-21 | 5

Charitable Objectives

Delight’s primary objectives, as laid out in our Constitution, are to:

Delight’s vision is for every child to have an equal opportunity to thrive during their school years and beyond, whatever their starting point or background. Our aim is to empower children to overcome socio-economic challenges in their lives. Through our arts-based learning programmes with primary schools, children build confidence, skills, interests and aspirations that will help them to engage better with learning, raise their aspirations, and strengthen their voice, helping them build sound foundations for a brighter future.

This year, we created a Theory of Change which is the foundation for our work and ensures that all our activities are focused on delivering our charitable objectives for short and long-term impact.

DELIGHT’S THEORY OF CHANGE

INTERMEDIATE LONG-TERM PROBLEMS INPUTS/ACTIVITIES OVERALL AIM OUTCOMES OUTCOMES disadvantaged Children from Delight runs sequential high- Children improve their skills and Broadening Horizons Children see arts To ensure that every child has an equal backgrounds do quality, inclusive knowledge of the arts, education and opportunity to thrive not have equitable and intensive arts including through careers as viable during their school access to arts the development of programmes options for them and years and beyond, education their aspirations , limiting • Delight in Dance technical vocabulary continue to engage with the arts Delight’s mission is to embed arts-based and resilience • Delight in Art Children are more confident, proud of their learning in primary • Delight in school culture. achievements, Children lack Shakespeare and see themselves as Engaging confidence in talking All programmes an academic success with Learning about and ‘doing’ provide a novel, Children’s oracy, the arts and have sustained experience Children improve literacy and attitudes limited understanding for children to work their teamworking, to learning improve. of pathways to art directly with arts communication and Children’s attainment education and organisations interpersonal skills in related subjects careers and professionals improves Children are more confident in using Teachers lack the arts to express Social and Emotional the training to themselves Development feel confident in Children’s wellbeing, delivering artsTeachers gain skills and resilience and self- based lessons or to knowledge to increase esteem improves incorporate the arts their confidence in a beneficial way in talking about and across the curriculum teaching the arts, Embedded in and incorporating it into Schools Teachers lessons cross-curriculum Teachers often lack introduce the arts the confidence to Parents and carers into other parts of the teach arts subjects curriculum, deepen their and they are and share their engagement ‘squeezed out’ of with the arts and with learning with the curriculum the schools colleagues

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Delight 2020-21 | 7

Using the joy of the arts to create magic in learning

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DEPUTY HEADTEACHER
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Public benefit: our audiences

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“Delight
has given our
school the opportunity
to expand horizons and
appreciate the creative arts
within our curriculum offer.
The impact, therefore, that
these opportunities have on our
school are extremely beneficial
to our children’s wellbeing,
engagement in the curriculum,
parental engagement and
cultural capital.”
HEADTEACHER
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Delight’s intensive arts programmes help children build strong foundations for a brighter future. We work in long-term partnership with primary schools and a range of arts partners to immerse children in the world of visual arts, contemporary dance, drama, creative writing and storytelling.

Each Delight programme is centred around robustly evidenced outcomes for children: helping them to engage better in learning, build essential life skills, experience improved wellbeing, explore their creativity and broaden horizons.

Over the past six years, we have developed an impactful programme model which, for many children, is full of firsts. Starting with a live arts experience, children are immersed in weekly creative workshops led by professional artists, dancers and actors as well as by their class teachers. Each programme culminates in a showcase performance or exhibition to celebrate children’s achievements with friends, family and the wider school community. Children have the opportunity to undertake Arts Award accreditation to acknowledge their achievements.

Teachers are proactively involved in our programmes to build their skills and confidence in running their own arts programmes. We also work with senior leaders to embed arts-based learning throughout schools and support them in securing Artsmark status – the creative quality standard for education settings.

Our primary audience is children aged 5 to 11 from disadvantaged backgrounds and their families. Our audiences are also the teachers and headteachers from our partner schools, working together to embed arts-based learning to help every child have the opportunity to thrive during their school years and beyond.

seen a sharp rise in children experiencing disadvantage.

By working in long-term partnership with primary schools we connect with children through safe and structured settings. Our partner schools provide a ‘case for support’ highlighting the issues faced by the children they would like to benefit from Delight programmes.

Following 18 months of disrupted learning due to Covid, Delight’s programmes are playing a vital role in supporting children’s wellbeing and learning engagement.

Wide-ranging research highlights how children from disadvantaged backgrounds perform less well at school than their peers. Disadvantage can affect children in many ways: poor learning engagement and resilience, low academic attainment, low selfesteem and lack of confidence, poor mental health coping mechanisms, low oracy and literacy, a deficit of enriching opportunities, attendance and punctuality issues. These issues have been exacerbated by the pandemic and partner schools have

The Trustees confirm they have had due regard to The Charity Commission’s guidance on public benefit when exercising any powers or duties to which the guidance is relevant.

“Our SEND cohort are 67% Pupil Premium reflecting that many children have multiple layers of disadvantage. We also have a specialist centre [for] additional learning needs and 79% are Pupil Premium.”

HEADTEACHER

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Delight 2020-21 | 9

“I would go as far as to say that it was what made remote learning so successful. This gave them something to look forward to that they would be successful in. It improved engagement in other remote lessons too as they could see it wasn’t scary. It felt like a group project even though they were in their own bedrooms. ”

Adapting to the challenges of Covid-19

TEACHER

Our Covid-resilient model meant that children could access our programmes whether external visitors were permitted in schools or not. We could continue our programmes through lockdowns or if school bubbles had to transition to home learning. The effort to make these changes was well worth the investment, particularly when we had to abruptly shift to remote delivery with the sudden announcement of the January to March lockdown.

Ongoing school closures, lockdowns and social distancing measures during 2020/21 presented Delight with a challenge for how to continue our arts programmes with the same level of artistic quality whilst ensuring the strongest outcomes for children’s learning, wellbeing and creativity. We worked rapidly with our arts partners to adapt Delight in Dance, Delight in Art and Delight in Shakespeare. The result was a flexible blended model combining:

“Lockdown has made them not connect with their learning; they didn’t remember how to learn. When we filmed it felt like a film-set, little groups gelled, and this programme really brought them all back together. ” TEACHER

Measuring the impact of Delight’s arts-based learning programmes

We’re passionate about measuring the impact of our programmes. Over the past six years, we have built a wealth of robust data to demonstrate the positive impacts of arts-based learning on children’s wellbeing, learning engagement, and creativity.

For children eligible for Pupil Premium*, evaluation looked at a range of factors across 3 themes:

Artistic Impact

Social Impact

2020/21 marked the start of Delight’s new three-year partnership with ImpactEd, a non-profit which helps organisations evaluate, understand and improve their impact in education.

Thanks to funding from the Paul Hamlyn Foundation, Delight has appointed ImpactEd to undertake a three-year study to independently evaluate our programmes. They are looking at the impact on children as they journey through Delight in Dance in Year 3, Delight in Art in Year 4, and Delight in Shakespeare in Year 5.

Academic Impact

We are using their findings to enrich our programme offer, expand our reach, and strengthen our impact. We’ll also share their research to encourage and inspire other artists and educators to effectively embed arts-based learning within primary schools.

For all children, evaluation looked at a range of factors across 3 themes using recognised benchmarking tools:

For teachers, evaluation looked at:

*** Pupil Premium** is a government scheme aimed at closing the educational performance gap between disadvantaged children and their classmates.

** Grit Scale measures a child’s personal sense of resilience.

* Stirling Children’s Wellbeing scale measures emotional and psychological wellbeing in children.

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OUTCOME 2

OUTCOME 3

Key findings from our independent evaluators

OUTCOME 1 Social and Emotional Development

“At the end of the year the school asks the children to complete a form about themselves, and they all said that they felt that their confidence had improved. Even a child who often chooses not to speak, said this.” TEACHER

Delight’s in-depth annual evaluation combined with Impact Ed’s independent study are set against a backdrop of ongoing disruptions to children’s learning. Despite the challenges, the evaluation highlights a number of strong outcomes for children.

Across the 3 programmes:

65% of children eligible for Pupil Premium experienced increased social outcomes.*

“All three Delight programmes had a positive increase in both social and artistic measures for pupils eligible for Pupil Premium, where most improvements were statistically significant … The Delight programmes were successful in fostering pupils’ confidence in performing, and ability to convey a story through art, drama or dance…pupils improved in areas of team-work, self-worth and engagement in learning.” ImpactEd

51% of children reported increased confidence.**

“Pupil confidence increased over the course of the programmes… Delight is providing a programme which is filling a gap within the standard schooling curriculum, and that for many pupils, it is an enjoyable and confidence boosting experience.” ImpactEd

“Teachers expressed that many pupils seemed anxious due to the pandemic and that the Delight programmes felt like a relief – a time of the week that pupils really looked forward to.” ImpactEd

“Measures of wellbeing and grit decreased slightly or remained largely stable across all three Delight programmes, with no statistically significant change observed. However, the ongoing impact of Covid-19 needs to be kept in mind when reading these results.” ImpactEd

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Engagement with Learning

“The children were happier and more

engaged on Delight days.” TEACHER

Across the 3 programmes:

64% of children eligible for Pupil Premium experienced increased academic outcomes.*

82% of children rated their overall Delight experience as Excellent or Good.***

“Small but significant changes were captured in literacy among pupils eligible for Pupil Premium.” ImpactEd

“Reading and writing attainment data showed an overall improvement over the course of the programmes, especially for Year 3 pupils.” ImpactEd

“Pupils were able to equally engage in these creative activities, which levelled the traditional playing field. … some pupils who did not normally take leadership roles in class, were now acting as leaders, … those who normally struggled academically, got better with these creative activities.” ImpactEd

Broadening Horizons

“For some of our Pupil Premium pupils, for someone to come into their life and tell them something new, I just think that opened their minds to possibilities of things they hadn’t seen before. And so they really did embrace it. And I think it’s made a difference in their minds about what is possible, what they are capable of. And also a little bit of what people do in the world.” TEACHER

Across the 3 programmes:

78% of children eligible for Pupil Premium experienced increased artistic outcomes.*

82% of children felt proud of what they had achieved.**

71% of children want to do more art, dance, or drama.**

“Programme enjoyment and excellence ratings was high amongst both pupils and teachers.” ImpactEd

“The Delight programmes broadened the horizons of pupils by exposing them to new perspectives and experiences around the creative arts and its associated industry. Seeing dance, drama and art as wider career opportunities by engaging with real artists, inspired children and broadened their perspective of what types of jobs were available.” ImpactEd

** Statistics based on Delight’s analysis of pre and post surveys by 581 children (increased confidence); 966 children (pride); 967 children (want to do more arts).

*** Based on Delight’s post survey analysis of 565 children (experience rated Good or Excellent).

Delight 2020-21 | 13

DELIGHT IN DANCE Dance Detectives

84% of children rated their overall experience as Good or Excellent.*

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“When
they wrote
their stories it
was like magic,
you could see a
light bulb go
on.” TEACHER
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“I really enjoyed this. It wasn’t dancing like I thought it was going to be.” CHILD

Delight in Dance is a dance storytelling adventure for children in Year 3 (ages 7-8). The six-week programme builds children’s confidence, teamwork, dance skills, enjoyment of storytelling, literacy skills, engagement with learning, and introduces them to the world of contemporary dance.

Created by Delight with dance company Made by Katie Green, the programme was originally known as Delight in Libraries between 2017 and 2019.

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Delight 2020-21 | 15

Delight in Dance kickstarted with an immersive filmed performance of “The Story Detectives” by dancers from Made by Katie Green. Set in Ashford Library, the dance production introduced children to the concept of creating stories through dance and movement and encouraged them to become “Dance Detectives”.

“The children loved [the film] and were delighted to spot Ashford Library as the location! The film drew them in and definitely set the tone for the programme.” TEACHER

Over the subsequent 5 weeks, children undertook dance and movement storytelling workshops (online or in school) based on the theme of Heroes and Villains. Most of the workshops were led by dancers and the choreographer from Made by Katie Green whilst some were led by teachers as part of our new Teacher Development programme. Children explored dance, movement and creative writing and developed dance skills, learnt dance phrases and created their own dance stories.

Throughout the programme, children built creative writing and literacy skills which they documented in their Arts Award Journal. 390 children were awarded Arts Award ‘Discover’ in recognition of their achievements.

“I loved the Dance Detectives

experience. I found it so fun…it was a fantastic performance and I loved working with my friends.” CHILD

The programme culminated with the filming of the children’s choreographed Hero and Villain dance stories. Each class received a professionally edited film of their dance stories which the school could share with the children, their parents and carers, and the wider school community, to celebrate the children’s creative journeys.

Amongst children eligible for Pupil Premium:

increased social outcomes for 72% of children

Based on 74 children

increased artistic outcomes for 85% of children 9.8% increase in literacy

increased academic outcomes for 69% of children

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Delight 2020-21 | 17

OUTCOME 1 Social and Emotional

OUTCOME 2 Engagement in Learning

OUTCOME 4 Teacher Development

OUTCOME 3 Broadening Horizons

Delight in Dance boosted children’s confidence, motivation and teamwork. Many teachers reported how the programme brought quieter children out of their shells. Delight in Dance helped to support children’s wellbeing and return to school following the third lockdown; whilst for those experiencing the programme during lockdown it was a fun and inclusive opportunity to bring the children together online each week.

“The sessions gave the children more motivation to work harder. It definitely helped the overall mood of the class which was great for wellbeing. I saw confidence rise so much during the programme. Some of my EAL pupils really flourished.” TEACHER

Children built literacy, storytelling and writing skills. For some, this included writing long-form stories and recognising the concept of heroes and villains in other pieces of writing. Teachers reported engagement by even the most reluctant writers and dancers in the class. Evaluation has highlighted how Delight in Dance helped to boost children’s engagement in learning, including for children with English as an Additional Language.

“The children loved writing their stories, suddenly reluctant writers (especially some of the boys) knew what to write about. The dance structure guided them and gave them space for their own stamp and imagination. The whole process of writing a story became easier and faster.” TEACHER

58% of children experienced increased confidence

87% of children felt proud of what they had achieved*

Delight in Dance brought professional dancers into classroom learning during a period when external trips have not been possible. For many children, Delight in Dance was their first time meeting a professional dancer or choreographer. The programme introduced children to new ways of experiencing dance, breaking down perceptions of what dance is and who it is for.

100%

rated their overall experience of delivering Delight in Dance workshops as Good or Excellent.

52%

reported increased willingness to use dance in their teaching practice.

32%

reported increased confidence in using dance in their teaching practice.

“I loved learning the dances and being a character. I found some of the dances tricky but kept practising. I will carry on dancing in the future.” CHILD

“I felt really nervous before the first teacher-led session, but the children were so engaged I really fed off that, their energy really helped me feel more confident” TEACHER

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74%
of children want
to do more dance
after taking part
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ARTS PARTNER TESTIMONIAL

Katie Green, Choreographer, Made by Katie Green

“There were challenges around the constant adaptation of the work… however I think it also encouraged us to think creatively and come up with new solutions and ways to edit the material within the programme.

I remember the crazy moments of dancing with teddies or Christmas ornaments when one school had to lock down right at the end of their programme. But at the same time, I also remember the children at home dancing with their families – their siblings, their parents joining in, and what a huge ask it was of the parents to contribute to the programme in this way. I remember the teachers, so thankful to have other adults in their classrooms after so long distanced from all their colleagues; the lengths they went to support us and to have us in the room, and their tears when they saw how far the children had come.”

I remember all those children who completely surprised me in terms of how brilliant their performances were for the final film compared to how nervous or quiet they might have seemed at the beginning. I also remember those who we struggled to engage at all, who we never thought we’d get to the final performance, and then who made it against all odds.

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DELIGHT IN ART

OUT OF THIS WORLD

83% of children rated their overall experience of Delight in Art as Good or Excellent.*

“I enjoyed everything. I would like to do more art in the future as I have learnt these skills.”

CHILD

“The art packs were brilliant. There were so many little things in there that you would not think of.” TEACHER

Delight in Art is a 6-week visual arts programme designed to strengthen children’s wellbeing, learning and life skills. Children in Year 4 (ages 8-9) work alongside practising artists and explore a range of art materials and techniques leading to a final exhibition to showcase their creative achievements.

Delight in Art was created by Delight and is delivered in partnership with visual arts organisation Paintbox and Watts Gallery – Artists’ Village.

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Adapted to suit a turbulent year, Delight in Art was based around an ‘Out of this World’ theme and children explored stars, planets and deep space through a range of weekly activities. Preprogramme, Delight, Paintbox and Watts Gallery ran online training sessions for teachers and provided a package of physical and digital resources including Art Packs for every child.

“[At the CPD workshop], we basically ended up doing what the children would do, so when I looked at lesson plans or looked at the resources I knew what I was doing. It tied together well.”

TEACHER

The programme began with a filmed tour of Watts Gallery – Artists’ Village led by its education team. During weekly workshops led by artists from Paintbox and class teachers, children explored visual art techniques and materials based around outer space. Children developed skills in drawing and composition, watercolour painting, creating 3D space scenes and dioramas, and making collages.

Their final artworks were brought together in fantastic exhibitions either in school classrooms or online to showcase achievements to family and friends.

Children documented their Out of this World experience in an Arts Award journal with 383 achieving Arts Award ‘Discover’ in recognition of their achievements.

Of the three programmes, Delight in Art was most adaptable to home learning and was delivered without alteration throughout all lockdowns, school and bubble closures. Teachers and parents and carers played a significant role in supporting children with the creative activities with artists delivering the majority of workshops live online rather than directly in school.

Alongside our Delight in Art programme with Surrey-based primary schools, we also worked with a group of 4 schools in the neighbouring Heathrow area as part of a Heathrow Community Trust commission for a Self-Guided version of the programme.

“I really enjoyed all the workshops and especially learning about the artists and seeing their artwork in our classroom.”

CHILD

Amongst children eligible for Pupil Premium:

Based on 66 children

increased academic outcomes for increased social outcomes for 51% 63% of children of children

increased artistic outcomes for 67% of children

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OUTCOME 2

OUTCOME 1

Social and Emotional

Engagement with Learning

Boosting children’s confidence, selfworth, grit and resilience were all key areas in which we were looking to make a difference. For the schools experiencing the programme remotely, teachers reported positive changes in children’s behaviour and engagement in the sessions.

For schools experiencing Delight in Art during lockdown, teachers were pleasantly surprised by children’s sustained attendance on their online platforms. Teachers reported that the relaxed and social atmosphere of the online sessions enhanced pupil behaviour and encouraged children to engage in other remote lessons as it took the anxiety away from remote learning.

“They were totally absorbed in both classes. Absolutely loved it. They would turn up and already have it all laid out in front of them ready to begin the session.” TEACHER

“It was the highlight of our week, every week. Hannah’s [Paintbox artist] sessions were the best attended of all our zoom sessions. Even the few who didn’t attend watched the films and did the work later.” TEACHER

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83%
of children felt proud
of what they had
achieved
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43%
of children
experienced
increased
confidence
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ARTS PARTNER TESTIMONIAL Hannah Maiya-Mills, Artist & Paintbox Founder

“With most of the schools, we had to do remote delivery and there were many challenges with this… Remote delivery does make it extra difficult to communicate with the children however the videos really helped when live delivery was difficult.

OUTCOME 3

OUTCOME 4

Broadening Horizons

Teacher Development

The combination of the immersive filmed tour of Watts Gallery – Artists’ Village combined with workshops led by practising artists which explored different art techniques, participation in Arts Award activities and the celebratory exhibition, were all designed to counteract creative opportunity deficits and develop children’s artistic skills and knowledge. The sessions enabled children to take ownership of their artwork and feel proud upon completing it.

75%

reported increased confidence in using visual arts in their teaching practice. 75%

reported increased willingness to use visual arts in their teaching practice.

85%

rated Delight in Art as Good or Excellent.

“I have new skills, definitely. Art skills and how to manage children’s anxiety – how to reassure them that it is fine if they get it wrong and to think positively about their mistakes and not worry too much about it. We got so much info about how to support children with behaviour and skills.” TEACHER

“Lots of them don’t have any art materials at home so the experience is mind blowing.” TEACHER

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80%
of children
want to do more
visual art after
taking part
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When we ran remote sessions which children could join from home, you could see how happy they were to be with their friends (on zoom) and how much they appreciated having a fun activity to do. The children had everything they could need – all the art materials, an instruction book, access to ‘How To’ films and an opportunity for a live lesson. It was absolutely brilliant to have so many children join these remote lessons.

It has been a really challenging year for teachers and it was clear to see how much pressure they were feeling. Many of the teachers were really happy for their class to have an opportunity to do a creative project that they could see would have a positive effect on their wellbeing. Teachers were much more involved than in previous years and did a fantastic job on the activities that they were leading.”

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DELIGHT IN SHAKESPEARE The Tempest

“I thought the project was unbelievable. I learnt to say my words clearly. I liked that we all supported and helped each other.” CHILD

80% of children rated their experience of Delight in Shakespeare as Good or Excellent.*

“I was nervous to begin with… and by the end I was a lot more confident” CHILD

Delight in Shakespeare is a 7-week programme that strengthens children’s wellbeing and learning, and increases their skills in drama, storytelling and understanding of heritage texts.

Created by Delight and delivered in partnership with Guildford Shakespeare Company, the programme empowers children in Year 5 (ages 9-10) to enjoy and feel ownership for Shakespeare, giving them a strong foundation for when they start secondary school.

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Delight 2020-21 | 27

Our Covid-adapted programme kickstarted with a filmed production of ‘The Tempest’ by Guildford Shakespeare Company created especially for Delight. Teachers were tasked to bring the production to life in-class using a selection of props such as thunder shakers, a bubble machine and an electric fan.

“The programme had a huge impact on the children. It started out as a bit of fun but the children took ownership and it became important to them. It has helped their confidence and changed the way they read out loud to the class. It’s helped those children living under the radar find a voice.” TEACHER

“The children really loved watching the performance film and loved the 4D resources.” TEACHER

Children documented their Shakespearean journey through creative writing and literacy activities in their Arts Award Journal.

Over the subsequent 6 weeks, children worked together to learn about scriptwriting, drama and performance. Each child had their own script pack which they could annotate with the line for their part in the play. An actor from the Guildford Shakespeare Company led three of the workshops, whilst the other three workshops were led by the class teachers to build their skills and confidence in delivering drama programmes.

In Week 7, the children performed a scene from The Tempest which was filmed by the class teachers. It was then professionally edited for the school to share with the children, their family and friends as a lasting legacy of their achievements.

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drama programmes.
Amongst children eligible for Pupil Premium:
Based on 39 children
increased
social
outcomes for
59%
of children
increased
academic
outcomes
72%
of children increased artistic
outcomes for
82%
of children
28 | Delight 2020-21
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“I feel like my confidence built up as time went on. My favourite part was experimenting with lines when we rehearsed because it didn’t matter if I said them wrong.” CHILD

Delight 2020-21 | 29

OUTCOME 1

Social and Emotional

Increased confidence amongst children was a consistent theme across evaluation with our school partners including for children eligible for Pupil Premium. Teachers reported that children who were quiet or ‘under the radar’ in class found a voice when participating. Teachers reported that for some reluctant performers, being on film instead of in a live performance helped them feel safer. As Delight in Shakespeare coincided with children’s return to school after lockdown, this provided a well-timed opportunity for the class to work collaboratively and create a filmed performance together.

“We saw a boost in confidence for some children, and the biggest surprises were with the children that had flat out refused to take part.” TEACHER

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51%
of children
experienced
increased
confidence
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OUTCOME 2

Engagement with Learning

Children’s ability to articulate their learning was demonstrated by the successful completion of their Journals. This resulted in 456 children receiving the introductory level Arts Award ‘Discover’ whilst 84 children achieved the entry level ‘Explore’ Award.

“The children became very good at writing about The Tempest and more comfortable with writing a play script. One child has dyslexia and in the past would never have dreamed of reading out loud to the class but she is now reading the same book as the rest of the class.” TEACHER

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76%
of children felt
proud of what they
had achieved
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OUTCOME 3

Broadening Horizons

Watching the filmed Tempest

performance and having a professional actor from the Guildford Shakespeare Company lead workshops was a special opportunity to become immersed in the world of theatre. Children were proactively involved in creating the filmed production of The Tempest.

“It was really good because Shakespeare uses language you don’t see every day and some of his plays are really dramatic. It was better than I thought it would be because at first I didn’t understand the story and when Dan came in and explained it really helped. I liked how there was magic in the play! I enjoyed everything! It gave me confidence to try drama in the future.” CHILD

----- Start of picture text -----
58%
of children want
to do more drama
after taking part
----- End of picture text -----*

ARTS PARTNER TESTIMONIAL Ant Stones, Guildford Shakespeare Company, Head of Education

“It was clear that several children really surprised their teachers with how much they came out of their shell. Some teachers really threw themselves into it. They certainly felt more prepared than

OUTCOME 4

Teacher Development

88%

reported increased confidence in using drama in their teaching practice. 75%

reported increased willingness to use drama in their teaching practice. 86%

rated their overall experience of delivering Delight in Shakespeare workshops as Good or Excellent.

“It was so much fun. It reminded me that drama can be used more in lessons and helped me feel more confident doing it in class. It got me out of my comfort zone!” TEACHER

previous years (even considering the change of medium). It was brilliant to have a script. The children used these throughout, they changed and revised them and this really helped to reinforce script writing and stage direction. It would be great to replicate this next year when we return to theatre.”

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Delight 2020-21 | 31

“Delight has given our school the opportunity to expand horizons and appreciate the creative arts within our curriculum offer. The impact, therefore, that these opportunities have on our school are extremely beneficial to our children’s wellbeing, engagement in the curriculum, parental engagement and cultural capital.” HEADTEACHER

Building a lasting legacy of arts-based learning in primary schools

Developing teachers’ confidence, skills and enthusiasm for using the arts in schools underpins all Delight programmes. Our programmes provide the tools for teachers to carry their experience forward in class and share their learning with colleagues. We don’t deliver the National Curriculum but encourage teachers to explore all possible links with other classroom learning. By working in long-term partnership with teachers and school leaders, our aim is to embed arts-based learning in schools and create a genuine arts legacy. We support many of our partner schools on their journey to secure Artsmark status – the creative quality standard for schools.

During 2020/21, 71 teachers took part in Delight programmes and benefited from a support package combining:

2020/21 marked the launch of Delight’s Teacher Development programme pathway. 42 teachers (59%) benefited from this new pathway which combines live training and access to learning resources with the opportunity for teachers to lead workshops themselves, with guidance and practical support from Delight and the relevant arts partner. The past academic year has been a very beneficial learning experience and enabled us to create a programme that can be scaled to increase the number of children, teachers and schools we reach in future years.

“Teachers reported an increase in confidence in teaching and using creative based lessons with their pupils.” ImpactEd

Outcomes for teachers and schools in 2020/21:

OUTCOME 1

Teachers gained skills and knowledge to increase their confidence in talking about, and teaching, the arts.

“I am definitely way more confident. Just from watching the artists, their approach. I feel a lot more confident. I had never used some of the skills before. Usually, we have 30 minutes to make art. I loved doing it over many sessions and giving it an end point and context.” TEACHER

85%

of teachers reported increased confidence in delivering arts-based learning programmes.*

91%

rated their overall experience of delivering workshops as Good or Excellent.*

OUTCOME 2

Teachers planned to include the arts into their teaching practice.

“Taking part…has given me more ideas to implement into the classroom. It is a very beneficial and rewarding program to be part of.” TEACHER

77%

of teachers reported increased willingness to use the arts in their teaching practice.*

OUTCOME 3

Schools embed arts-based learning across all year groups.

“Delight in Shakespeare has shown huge impact on our children’s confidence and performance skills. This sequence of workshops and performances allows the children to develop their oracy skills and this is then transferred into other areas of our curriculum. As we have participated in Delight in Shakespeare for a few years, we have been fortunate enough to see how it has impacted the children in following years too and have witnessed it being an event in their time at the school that they frequently reflect back on as a fond memory.” HEADTEACHER

1,249 children

received Arts Award accreditation.

5 schools

are currently on their Artsmark journey whilst an additional 11 have expressed interest.

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Developing a positive support network for each child

For children undertaking Delight programmes during lockdown, parents and carers played a vital role in supporting children during the live workshops.

“One child who does not have any parental engagement at home said that his mum practised with him and he loved it! “ TEACHER

Delight involves parents and carers as much as possible in each programme to boost their engagement with their child’s learning and help create a lasting and positive impact.

“It has been lovely to see the project unfold, and my child has enjoyed it so much. She has really grown in confidence and takes every opportunity now to draw and paint – it really has inspired her to try new things and be confident in what she is doing.” PARENT

DELIGHT IN READING

Delight in Reading brings books into homes where there may be few or none, helping to stimulate a love of reading for pleasure, contributing to children’s development of essential reading skills and ability that will support them in learning and life.

Looking ahead, we are reviewing how we will build on the legacy of Delight in Reading over the past five years and how we can continue to nurture a love of reading amongst children.

“My son received some lovely books from your charity just before half term and he was so excited to have his own little bag with them in. He’s just started reception class and loves stories, but as we haven’t been able to go to the library as we used to it was such a lovely thing for him to receive those books.”

Due to Covid, we took a different approach to Delight in Reading in 2020/21. Prior to Covid, we ran Book Fairs in schools where we provided free/very low-cost books to children and volunteering opportunities for older children to run the Fairs themselves. With ongoing social distancing measures, we shared our book stock of 4,750 books with 9 primary school partners. 1,450 children received a Delight tote bag with a minimum of 3 books, a mix of fiction and non-fiction, and books were packaged to appeal to children across different year groups.

PARENT

Schools shared the films and online exhibitions with the wider school community, parents and carers and it was fantastic that we could celebrate children’s achievements at a time when in-school events were not possible.

One of the main ways we create a community support network around children is through the children’s final performance or exhibition. Covid restrictions meant that the way we delivered our programmes this year was different, and the children’s final events were filmed or shared in an online gallery. Some schools also took the opportunity to create live events that they shared with other children at the school.

“We did an exhibition in the hall. I was so proud, it looked amazing. All the teachers were commenting on how amazing it was. We left it up for a few days for the other classes to look at.”

TEACHER

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36 | Delight 2020-21
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Looking ahead: our future plans

We look forward to working with even more teachers as we expand our Teacher Development programme pathway to a greater number of schools.

Providing joyful opportunities for children to experience the magic of the arts is at the heart of our programmes and we are excited to be returning to delivering our programmes in schools once again.

At present, Delight largely focuses on primary schools in Surrey, specifically those in communities affected by socio-economic disadvantage or with high levels of children with special educational needs. Thanks to funding from the Paul Hamlyn Foundation, we are expanding our arts-based learning model to schools in neighbouring Croydon from 2022. Over the coming academic year, we will build on our successful growth in Surrey to forge new Croydon school partnerships before rolling out Delight in Dance to five new schools from September 2022.

In 2021/22, we will work with our arts partners and Surrey primary schools on Delight in Art, Delight in Dance, and Delight in Shakespeare. We will use many of the digital resources we created over the past year to enrich the learning experience for children and their teachers. We are also incorporating new access materials to further improve the inclusivity of our programmes. This includes Sign Supported English content and translation of materials into languages spoken within our school communities.

Delight’s work is underpinned by robust impact measurement to ensure the highest quality artistic content and the strongest outcomes for children. We will continue to work with our evaluation partner ImpactEd over the year ahead and develop our evaluation tools and strategies to improve the quality of our work, expand our reach, and strengthen the impact of our programmes on children.

As an Arts Award provider and Artsmark partner, we will continue to advocate for embedding arts-based learning in schools and supporting school leaders in their strategies for achieving this.

Delight 2020-21 | 37

Diversity and inclusion

Delight takes a child-centred approach to ensure children’s needs and interests are listened to and represented across our programmes.

In order to be more representative of the communities we reach, a key objective for 2021/22 is to increase the diversity of our staff, trustees, and the range of artists that we work with through our programme partners. We are already on this path and in September 2021 we were delighted to appoint 2 placements through the government’s Kickstart initiative to support 18 to 24 year olds on Universal Credit who are at risk of long term unemployment.

In pre-programme meetings with teachers, we review individual children’s needs and how we can adapt the programme to ensure it is inclusive. This financial year, for example, we have secured Arts Council funding for 2021/22 towards Sign Supported English content for Delight in Dance to support children who are hearing impaired.

Digital reach

Despite the challenges of continuing our programmes throughout the pandemic, this accelerated our Digital Strategy.

Looking ahead to 2021/22 and beyond, we will continue to use the digital skills and resources we have developed whilst returning to in-person delivery with schools. The next step in our Digital Strategy is a much-needed overhaul of the Delight website and infrastructure, enabling us to increase access to resources for teachers.

Major investment in digital content across all 3 programmes, the creation of a remote Teaching Studio and live online delivery of arts workshops this financial year has brought long-term benefit. New immersive filmed art experiences, artistled ‘how to’ films and digital learning packs are enriching our programme offer and expanding our capacity to reach more audiences.

38 | Delight 2020-21

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Organisation structure and management

Trustees Appointments

Governance

Delight has a board of five Trustees bringing a range of experience that covers arts, education, business, finance, marketing, and law. The Charity must have a minimum of three Trustees at any time.

Trustee appointments are made by the Board. Trustees are selected according to the skills, knowledge and experience which they can contribute to Delight’s charitable remit. Delight is in the process of increasing the number of Trustees to expand the board’s diversity and that ‘lived experience’ of our beneficiaries is represented in line with our long-term strategic objectives.

Under Delight’s Constitution with which the organisation is governed, the Board of Trustees has the power to do anything which is believed to further the Charity’s objects or is conducive or incidental to doing so.

Management

The day-to-day running of the Charity is overseen by Kathryn Mills alongside a team of four part-time staff. Delight is a Living Wage employer.

The governance of the Charity is the responsibility of the Trustees who are elected and co-opted under the terms of its Constitution. The board of Trustees have corporate responsibility for ensuring that Delight complies with any statutory or administrative requirements for the use of public and/or private funds.

Financial Review

The Trustees have reviewed the Charity’s financial position and particularly in relation to the ongoing impacts of Covid-19. The Trustees consider the Charity’s financial position for the year ended 31st August 2021 to be robust.

DECLARATION

The Trustees declare that they have approved the Trustees’ report above. Signed on behalf of Delight’s Trustees:

At 31st August 2021, Delight held general unrestricted funds of £14,793 alongside designated pipeline development funds of £59,450 to support the Charity’s reach and impact.

___________ Victoria Francis CHAIR

RESERVES POLICY

Delight holds free reserves for three months’ operational costs, protecting organisation stability. At 31st August 2021, designated resilience funds were £33,500. Delight’s fundraising strategy incorporates plans to maintain a level of free reserves of three months’ operational costs as the organisation grows.

DATE: 25th January 2022

Trustees meet on a quarterly basis. All Trustees give of their time freely. None of the Trustees receive remuneration or other benefit from their work with the Charity.

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DELIGHT

Independent Examiner's Report to the Trustees of Delight

Independent examiner's report to the trustees of Delight

I report to the charity trustees on my examination of the accounts of Delight (the Trust) for the year ended 31 August 2021.

Responsibilities and basis of report

As the charity trustees of the Trust you are responsible for the preparation of the accounts in accordance with the requirements of the Charities Act 2011 ('the Act').

I report in respect of my examination of the Trust's accounts carried out under section 145 of the Act and in carrying out my examination I have followed all applicable Directions given by the Charity Commission under section 145(5)(b) of the Act.

Independent examiner's statement

Since your charity's gross income exceeded £250,000 your examiner must be a member of a listed body. I can confirm that I am qualified to undertake the examination because I am a registered member of ICAEW which is one of the listed bodies.

I have completed my examination. I confirm that no material matters have come to my attention in connection with the examination giving me cause to believe that in any material respect:

  1. accounting records were not kept in respect of the Trust as required by section 130 of the Act; or

  2. the accounts do not accord with those records; or

  3. the accounts do not comply with the applicable requirements concerning the form and content of accounts set out in the Charities (Accounts and Reports) Regulations 2008 other than any requirement that the accounts give a true and fair view which is not a matter considered as part of an independent examination.

I have no concerns and have come across no other matters in connection with the examination to which attention should be drawn in this report in order to enable a proper understanding of the accounts to be reached.

Hazel Day BSc (Hons) FCA DChA ICAEW Tudor John Limited Nightingale House 46-48 East Street Epsom Surrey KT17 1HQ Date: .............................................

Statement of Financial Activities for the year ended 31 August 2021

Unrestricted
funds
Notes
£
INCOME AND ENDOWMENTS FROM
Donations and legacies
45,891
Charitable activities
Delight programmes
64,888
Other trading activities
2
100
Investment income
3
5
Other income
6,856
Total
117,740
EXPENDITURE ON
Raising funds
21,978
Charitable activities
Delight programmes
12,122
Total
34,100
NET INCOME/(EXPENDITURE)
83,640
Transfers between funds
11
(38,847)
Net movement in funds
44,793
RECONCILIATION OF FUNDS
Total funds brought forward
62,950
TOTAL FUNDS CARRIED FORWARD
107,743		 Restricted
fund
£
200,404
-
-
-
-
200,404
-
239,251
239,251
(38,847)
38,847
-
-
-		 2021
Total
funds
£
246,295
64,888
100
5
6,856
318,144
21,978
251,373
273,351
44,793
-
44,793
62,950
107,743		 2020
Total
funds
£
242,529
30,037
719
17
10,200
283,502
5,133
230,814
235,947
47,555
-
47,555
15,395
62,950

42 | Delight 2020-21

Delight 2020-21 | 43

DELIGHT

DELIGHT

Balance Sheet 31 August 2021

Unrestricted
funds
Notes
£
FIXED ASSETS
Tangible assets
7
-
CURRENT ASSETS
Debtors
8
3,333
Cash at bank
120,246
123,579
CREDITORS
Amounts falling due within one year
9
(15,836)
NET CURRENT ASSETS
107,743
TOTAL ASSETS LESS CURRENT
LIABILITIES
107,743
NET ASSETS
107,743
FUNDS
11
Unrestricted funds
TOTAL FUNDS		 Restricted
fund
£
-
6,241
35,573
41,814
(41,814)
-
-
-		 2021
Total
funds
£
-
9,574
155,819
165,393
(57,650)
107,743
107,743
107,743
107,743
107,743		 2020
Total
funds
£
130
18,210
172,418
190,628
(127,808)
62,820
62,950
62,950
62,950
62,950

1.

Notes to the Financial Statements for the year ended 31 August 2021

ACCOUNTING POLICIES

BASIS OF PREPARING THE FINANCIAL STATEMENTS

The financial statements of the charity, which is a public benefit entity under FRS 102, have been prepared in accordance with the Charities SORP (FRS 102) 'Accounting and Reporting by Charities: Statement of Recommended Practice applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) (effective 1 January 2019)', Financial Reporting Standard 102 'The Financial Reporting Standard applicable in the UK and Republic of Ireland' and the Charities Act 2011. The financial statements have been prepared under the historical cost convention.

INCOME

All income is recognised in the Statement of Financial Activities once the charity has entitlement to the funds, it is probable that the income will be received and the amount can be measured reliably.

EXPENDITURE

Liabilities are recognised as expenditure as soon as there is a legal or constructive obligation committing the charity to that expenditure, it is probable that a transfer of economic benefits will be required in settlement and the amount of the obligation can be measured reliably. Expenditure is accounted for on an accruals basis and has been classified under headings that aggregate all cost related to the category. Where costs cannot be directly attributed to particular headings they have been allocated to activities on a basis consistent with the use of resources.

TANGIBLE FIXED ASSETS

Depreciation is provided at the following annual rates in order to write off each asset over its estimated useful life.

Computer equipment

Straight line over 5 years

TAXATION

The charity is exempt from tax on its charitable activities.

The financial statements were approved by the Board of Trustees and authorised for issue on 25 January 2022 and were signed on its behalf by:

V M Francis - Trustee

FUND ACCOUNTING

Unrestricted funds can be used in accordance with the charitable objectives at the discretion of the trustees.

Restricted funds can only be used for particular restricted purposes within the objects of the charity. Restrictions arise when specified by the donor or when funds are raised for particular restricted purposes.

Further explanation of the nature and purpose of each fund is included in the notes to the financial statements.

HIRE PURCHASE AND LEASING COMMITMENTS

Rentals paid under operating leases are charged to the Statement of Financial Activities on a straight line basis over the period of the lease.

2. OTHER TRADING ACTIVITIES

OTHER TRADING ACTIVITIES
2021 2020
£ £
Fundraising events 100 719

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Delight 2020-21 | 45

DELIGHT

DELIGHT

Notes to the Financial Statements - continued for the year ended 31 August 2021

INVESTMENT INCOME

3.

2021 2020
£ £
Deposit account interest 5 17

4. TRUSTEES' REMUNERATION AND BENEFITS

There were no trustees' remuneration or other benefits for the year ended 31 August 2021 nor for the year ended 31 August 2020.

TRUSTEES' EXPENSES

There were no trustees' expenses paid for the year ended 31 August 2021 nor for the year ended 31 August 2020.

5. STAFF COSTS

The average monthly number of employees during the year was as follows:

Fundraising
Programmes
Administration		 2021
1
2
2
5		 2020
1
1
2
4

No employees received emoluments in excess of £60,000.

6. COMPARATIVES FOR THE STATEMENT OF FINANCIAL ACTIVITIES

Unrestricted
funds
£
INCOME AND ENDOWMENTS FROM
Donations and legacies
69,889
Charitable activities
Delight programmes
30,037
Other trading activities
719
Investment income
17
Other income
10,200
Total
110,862
EXPENDITURE ON
Raising funds
5,133
Charitable activities
Delight programmes
36,299
Total
41,432
NET INCOME/(EXPENDITURE)
69,430		 Restricted
fund
£
172,640
-
-
-
-
172,640
-
194,515
194,515
(21,875)		 Total
funds
£
242,529
30,037
719
17
10,200
283,502
5,133
230,814
235,947
47,555

Notes to the Financial Statements - continued for the year ended 31 August 2021

COMPARATIVES FOR THE STATEMENT OF FINANCIAL ACTIVITIES - continued

6.

Unrestricted
funds
£
Transfers between funds
(21,875)
Net movement in funds
47,555
RECONCILIATION OF FUNDS
Total funds brought forward
15,395
TOTAL FUNDS CARRIED FORWARD
62,950
7.
TANGIBLE FIXED ASSETS
COST
At 1 September 2020 and 31 August 2021
DEPRECIATION
At 1 September 2020
Charge for year
At 31 August 2021
NET BOOK VALUE
At 31 August 2021
At 31 August 2020
8.
DEBTORS: AMOUNTS FALLING DUE WITHIN ONE YEAR
Trade debtors
Prepayments and accrued income		 Restricted
Total
fund
funds
£
£
21,875
-
-
47,555
-
15,395
-
62,950
Computer
equipment
£
647
517
130
647
-
130
2021
2020
£
£
1,571
7,703
8,003
10,507
9,574
18,210		 Total
funds
£
-
47,555
15,395
62,950

Page 6

continued...

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Delight 2020-21 | 47

DELIGHT

DELIGHT

Notes to the Financial Statements - continued for the year ended 31 August 2021

9. CREDITORS: AMOUNTS FALLING DUE WITHIN ONE YEAR

Trade creditors
Other creditors		 2021
£
6,332
51,318
57,650		 2020
£
162
127,646
127,808

10. LEASING AGREEMENTS

Minimum lease payments under non-cancellable operating leases fall due as follows:

Within one year
Between one and five years		 2021
£
2,625
-
2,625		 2020
£
9,000
2,625
11,625

11. MOVEMENT IN FUNDS

MOVEMENT IN FUNDS
Net Transfers
movement between At
At 1.9.20 in funds funds 31.8.21
£ £ £ £
Unrestricted funds
General fund 62,950 83,640 (131,797) 14,793
Resilience designated fund - - 33,500 33,500
Pipeline development designated fund - - 59,450 59,450
62,950 83,640 (38,847) 107,743
Restricted funds
Programme funds - (38,847) 38,847 -
TOTAL FUNDS 62,950 44,793 - 107,743

Notes to the Financial Statements - continued for the year ended 31 August 2021

11. MOVEMENT IN FUNDS - continued

Comparatives for movement in funds

Net Transfers
movement between At
At 1.9.19 in funds funds 31.8.20
£ £ £ £
Unrestricted funds
General fund 15,395 69,430 (21,875) 62,950
Restricted funds
Programme funds - (21,875) 21,875 -
TOTAL FUNDS 15,395 47,555 - 62,950

Comparative net movement in funds, included in the above are as follows:

Unrestricted funds
General fund
Restricted funds
Programme funds
TOTAL FUNDS		 Incoming
resources
£
110,862
172,640
283,502		 Resources
Movement
expended
in funds
£
£
(41,432)
69,430
(194,515)
(21,875)
(235,947)
47,555		 Resources
Movement
expended
in funds
£
£
(41,432)
69,430
(194,515)
(21,875)
(235,947)
47,555
47,555

12. RELATED PARTY DISCLOSURES

There were no related party transactions for the year ended 31 August 2021.

Net movement in funds, included in the above are as follows:

Unrestricted funds
General fund
Restricted funds
Programme funds
TOTAL FUNDS		 Incoming
resources
£
117,740
200,404
318,144		 Resources
Movemen
expended
in funds
£
£
(34,100)
83,640
(239,251)
(38,847
(273,351)
44,793		 Resources
Movemen
expended
in funds
£
£
(34,100)
83,640
(239,251)
(38,847
(273,351)
44,793
44,793

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Delight 2020-21 | 49

DELIGHT

DELIGHT

Detailed Statement of Financial Activities for the year ended 31 August 2021

INCOME AND ENDOWMENTS
Donations and legacies
Donations
Grants
Other trading activities
Fundraising events
Investment income
Deposit account interest
Charitable activities
Schools contribution
Other income
Bespoke/ fee earning work
CJRS grant
Total incoming resources
EXPENDITURE
Raising donations and legacies
Wages
Filming costs
Sundries
Charitable activities
Staff costs
Other operating leases
Postage and stationery
Sundries
Arts partner fees
Coach and vehicle hire
Photography
Film and multimedia resources
Other project materials
Evaluation
Teacher CPD
Freelance and contractors
Travel and parking
Arts award
Carried forward		 2021
£
3,250
243,045
246,295
100
5
64,888
-
6,856
6,856
318,144
18,556
2,822
600
21,978
67,135
6,750
727
99
77,814
-
750
19,012
33,145
3,632
1,847
485
1,605
6,954
219,955		 2020
£
1,995
240,534
242,529
719
17
30,037
5,000
5,200
10,200
283,502
5,017
-
116
5,133
53,441
3,160
1,610
170
62,895
3,619
1,000
4,353
32,634
3,126
2,995
5,989
3,034
4,615
182,641

Detailed Statement of Financial Activities for the year ended 31 August 2021

Charitable activities
Brought forward
IT costs
Support costs
Management
Staff costs
Other operating leases
Rates and water
Insurance
Light and heat
Telephone
Postage and stationery
Advertising
Sundries
Repairs and maintenance
IT and web costs
Freelance costs
Travel
Depreciation of tangible and heritage assets
Governance costs
Accountancy and legal fees
Total resources expended
Net income		 2021
£
219,955
371
220,326
17,942
2,451
788
413
824
400
795
-
1,421
997
2,194
220
348
130
28,923
2,124
273,351
44,793		 2020
£
182,641
-
182,641
33,712
4,879
788
354
790
349
1,173
54
1,143
451
2,180
115
124
129
46,241
1,932
235,947
47,555

This page does not form part of the statutory financial statements

This page does not form part of the statutory financial statements

50 | Delight 2020-21

Delight 2020-21 | 51

Our sincere thanks to every teacher, teaching assistant, headteacher, actor, artist, dancer, freelancer, volunteer and supplier with whom we worked over the past year. Thank you to all the parents, carers and siblings who supported children dancing and making art whilst learning from home.

and swimathons, to grants made by trusts and foundations – every donation has made a genuine difference.

Schools make a financial contribution to participate in Delight programmes. As a registered charity, we are able to subsidise these costs through our fundraising activities. In return, school partners are asked to demonstrate that the Delight programme will be used to support our core mission of closing the opportunity and attainment gap for children affected by disadvantage or those with additional needs.

We’d also like to say a big thank you to our funders not only for their financial support but for their insights, support, conversations, flexibility and commitment to our cause. From young people raising money for Delight through cake sales

To find out more about becoming involved in Delight’s programmes, please contact us: EMAIL info@delightcharity.org.uk TEL 01883 818300 WEBSITE delightcharity.org.uk @DelightCharity

With sincere thanks to:

Multi-programme funders

Tandridge Together Community Fund

The Haymans Trust Fund

RGA

Delight Delight Delight in Delight in Art in Dance Shakespeare in Reading Bryn Siriol Fund Alex Roberts-Miller Foundation

52 | Delight 2020-21

Registered Charity No. 1159567